At its best, Twitter is a place to share a resource, a link to a new blog post, or an insight, and even a place to have a little fun. It’s a place that could be about learning. At its very worst, Twitter is a self-indulgent exercise in self-promotion and pettiness.
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The Strength of Weak Ties » Tragedy of the Commons - 0 views
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Those people that have lived off twitter at the expense of their aggregator, have in my opinion, traded in full meals for snack food.
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A great analogy for how Twitter falls into the menu of networked learning tools.
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“God kills a kitten each time you count your Twitter followers. Please, think of the kittens.”
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We can decide what we want to read or what we do not want to read. We are big kids, right?
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This is why I don't get most of the fuss about people not using twitter the way any particular person likes. If you don't like how someone uses twitter, don't follow them. What else is there to say?
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Seriously, twitter is not OURS. If people want twitter to act and be used a certain way, it’s time to step up and create/find a service that allows this. For the record, I feel the same about blogging. Prescriptions for use bog us down and stifle creativity and innovation. But what do I know, I’m just a part-time teacher
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I really enjoy my Twitter relationships
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The difference is you do have twitter RELATIONSHIPS and that is key. These are easy to develop with manageble followings ...when there are thousands of people "following you" like in the case of jakes, richardson...they don't need to follow back all the folks...because they do a good job of engaging in the conversation. without having to develop "relationships" with thousands. It would be impossible and would leave them as Shareski said, only constantly snacking
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his post was about what I considered to be the abuse of Twitter by certain individuals, and the second grade playground mentality of who follows who, and who is in this group, who is in that group, etc. Because you know what, its there. It is, and its not pretty.
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I actually think this is a GOOD analogy. I have seen the ....can someone who follows @somebody please tell them.... because they don't follow me...posts...
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At its best, Twitter is a place to share a resource, a link to a new blog post, or an insight, and even a place to have a little fun. It's a place that could be about learning. At its very worst, Twitter is a self-indulgent exercise in self-promotion and pettiness.
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How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views
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Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
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I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
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research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
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“They believe that ‘average’ is bad for self-esteem.”
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Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
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“The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
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Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
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Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
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what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
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When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
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too much choice makes people more likely to feel depressed and out of control
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shared by Joseph Alvarado on 29 Apr 10
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Tools of the Mind | Extended Campus | Metro State - 8 views
www.mscd.edu/...index.shtml
tools the of mind self-control preschooler kindergarten teacher training professional development bestpractices elementary all_teachers
shared by Joseph Alvarado on 29 Apr 10
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Tools of the Mind is a research-based early childhood program that builds strong foundations for school success in preschool and kindergarten children by promoting their intentional and self-regulated learning. In a series of rigorous experimental trials, Tools of the Mind has been shown to have a significant impact on self-regulation of preschool children. The study also found these gains in self-regulation to be related to scores in child achievement in early literacy and mathematics.
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Why online education is mostly a fantasy - 9 views
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NOTE: The linked article is NSFW - it has a word of profanity where the author quotes Good Will Hunting. But the points are right. Some teachers worry they will be outdated or not needed with the online education movement. This article has some great points that I agree with. I do think online learning is part of our future but perhaps not the savior some make it out to be. "The online education utopians ignore the fact that free learning has existed for decades in the form of the public library and despite that availability, every kid within bicycling distance to his local branch didn't turn into a self taught entrepreneur. Suggesting that online courses are the cure-all for our educational needs is like saying all you have to do to teach kids in the ghetto is give away textbooks on the corner. Recent studies have shown there is a significant gap between the completion rates of online students compared to classroom based students. When you consider that online learning is often promoted as a cost effective solution for at-risk learners who don't have the financial resources for face-to-face instruction, it becomes clear that the online movement is offering a product that makes it easier to drop out to students who are already more prone to quitting in the first place."
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shared by David Wetzel on 28 Jul 10
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Why Interactive White Boards are Used Ineffectively in Classrooms - 12 views
www.teachscienceandmath.com/...ed-ineffectively-in-classrooms
effective use of iwb smartboards inadequate professional development for teachers interactive white boards science math technology strategies teaching
shared by David Wetzel on 28 Jul 10
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An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!
