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Martin Burrett

Girls need more positive experiences of ball skills - 1 views

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    "Children's positive perception of moving is an important supporter for natural physical activity and developing motor skills. A study at the University of Jyväskylä suggests that children had high perceptions of motor skills. Some gender differences were identified, however: girls were better in locomotor skills and boys had higher perception and actual skills in ball skills. "Because ball skills are typically utilized in versatile surroundings and good ball skills are a predictor for more frequent physical activity levels in adolescence, we should encourage girls to play more with balls already in early education," says PhD student Donna Niemistö from Faculty of Sport and Health Sciences. "In boys, there could be more locomotor skills like galloping and hopping involved. Niemistö concludes, "All children regardless of gender have a right to have positive and encouraging experiences of movement.""
Martin Burrett

Study links relationship between teacher burnout and student motivation - 0 views

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    "Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialisation, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being."
Martin Burrett

Beyond bullying: Study shows damaging affects of multiple forms of victimisation on sch... - 3 views

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    "School officials focused exclusively on bullying prevention efforts might want to consider the findings of a new study showing the highly damaging effects of multiple forms of victimisation on school climate. The study, published in the Journal of Child & Adolescent Trauma, measured the impact of polyvictimisation - exposure to multiple forms of victimisation - on school climate at the middle and high school levels. Results show that bullying, cyberbullying and harassment were significantly associated with decreases in perceptions of school safety, connection, and equity."
Emily Marler

6 Examples of Using Twitter in the Classroom | Emerging Education Technology - 9 views

    • Emily Marler
       
      Emerging Ed Tech has many resources available for teachers who use technology in the classroom!
  • I’ll start by providing links to two articles (here is one, and here is the another), about teacher Monica Rankin using Twitter in instructional application at the University of Texas at Dallas. These are a few of many stories about Professor Rankin’s efforts (this highly covered case is what really triggered my perception that there were a lot of articles about Twitter in the classroom in recent weeks).
  • This article from The Chronicle of Higher Education discusses instructor Cole Camplese’s use of Twitter, streaming Tweets from students on screen during lectures, as part of the instructional process.
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  • In this blog posting, David Silver explains how Twitter replaced three other technologies he was using in the classroom.
  • Last, but certainly not least, here is one of countless articles about Professor David Parry’s work with Twitter, from early 2008. This is the first Twitter in the classroom story that I came across and it has been discussed and posted about many times on the Internet.
  • Twitter for Academia Promoting Twitteracy in the classroom How to use Twitter in the Classroom 50 ways to use Twitter in the classroom
Ed Webb

Many Complaints of Faculty Bias Stem From Students' Poor Communicating, Study Finds - F... - 4 views

