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Vicki Davis

CardKiwi | Create flashcards together with your friends and save a ton of time ! - 13 views

cardkiwi.com

education news flashcards memorization edu_newapp

shared by Vicki Davis on 20 Feb 14 - No Cached
  • Vicki Davis on 20 Feb 14
     
    Lots of kids share flashcards for studying, here's another way to create the cards but to do it TOGETHER. Cool.
Adrienne Michetti

International Program Catches On in U.S. Schools - NYTimes.com - 15 views

www.nytimes.com/...03baccalaureate.html

international InternationalSchool IBO IB&MYP highschool curriculum education

shared by Adrienne Michetti on 04 Jul 10 - Cached
  • It seems more real-world than how we used to learn, and it’s changed how we look at the world
  • Many parents, schools and students see the program as a rigorous and more internationally focused curriculum, and a way to impress college admissions officers.
  • they’d had no idea there was a big wide world out there,
  • ...7 more annotations...
  • Our students don’t have as much diversity as people in some other areas, so this makes them open their eyes,” said Deb Pinkham, the program’s English teacher.
  • the people who founded the I.B. were sitting in Geneva, post-World War II, thinking about how to ensure world peace, so the clear philosophical bent is that by integrating learning and understanding issues from multiple perspectives, we can promote global thinking,
  • “A.P. is great for content-based traditional learning,” he said. “It’s great for kids who like to memorize. But for more creative kids, who want to make those connections, there’s nothing like the I.B.”
  • Emily, who said she was bored with school last year, said the I.B. program had been more interesting and challenging.
  • It’s a new way of thinking, but the kids grew into it.
  • I think it’s good for America for students to learn how others nations think
  • “I.B. taught us how to think through a position, and support it,
Jeff Johnson

DigiTales - The Art of Telling Digital Stories - 0 views

www.digitales.us/...index.php

bernajean porter digital_storytelling digitales storytelling

shared by Jeff Johnson on 11 Jun 08 - Cached
  • If you don’t have a good or powerful story, script, and storyboard, then there will never be enough decorating that technology can do to cover it up. On the other hand, demonstrating exemplar craftsmanship with mixing the technical elements in artful ways to unfold your story creates compelling, insightful, original and memorable pieces of communication. The richness of a good story can be diluted when technical elements are not artfully developed, over used, distracting, or just plain annoying.
Ed Webb

Toughest college test: No cell phone, no Facebook | StarTribune.com - 5 views

www.startribune.com/...87598062.html

technology education media fasting college USA

shared by Ed Webb on 15 Mar 10 - Cached
  • This story really sums up what it is to be a student right now in this century. I am actually a student of Professor LaMarre's and in this very class. My generation really does not know what it is like to be outside of this instant communication with friends and other people which has really deteriorated the true relationships people used to and were forced to build with one another. The ability to escape from everyone is impossible. I went to Mexico for 3 weeks over winter break to study and was not able to escape my parents need for me to be in contact through email or text... interesting to think about what it has done to parent/child relationships and especially our interpersonal relationships with significant others.
  • I moved to U.S. 2 decades ago. I came from a 3rd world country (it was at that time). But I had learned how to use the abacus, and do simple mulitiplication in my head. I'm sorry to say this but Americans are FAR behind on REAL education. While you guys play party games in schools and pass that as education. It is quite pathetic what America pass as an education in the public system. By the time I had caught up with English in my 2nd year in American school, I had realized how stupid American pubilc schools are and how inept they are. By 1st and 2nd grade I was memorizing simple mulitplication and division in my third world country. In U.S. kids don't even know what division is until 3rd grade. We didn't have Stadiums, auditoriums, computer labs, track and field track, swimming pool. We didn't even have central heat or air! We got our excercise out on a dirt field with some swings, bats and balls. What's the next generation going to do for a learning experience? "Walking to the mailbox" ??? Because in a few decades, America will be so fat and obese that it will be a revelation to all the fat americans, what it was like to actually walk to the mailbox.
  • Ed Webb on 15 Mar 10
     
    Reader comments enlightening.
Melinda Waffle

Education Week: 'Curriculum' Definition Raises Red Flags - 2 views

www.edweek.org/...26curriculum.h30.html

shared by Melinda Waffle on 24 Mar 11 - No Cached
  • students learn
    • Melinda Waffle
      Melinda Waffle on 24 Mar 11
       