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Testing the Feasibility of OER-Course Certification | OERtest - 2 views
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Aims Aims One of the OERtest project aims is to provide support for future OER-related initiatives by European HEIs. One way to do it so is by the establishment of a European network to promote and follow the development of OER and Open Educational Practices within the EHEA. The project partnership will act as a vivid example of a consortium of European universities that offer credit certification under a self-developed framework of learning based on study using OERs, which is shared among several universities and proves to be feasible. Formalised through a Memorandum of Understanding, the OER Europe Network is intended to initially consist of an agreement between the project partners to continue the sustainability objectives of the project beyond its lifetime. As a framework agreement for cooperation on the topic, the agreement will also however admit for other institutions to join, and for the network to take on its own life.
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Lumosity Education Access Program (LEAP) Application Survey - 9 views
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If you'd really like to get into the Luminosity program, here is the application form to get into it. Here's info from the press release. This is a cool app that is supposed to improve many parts of cognition. I have it on my list to try and it is very interesting to me. Here's the link and some info: "Preliminary results from the Spring 2012 semester found that students who trained with Lumosity improved more on a battery of online cognitive assessments than students who did not train. Additionally, effects were dose-dependent; engaging in more Lumosity training led to greater improvements on the assessments. Insights from the 2012-13 LEAP academic year on the effects of cognitive training on students' real-world academic outcomes are forthcoming. Educators are increasingly interested in enhancing their students' cognitive and behavioral factors. More than 75 percent of all teachers who applied for the Fall 2013 LEAP semester believe training with Lumosity will promote: cognitive enhancement, increased ability to pay attention, improved self-confidence, and improved general attitude toward learning."
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Peer or Self-Assessment? Benefits and Challenges by @RichardJARogers - 2 views
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"There's no doubt about it - getting students involved in their own assessment and marking has a wide variety of benefits. Take this great summary by Rosario Hernandez at University College Dublin for example, which explains that peer-assessment benefits students in four key ways: Promotes high-quality learning Contributes to skills development Furthers personal development Increases students' confidence, reduces stress and improves student motivation"
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Good, Great, Fantastic… by @keeponteeping - 3 views
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"I was introduced to the Good/Great/Awesome techniques in some TEEP training in November last year. I immediately placed it in my "to-do right away" pile. As an intrinsically positive person, and teacher, who always strives to build students' self esteem and promote the growth mindset in all who pass through my classroom; I found the idea of offering 3 levels of positivity much more appealing that the previous wording. I implemented this strategy quickly and personally added in an overarching learning objective, so students could see each stage of G/G/F as building blocks. I coloured coded them, as is common, and occasionally colour coordinate to grades or tasks."
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Webinar: Supporting Special Needs Students with eBooks & Audiobooks - 1 views
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In this webinar, expert in eBooks Meredith Wemhoff discusses ways to engage and support learners with special needs using eBooks and audio. Using the case-study of an independent all-boys school located in Surrey, the school provides special needs students an opportunity to succeed and thrive. Many arrive to the 80-year-old institution with low self-confidence, often due to struggles they faced in traditional educational institutions caused by learning and language difficulties. This means providing a collection that meets the individual learning needs of the school's 470 students, who range in age from 8-18. During this eye-opening webinar, Meredith will share the story of selecting, launching and promoting a digital library service that helps address learning challenges. Attendees will come away with best practices for bringing ebooks and audiobooks to their school and real-life examples of these practices in action. Don't miss out, register today!
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What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views
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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.
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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?
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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.
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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.
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Reading is the crucial subject in the curriculum, affecting all the others, as we know.
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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.
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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.
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Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
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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.
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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.
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This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
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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.
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First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
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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.
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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.
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Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
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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.
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The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
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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.
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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.
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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.
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KONY 2012: Is the Viral Campaign a Scam? - 4 views
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Many of the negative critiques have been targeted at Invisible Children’s practices as an organization, not whether Joseph Kony, the leader of the Lord’s Resistance Army, is a war criminal.
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so people who are asking questions are not trying to say that what Kony and the LRA are and have done is not horrible... they are asking questions as to whether or nor the company (non-profit) Invisible Children inc. is using the money they are raising responsibly????
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the organization spent $8,676,614. Only 32% went to direct services (page 6
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the rest going to staff salaries, travel and transport, and film production
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“In response to this explosion of interest about the Kony 2012 film, there have been hundreds of thousands of comments in support of the arrest of Joseph Kony and the work of Invisible Children.
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few pieces written that are putting out false or mis-leading information about these efforts.”
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This is called slacktivism - the self-deluding idea that by sharing, liking, or retweeting something you are helping out.
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accused KONY 2012 of promoting slacktivism
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Common Core 360 Webinars - 5 views
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Learn effective strategies from Curriculum 21’s Ann Johnson for translating the English Language Arts (ELA) Common Core Standards.
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“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.
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“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.