  • some perceptions of classroom bias would decline, and students would benefit more from exposure to opposing viewpoints, if colleges did more to teach argumentation and debate skills. Teaching undergraduates such skills "can help them deal with ideological questions in the classroom and elsewhere in a civil way, and in a way that can discriminate between when professors are expressing a bias and when they are expressing a perspective that they may, or may not, actually be advocating,"
  • The study's findings, however, were criticized as ideologically biased themselves by Peter W. Wood, president of the National Association of Scholars, a group that has frequently accused colleges of liberal or leftist indoctrination. The article summarizing the study, Mr. Wood said on Friday, "seems to me to have a flavor of 'blaming the victim,'" and appears "intended to marginalize the complaints of students who have encountered bias in the classroom."
  • Students need to learn how to argue as a workplace skill. If they understood this as a key workplace strategy that will affect their ability to advance they may be more willing to pay attention. They are there-- regardless of what we may believe-- to get jobs at the end. Discussion and dealing with disputes or differences is key to professional advancement
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  • It's one thing to be closed to students' arguments or to insist on conformity with a prof's views.  It is another altogether when students do not know how to argue their own points, especially points that are not political.  At some point, isn't it the case that the prof does know even a little bit more about their subjects than their students?
  • Several studies (post 1998) seem to indicate that the capacity to understand and engage in logical argumentation has diminished (at least in the 'Western' world). These studies seem to have encouraged the state education boards (committees) of several states to entertain making a "critical thinking" or "Introductory logic" course part of the required core.
  • I have found Susan Wolcott's teaching materials, which are informed by research by K.S. Kitchener and P. M. King, to be the most helpful in addressing student accusations of bias.  I had long been puzzled by why my colleagues in philosophy are so often accused of bias when, in my own observation of their teaching, they take care to keep their own views of a philosophical topic hidden from students.  Indeed, they spend a great deal of time playing devil's advocate and championing the philosophical position that is getting the least airtime in class discussion, readily switching sides if another perspective begins to be neglected.  Wolcott's developmental analysis, which explains how students arrive at college as "confused fact finders" and often get stuck in learning critical thinking skills at the "biased jumper" stage, helps me to understand how students attribute bias to professors when the students lack skills to maneuver around arguments.  The most helpful part of Wolcott's analysis is her suggestion that, if one gives students an assignment that is more than one level above their current abilities in critical thinking, they will completely ignore the assignment task.  This failing is particularly visible when students are asked to compare strengths/weaknesses in two arguments but instead write essays in which they juxtrapose two arguments and ignore the task of forging comparisons.  In Wolcott's workbooks (available by request on her website), she describes assignments that are specifically designed to help students build a scaffolding for critical thinking so that, over four years, they can actually leave the "biased jumper" stage and move on to more advanced levels of critical thinking.  One need not be a slavish adherent to the developmental theory behind Wolcott's work to find her practical suggestions extremely helpful in the classroom.   Her chart on stages of critical thinking is the first link below; her website is the second link.   http://www.wolcottlynch.com/Do... http://www.wolcottlynch.com/Ed...
  • The classroom and campus are not divorced from the polarized language in the greater society wherein people are entrenched in their own views and arguments become heated, hateful, and accusatory.  The focus of this study on political bias is not helpful under the circumstances.  The greater argument is that students need to be taught how to argue effectively, with facts, logic and reasoning not just in the classroom but beyond.
  • What happened to the 'Sage on the Stage' as the 'provacatuer-in-chief'?  Some of my best classroom experiences came from faculty that prompted critical thinking and discussion by speaking from all sides of an issue.  They were sufficiently informed to deflate weak arguments from students with probing questions.  They also defended an issue from every side with factual information.  In the best instances, I truly did not know the personal position of a faculty member.  It was more important to them to fully and fairly cover an issue than it was to espouse a personal preference.  That spoke volumes to me about the love of learning, critical examination of strongly held personal beliefs, and assertive but fair-minded discourse.  Do those faculty still exist?
  • The study suggests that those faculty do exist and in fact are numerous, but that students' ever-diminishing skills in critical thinking and argumentation lead them to misunderstand the questioning, challenging Socratic dialogue and "devil's advocate" work of the professor as simple bias. 
  • When I was teaching controversial subjects the advice from the Administration was, "Teach the debate."  Its pretty hard to "teach the debate" without actually having some of those debates.  When students "checked out" during those debates I always wondered if they were the ones who were going to report on their teaching evaluations that, "the professor was biased."  Of course when the student intellectually "checks out," i.e., remains quiet, only says what they think I want to hear, etc., they are not doing A work in the class.  This reinforces their view that "the professor is biased."
anonymous

Is it Math or Physics? - 9 views

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    Great activity for middle and high school level students.
Adrienne Michetti

Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views

  • Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
    • Adrienne Michetti
       
      and this is what bothers me. SO MUCH.
  • when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
  • I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
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  • I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
  • the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
  • having it all, at least for me, depended almost entirely on what type of job I had.
  • having it all was not possible in many types of jobs, including high government office—at least not for very long.
  • “Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
  • Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
  • “leaving to spend time with your family” is a euphemism for being fired.
  • Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
  • it cannot change unless top women speak out.
  • Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
  • many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
  • there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
  • But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
  • women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
  • The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
  • Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
  • We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
  • These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
  • A simple measure is how many women in top positions have children compared with their male colleagues.
  • Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
  • women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
  • “You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
  • “Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
  • I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
  • assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
    • Adrienne Michetti
       
      This is fascinating. Really. 
  • I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
    • Adrienne Michetti
       
      This. This is SO TRUE. I think this is the same.
  • To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
  • It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
  • Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
    • Adrienne Michetti
       
      This disconnect has ALWAYS bothered me. SO MUCH.
  • having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
  • Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
  • Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
  • But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
    • Adrienne Michetti
       
      exactly this -- men do not have to make this choice. Thus, it will always be unequal.
  • You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
  • If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
  • I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
  • Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
  • Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
  • Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
  • The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
    • Adrienne Michetti
       
      This is so progressive.
  • Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
  • One of the best ways to move social norms in this direction is to choose and celebrate different role models.
  • If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
    • Adrienne Michetti
       
      UGH.
  • Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
  • It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
  • when my entire purpose is to make family references routine and normal in professional life.
  • This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
  • Seeking out a more balanced life is not a women’s issue; balance would be better for us all.
  • Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
  • In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
  • Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
  • What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
  • The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
  • Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
  • In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
  • “We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
  • “Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
  • the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
  • Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
  • women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
  • These women are extraordinary role models.
  • Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
  • “Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
  • But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
  • If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
  • We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
  • But when we do, we will stop talking about whether women can have it all.
Ed Webb

