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David Hilton

Groups in Education & Schools - Shelfari - 9 views

www.shelfari.com/...groups

all_teachers bestpractices curriculum history literature math science technology language digitalcitizenship techintegrator elementary middleschool web3d shelfari reading

shared by David Hilton on 05 Dec 09 - Cached
  • David Hilton on 05 Dec 09
     
    Looks like a useful tool to motivate students to read.
Ed Webb

My third-class life | Michael Morpurgo | Comment is free | The Guardian - 4 views

www.guardian.co.uk/...en-story-degree-secret-teacher

education teachers teaching testing qualifications

shared by Ed Webb on 26 Jan 10 - Cached
  • It is quite true that in countries with highly successful school systems such as Finland teachers do have to be much better qualified than they are here, and that they have higher status, more respect. But this is also because children have a higher status there, more respect. It is also quite true that the class of a degree may be a useful means as part of the selection process, but only as part of the process.It is aptitude, the ability to enthuse, to communicate, to motivate, that is far more important than whether a ­candidate has a first- or third-class degree. And with this ability must come a love of the subject he or she is teaching. It's the one thing that reaches children, touches their hearts, awakens their intellect, when they see that a teacher really means it.
  • "We look forward to having you here. But there is one thing: as a teacher, you will have to curb your enthusiasm and exuberance."
  • Ed Webb on 26 Jan 10
     
    Great children's author Michael Morpurgo on what makes a great teacher
David Wetzel

7 Tips for Developing Online Learning Skills: Distance Learning Requires Different Abil... - 17 views

distance-education.suite101.com/...eloping-online-learning-skills

online learning skills distance nontraditional students time management discussions knowledge application communication connections motivation

shared by David Wetzel on 30 Mar 10 - Cached
  • David Wetzel on 30 Mar 10
     
    "Developing online learning skills is essential for adult learners to support their completion of education goals. Although these students can easily locate an online course or degree program that's both convenient and accessible, they may face significant challenges in developing the skills necessary for success in an online learning environment."
Brendan Murphy

Think Thank Thunk » Standards-Based Grading: Feedback - 7 views

101studiostreet.com/wordpress

shared by Brendan Murphy on 17 May 10 - Cached
  • for stu­dents that do not feel the need to reme­di­ate, any grade becomes instantly sum­ma­tive
    • Brendan Murphy
      Brendan Murphy on 17 May 10
       
      The question becomes how do we motivate students to imporove, especially when we know they can?
  • pre­sen­ta­tion day is the only day that you took to assess this child, and then you leave any reme­di­a­tion up to them
    • Brendan Murphy
      Brendan Murphy on 17 May 10
       
      Evaluate students informally on a regular basis so they know what you expect.
  • ou prob­a­bly call it “check­ing for under­stand­ing” or some­thing along those lines. I actu­ally keep a sheet going in my note­book with every kid’s name on it and a check mark for whether I feel like I’ve com­mu­ni­cated to them where they’re at in any given topic
    • Brendan Murphy
      Brendan Murphy on 17 May 10
       
      "check for understanding" for every student before giving an assignment that will be graded.
  • ...2 more annotations...
  • Good Feed­back
    • Brendan Murphy
      Brendan Murphy on 17 May 10
       
      Give feedback not grades
  • pro­vide a nar­ra­tive
    • Brendan Murphy
      Brendan Murphy on 17 May 10
       
      Can be done with voicce thread also I think
Brendan Murphy

Masters degrees don't produce better teachers - Page 2 - Baltimore Sun - 15 views

articles.baltimoresun.com/...2

shared by Brendan Murphy on 15 May 11 - No Cached
  • Because their primary motivation is to preserve their teaching license and advance up the salary ladder, busy teachers often pursue the fastest, cheapest and most accessible path to earn these degrees, and not necessarily the education that might lead to improved student outcomes.
    • Brendan Murphy
      Brendan Murphy on 15 May 11
       
      So what you are saying is if teachers take graduate courses in an effort to improve themselves they might actually do some good.
Steve Ransom

Technology in Schools Faces Questions on Value - NYTimes.com - 11 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by Steve Ransom on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • that computers can distract and not instruct.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure

nytimes all_teachers math science

shared by Fabian Aguilar on 12 Aug 09 - Cached
  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
  • ...18 more annotations...
  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
Suzie Nestico

Common Core 360 Webinars - 5 views

www.commoncore360.com/webinars.php

common core webinars common core standards common Core 360

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • Learn effective strategies from Curriculum 21’s Ann Johnson for translating the English Language Arts (ELA) Common Core Standards.
  • “Translating Mathematics Standards,” by Debbie Sullivan (CMI21) 8:30 – 9:30 a.m. MST Dr. Sullivan will demonstrate strategies for the translation of the Mathematics Common Core Standards to create rigorous classroom lessons and targeted assessments.
  • “Student Engagement & Future Focus,” by Dr. Lisa Leith 8:30 – 9:30 a.m. MST How can the Common Core Standards help teachers reduce classroom conflict, increase student engagement and promote future focus? Dr. Leith will address the roles of collaboration and goal setting in the classroom, and provide direction for achieving desired results while freeing students to make their own choices. She will explore the connections between relationships, self-image, motivation, and student success.
Martin Burrett