      Learn? Or memorize?
  • To some, that term can mean a scripted, day-to-day lesson plan, while to others, it’s a lean set of big ideas that can be tackled in many ways
  • multiple meanings of the word “curriculum.”
  • ...3 more annotations...
  • Whether “curriculum” means a high-level outline or whether it means the content of a six-week science lesson affects the conversation
  • it is entirely possible to agree on central ideas for the common standards and leave schools to teach them their own way. It’s a crucial distinction, she said, between guidelines and “operational curriculum.”
  • “What’s stirring everything up here is the word ‘common,’ ” she said. “It suggests everything is the same, when people know that curriculum has to be responsive. But we can think of ‘common’ as more like a town common, a place where we all meet.”
    • Melinda Waffle
      Melinda Waffle on 24 Mar 11
       
      Does everyone know that curriculum has to be responsive?
Michael Walker

Progressive Education - 0 views

www.alfiekohn.org/...progressive.htm

progressive education alfiekohn

shared by Michael Walker on 11 Jul 09 - Cached
  • As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
  • Progressive educators are concerned with helping children become not only good learners but also good people
  • Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
  • ...13 more annotations...
  • Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
  • A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
  • “What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
  • Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
  • students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
  • Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
  • they design it with them
  • what distinguishes progressive education is that students must construct their own understanding of ideas.
  • A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
  • A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
  • Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
  • Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
  • For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12]  But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.
anonymous

Poof! 'Template writing' on FCAT shows up in 12 districts- - 0 views

www.orlandosentinel.com/...writing-071709,0,6758419.story

testing

shared by anonymous on 20 Jul 09 - Cached
  • Writing exams from 49 schools were found to have "template writing" -- instances in which students from the same school used identical or similar phrases on FCAT essays, such as "Poof! Now I'm in dragon land." The patterns were discovered when the exams were scored. Some educators blame the problem on FCAT, the state's high-stakes test, and the pressure to score well. The phrases found repeatedly seem an attempt to showcase colorful, creative writing, and they might be viewed that way if they were used by individual children. But when many youngsters in a school write the same way, the department suspects that rote memorization, rather than good writing, is at play.
  • anonymous on 20 Jul 09
     
    What have we done to education? Look what some schools are doing just to get past the state tests!
Rob Jacobs

Wikinomics» Blog Archive » Obama should look to Portugal on how to fix schools - 0 views

www.wikinomics.com/...portugal-on-how-to-fix-schools

shared by Rob Jacobs on 24 Jun 09 - Cached
  • First, it allows teachers to step off the stage and start listening and conversing instead of just lecturing. Second, the teacher can encourage students to discover for themselves, and learn a process of discovery and critical thinking instead of just memorizing the teacher’s information. Third, the teacher can encourage students to collaborate among themselves and with others outside the school. Finally, the teacher can tailor the style of education to their students’ individual learning styles.
    • Rob Jacobs
      Rob Jacobs on 24 Jun 09
       
      Great teaching. Technology is just a tool. This is the model that suits students needs, technology or not.
Vicki Davis

apophenia: spectacle at Web2.0 Expo... from my perspective - 11 views

www.zephoria.org/...spectacle_at_we.html

education learning backchannel

shared by Vicki Davis on 30 Nov 09 - Cached
  • about the implications of turning the backchannel into part of the frontchannel
  • I received word from the organizers that I was not going to have my laptop on stage with me.
  • only learned about the Twitter feed shortly before my talk. I didn't know whether or not it was filtered. I also didn't get to see the talks by the previous speakers so I didn't know anything about what was going up on the screen.
  • ...4 more annotations...
  • I counted for the time when I could get off stage.
  • Had I known about the Twitter stream, I would've given a more pop-y talk that would've bored anyone who has heard me speak before and provided maybe 3-4 nuggets of information for folks to chew on. It would've been funny and quotable but it wouldn't have been content-wise memorable.
  • But why why why spend thousands of dollars to publicly objectify women just because you can? This is the part that makes me angry.
  • I don't mind being critiqued. I think that being a public figure automatically involves that.
  • Vicki Davis on 30 Nov 09
     
    I blogged on this yesterday, but this is a post to read and share with college level and higher who are following Web 2.0 and specifically the use of backchannels.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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