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 3 views

  • instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing. “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”
  • The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.
  • Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out. “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”
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  • cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.
  • “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
  • An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.
  • “Testing not only measures knowledge but changes it,” he says — and, happily, in the direction of more certainty, not less.
  • “Testing has such bad connotation; people think of standardized testing or teaching to the test,” Dr. Roediger said. “Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”
  • The harder it is to remember something, the harder it is to later forget. This effect, which researchers call “desirable difficulty,”
Michael Walker

Three Ways to Increase the Quality of Students' Discussion Board Comments - 15 views

  • Generation of class norms by the students:
  • Having ownership of the norms that govern the course discussions will certainly affect the climate of collaborative learning in an online class by providing an impetus for students to post more constructive and meaningful messages
  • The employment of Grice’s maxims for self-evaluation:
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  • Quantity: make your contribution as informative as is required, but not more, or less, than is required. Quality: do not say that which you believe to be false or for which you lack evidence. Relation: be relevant. Manner: avoid ambiguity and obscurity; be clear, brief, and orderly.
  • Retrospective analysis of posted responses:
  • self-critique and reflect on their performance and comment on their perceptions concerning the quality of their responses may make them revisit their learning and, more important, initiate them into rethinking about their postings to improve their talk quality.
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    Study shares good, basic ideas for comments to discussion boards and blogs.
Adrienne Michetti

Digital Web Magazine - The Principles of Design - 11 views

  • concepts that can that make any project stronger without interfering in the more technical considerations later on
  • one of many disciplines within the larger field of design
  • a discipline within the field of art
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  • the basic tenets of design into two categories: principles and elements
  • the principles of design are the overarching truths of the profession
  • the elements of design are the components of design themselves, the objects to be arranged.
  • principles
  • Balance Rhythm Proportion Dominance Unity
  • Balance is an equilibrium
  • visual weight within a composition
  • Symmetrical balance
  • When symmetry occurs with similar, but not identical, forms it is called approximate symmetry
  • Symmetrical balance is also known as formal balance.
  • ntral axis.
  • Asymmetrical balance
  • tend to have a greater sense of visual tension. Asymmetrical balance is also known as informal balance.
  • Rhythm is the repetition or alternation of elements
  • Regular
  • Flowing
  • Progressive
  • relationship in scale between one element and another,
  • Proportion is the comparison of dimensions or distribution of forms.
  • Dominance relates to varying degrees of emphasis in design
  • visual weight
  • three stages of dominance
  • Dominant
  • Sub-dominant
  • Subordinate
  • unity describes the relationship between the individual parts and the whole of a composition
  • Gestalt theories of visual perception and psychology, specifically those dealing with how the human brain organizes visual information into categories, or groups
  • Closure is the idea that the brain tends to fill in missing information when it perceives an object is missing some of its pieces.
  • Continuance is the idea that once you begin looking in one direction, you will continue to do so until something more significant catches your attention
  • Items of similar size, shape and color tend to be grouped together by the brain, and a semantic relationship between the items is formed.
  • In addition, items in close proximity to or aligned with one another tend to be grouped in a similar way.
  • Contrast addresses the notion of dynamic tensionÔthe degree of conflict that exists within a given design between the visual elements in the composition.
  • The objects in the environment represent the positive space, and the environment itself is the negative space.
  • The rule of thirds is a compositional tool that makes use of the notion that the most interesting compositions are those in which the primary element is off center.
  • The visual center of any page is just slightly above and to the right of the actual (mathematical) center.
  • sometimes referred to as museum height.
  • The principles of design are the guiding truths of our profession, the basic concepts of balance, rhythm, proportion, dominance and unity. Successful use of these core ideas insures a solid foundation upon which any design can thrive.
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    These principles of design can be applied to almost anything, I believe.
Adrienne Michetti

Universal Design in Education: Principles and Applications - 11 views

  • to make all aspects of the educational experience more inclusive
  • philosophical framework
  • include
    • Adrienne Michetti
       
      I love that this is not just being restricted to technology, but is including spaces and texts.
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  • Equitable use
  • Ronald Mace,
  • the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
  • diversity and inclusiveness
    • Adrienne Michetti
       
      This is very reminiscent of MYP.
  • seven principles for the universal design of products and environments
  • a design foundation for more accessible and usable products and environments
  • Flexibility in use
  • applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
    • Adrienne Michetti
       