Challenging students by @ncjbrown - 0 views

ukedchat.com/...allenging-students-by-ncjbrown

challenge students

shared by Martin Burrett on 27 Dec 15 - No Cached
  • Martin Burrett on 27 Dec 15
     
    As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling.
  • Walter Antoniotti on 10 Jan 16
     
    2) Alfie Kohn "In fact, there isn't even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we're making 12-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says." Homework: An Unnecessary Evil? ... Findings from New Research 3) Tyler Cowen believed education can create potentially valuable workers by helping them improve their value by using smart machines and that these two are stronger complements than ever. Students may not be able to calculate like computers but we can teach students to be better readers of character and emotion and to be the best interpreters of the masses of information provided by the behavioral sciences and big data. Not all students need to do programming but they need to easily make the most of technology. He sees educators as motivators and online managers rather than as a professor. From Average is Over, 2013 by Tyler Cower Could a majority on workers hurt by Geekability add to A. Greenspan's fear of unrest?
Vicki Davis

Adrian Bruce's Educational Teaching Resources-Reading Games-Math Games-Educational Soft... - 0 views

www.adrianbruce.com

all_teachers education elementary_teacher games

shared by Vicki Davis on 10 May 08 - Cached
lolaemam liked it
  • Vicki Davis on 10 May 08
     
    Cool website from a professional developer in australia with a lot of links to websites he's tested.
  • Vicki Davis on 10 May 08
     
    Cool websites.
Ed Webb

The Fall, and Rise, of Reading - 1 views

www.chronicle.com/...the-fall-and-rise-of-reading

literacy US USA education students reading

shared by Ed Webb on 19 Oct 20 - No Cached
linjos liked it
  • During a normal week — whether in two-year or four-year colleges, in the humanities or STEM — about 20 to 40 percent of students do the reading.
  • The average college student in the United States spends six to seven hours a week on assigned reading, according to the National Survey of Student Engagement (which started tracking the statistic in 2013). Other countries report similarly low numbers. But they’re hard to compare with the supposed golden age of the mid-20th century, when students spent some 24 hours a week studying, Baron says. There were far fewer students, they were far less diverse, and their workload was less varied — “studying” meant, essentially, reading books.
  • more students are on track to being ready for college-level reading in eighth and 10th grade” — about 62 percent — “than are actually ready by the time they reach 12th grade.
  • ...10 more annotations...
  • The scores of fourth- and eighth-graders on reading tests have climbed steadily since the 1990s, according to the National Assessment of Educational Progress. But those of 12th-graders have fallen. Just 37 percent of high-school seniors graduate with “proficiency” in reading, meaning they can read a text for both its literal and its inferential meanings.
  • While those with bachelor’s and graduate degrees maintained the highest levels of literacy overall, those groups also experienced the steepest declines. Just 31 percent of college graduates were considered proficient readers in 2003, by that test’s definition, down from 40 percent in 1992.
  • “We quickly realized that unless you actually assign a grade for the out-of-class component, students just won’t do it,”
  • “Harvard students are really not that different in terms of how they behave. They’re bright, they’re academically more gifted,” she says. But they’re also “incredibly good at figuring out how to do exactly what they need to do to get the grade. They’re incredibly strategic. And I think that’s really true of students everywhere.”
  • turns the classroom into a social-learning environment
  • “We have young people who are coming away from high school with a very sort of test-driven training — I won’t call it education — training in reading.”
  • Teaching students how to read in college feels “remedial” to many professors
  • Faculty members are trained in their disciplines. “They don’t want to be reading teachers. I don’t think it’s a lack of motivation,” says Columbia’s Doris Perin. “They don’t feel they have the training.” Nor do they want to “infantilize” students by teaching basic comprehension skills, she says.
  • Tie reading to a grade: Quizzes and assigned journals, which can determine about 20 percent of the final grade, can double or even triple reading compliance — but rote formats that seem to exist for their own sake can encourage skimming or feel punitive.“Do away with the obvious justifications for not doing the reading,” says Naomi Baron, at American U. “If you summarize everything that’s in the reading, why should students do it?”Ask students to make arguments, compare, and contrast — higher- order skills than factual recall.Using different media is fine, but maintain rigor. “You can do critical reading of anything that has essentially an academic argument in it,” says David Jolliffe, at the U. of Arkansas. Video and audio, in fact, may sometimes be better than textbooks — what he calls “predigested food.”Explicitly tie out-of-class reading to in-class instruction, going over points of confusion and connecting lessons and texts to each other.Teach reading skills. “Hundreds” of strategies exist, all of which make “explicit the processes that proficient readers use without thinking about it,” says Doris Perin, at Columbia.
  • “A lot of faculty members, myself included, are saying, If they’re not doing the reading, we can get unhappy, we can get angry,” she says. “Or we can do something about it.”
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