      ALL educators should be participating in UD.
  • Perceptible information
  • Tolerance for error
  • Low physical effort
  • Size and space for approach and use.
  • benefits all students
  • Simple and intuitive use
  • UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
  • Output and Displays.
  • Input and Controls.
  • Manipulations.
  • Documentation.
  • Safety.
  • it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
  • institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
  • UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
  • curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
  • the following first steps for curriculum developers and teachers:
  • Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
  • Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
  • Class Climate.
  • Interaction.
  • Physical Environments and Products.
  • Delivery Methods.
  • Information Resources and Technology.
  • Feedback
  • Assessment.
  • Accommodation.
  • When universal design is applied, everyone feels welcome,
Melinda Waffle

Million Voice Project - 9 views

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    Pearson Foundation's Million Voice Project: gathering & analyzing the perceptions of 1 million students
Dave Truss

The Tell-All Generation Learns When Not To, at Least Online - NYTimes.com - 10 views

  • Younger teenagers were not included in these studies, and they may not have the same privacy concerns. But anecdotal evidence suggests that many of them have not had enough experience to understand the downside to oversharing.
    • Dave Truss
       
      This is why we need to have social networking sites at school, so that we can help teach about safety/security/privacy!
  • But in many cases, young adults are teaching one another about privacy.
  • Ms. Liu is not just policing her own behavior, but her sister’s, too. Ms. Liu sent a text message to her 17-year-old sibling warning her to take down a photo of a guy sitting on her sister’s lap. Why? Her sister wants to audition for “Glee” and Ms. Liu didn’t want the show’s producers to see it. Besides, what if her sister became a celebrity? “It conjures up an image where if you became famous anyone could pull up a picture and send it to TMZ,” Ms. Liu said. Andrew Klemperer, a 20-year-old at Georgetown University, said it was a classmate who warned him about the implications of the recent Facebook change — through a status update on (where else?) Facebook. Now he is more diligent in monitoring privacy settings and apt to warn others, too.
    • Dave Truss
       
      Great examples of peers leading peers, but not the kind we usually read about when media describes social networking sites.
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  • He has learned to live out loud mostly by trial and error and has come up with his own theory: concentric layers of sharing.
    • Dave Truss
       
      Like my "Worlds Collide" post: http://pairadimes.davidtruss.com/google-buzz-and-george-costanza-worlds-collide/ but I still think there is too much of a perception that you can have 'private' or 'hidden' digital lives (which you can't) rather than thinking about it as being appropriate to your audience, and always "appropriate" and thoughtful about your image.
  • The conventional wisdom suggests that everyone under 30 is comfortable revealing every facet of their lives online, from their favorite pizza to most frequent sexual partners. But many members of the tell-all generation are rethinking what it means to live out loud.
  • more than half the young adults questioned had become more concerned about privacy than they were five years ago — mirroring the number of people their parent’s age or older with that worry. They are more diligent than older adults, however, in trying to protect themselves.
  • In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves.
Brendan Murphy

Teacher Magazine: Taking Back School Reform: A Conversation Between Diane Ravitch and M... - 5 views

  • deep-seated wish to create escape routes from public education.
    • Brendan Murphy
       
      Does supporting vouchers mean we are giving up on schools?
  • Since there is no way to know who will be an effective teacher
    • Brendan Murphy
       
      It is possible to determine if someone will be or is a good teachers through oberservation and coaching, which costs money and time and has rarely been used effectively in the past.
  • What if we could channel the financial and human resources spent on the machinery of high-stakes testing into a robust, widely distributed program of professional development?
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  • He told them that the more they know about the particulars of instruction, the less effective they’ll be, for that nitty-gritty knowledge will blur their perception of the problem
    • Brendan Murphy
       
      I suppose if all you care about is the budget then that is the correct attitude.
  • children from every background will respond to a curriculum that respects their minds and feeds them with rich experiences.
    • Brendan Murphy
       
      Of course they will. Is your curriculum rich?
  • It is not just policy makers needing to spend time in schools. It is teachers needing to spend time in the policy making environment - yes, Dept of Ed has teacher ambassador program, but I would also suggest state legislators, Congressmen and Senators look more aggressively to having fellows on their staffs who are professional educators - it would save a LOT of problems downstream on both sides
  • Modeling modeling.asu.edu. This program shows improvement in both teacher and student understanding of physics.
  • CIMM which is a spin off of Modeling and is attacking the math problems in lower grades
Ed Webb

Does Your Language Shape How You Think? - NYTimes.com - 13 views

  • Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
  • When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant. With objects like mountains or chairs, which are “he” in German but “she” in Spanish, the effect was reversed.
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  • once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to
  • one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so
  • if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant
  • our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue
  • some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?
  • The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.
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