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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Vicki Davis

CPR in Schools - 0 views

www.heart.org/...ols_UCM_453682_SubHomePage.jsp

education health health_teacher cpr bestpractices edu_news

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    Train your students in CPR. This is a great thing to share with your health classes. The curriculum is here for you. "The easy-to-use CPR in Schools Training Kit is designed just for schools.  It contains everything needed to train 10 students at once in CPR.  Repeat the process to train a class, a grade - or even an entire school! The CPR in Schools Training Kit is portable, allowing for convenient movement from classroom to classroom and easy storage. One CPR in Schools Training Kit can train hundreds of students!"
vinay1 a

Institute of Computer Accountants - 1 views

www.delicious.com/vinay1

accounts accountant training tally academy account classess

shared by vinay1 a on 24 Jun 11 - No Cached
  • vinay1 a on 24 Jun 11
     
    account training becomes an added advantage if you do not wish to hire your personal accountant to manage your accounts. Accounting involves a lot of activities like book-keeping, preparing balance sheet, maintaining tax records and payroll and so on. There is no way you can avoid these tasks. Every functional organisation has to stick to these activities for the smooth functioning of the firm. Many organisations in the past have suffered from enormous losses only because their employees did not have the required accounting training and thus were unable to handle the accounting services and important financial documents and statements. For overall success, any firm should have a firm grip over the company's accounts and financial position. You can do a lot of things to ensure you are always informed about your company's financial position. First and foremost, you can ask experienced professionals from your company to undergo accounting training courses. By brushing up their knowledge through accounting training courses, these professionals will be in a better position to handle the accounting of the firm. Another option you have is to outsource the task to outside professionals who are competent enough to handle the accounting job. Apart from this, you can also hire accounting firms who can assure you transparency in all the dealings apart from impeccable services. By outsourcing your work to an outside firm, you can save a lot of time of your firm which can be utilised for other management tasks. However, you have to be ready to shell out a bomb to avail of these services and hence it is always a good thing to have your company's own professionals well versed in this task. Once your company professionals go through competent accounting training courses at a reputed accounting training centre, they can be ready to handle different tasks like preparing sales tax reports, creating monthly or mid-monthly reports, calculating reports with perfect sales figure,
Vicki Davis

Lumosity Education Access Program (LEAP) Application Survey - 9 views

www.surveymonkey.com/...applyforleap

education news app cognition brain research all_teachers

shared by Vicki Davis on 24 Oct 13 - No Cached
  • Vicki Davis on 24 Oct 13
     
    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."
Julie Shy

Tips for Trainers - 11 views

store.training-wheels.com/tifortr.html

facilitation_strategies training_strategies professionaldevelopment bestpractices all_teachers

shared by Julie Shy on 01 Feb 12 - No Cached
  • Julie Shy on 01 Feb 12
     
    This section is full of great ideas to help YOU become a better facilitator. The articles here are written and shared by the staff at Training Wheels. Some of the articles are written by Michelle Cummings, the Big Wheel and Founder of Training Wheels, and some are written by Linda Williams, the Spare Tire and Lead Facilitator at Training Wheels.
Martin Burrett

Evidence of changes to children's brain rhythms following 'brain training' - 0 views

ukedchat.com/...ythms-following-brain-training

brain brain games research

shared by Martin Burrett on 26 Aug 16 - No Cached
  • Martin Burrett on 26 Aug 16
     
    New research questions the strong claims that have been made about the benefits of 'brain training' - enhanced mental skills, a boost to education, improved clinical outcomes and sharper everyday functioning. This new study found evidence that 'brain training' changed brain signalling but no indication of other benefits...
Nik Peachey

12 Tips for training older teachers to use technology - Resources for English Language ... - 2 views

www.english.com/...der-teachers-to-use-technology

CPD teachertraining edtech pln elt

shared by Nik Peachey on 15 Nov 16 - No Cached
  • Nik Peachey on 15 Nov 16
     
    There is an assumption that persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world I would say that, from my own experience, this hasn't been the case.
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
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  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
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.
  • 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.
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  • 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.
  • 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
  • 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
  • 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.
  • 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.
  • 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.
Vicki Davis

AI Therapy Breakthrough: New Study Reveals Promising Results | Psychology Today - 0 views

www.psychologytoday.com/...tudy-reveals-promising-results

healthcare AIchatbot AI

shared by Vicki Davis on 01 Apr 25 - No Cached
  • Vicki Davis on 01 Apr 25
     
    This really concerns me but also points to a need to train humans to supervise AI chatbots. "An artificial intelligance (AI) chatbot trained by Dartmouth researchers to deliver cognitive behavioral therapy (CBT) significantly reduced depression, anxiety, and eating disorder symptoms. The randomized clinical trial of Therabot, published in NEJM AI, found that an AI-trained therapy chatbot could play a vital role in expanding access to CBT."
Vicki Davis

How to Use a Portable Fire Extinguisher Training Video - YouTube - 1 views

www.youtube.com/watch

education. fire safety all_teachers news

shared by Vicki Davis on 14 Mar 12 - No Cached
  • Vicki Davis on 14 Mar 12
     
    If you run a computer lab, you would do well to train your students how to use a portable fire extinguisher. This training video is one you can use. Forward this to teachers and those with computers, in particular.
Eloise Pasteur

Sex education - Eloise's thoughts and fancies - 0 views

eloisepasteur.net/...index.php

Blog Eloise education educator sex

shared by Eloise Pasteur on 12 Nov 08 - Cached
  • it's about a rather surprising and to me quite worrying difference in how we teach adults about coping with it.
  • Anyway, this person during their nursing training had quite extensive training about how to cope with patients getting 'frisky' during treatment. He, being gay, found the compulsory training quite a giggle personally, although he did realise that it has the potential to be a real issue for some of the other people he was training with. The teacher training covers the potential issues in about 10 minutes, and basically says "don't do it" but doesn't offer any strategies for coping with it.
  • hat 10 minutes saying "Don't do it" is certainly excellent advice, is it really sufficient?
  • ...1 more annotation...
  • But for teachers in their 20's it strikes me as more of an issue, and something we might like to address. Any thoughts?
  • Eloise Pasteur on 12 Nov 08
     
    Thoughts about how we might be failing our student teachers.
Martin Burrett

How to: survive teacher training by @NQTBlogger101 - UKEdChat.com - 1 views

ukedchat.com/...cher-training-by-nqtblogger101

article NQT new teachers new teacher

shared by Martin Burrett on 19 Aug 16 - No Cached
  • Martin Burrett on 19 Aug 16
     
    I tried to think of a different way of titling this post, I wasn't keen on the word 'surviving' but the more I thought about it, the more I realised that actually, you really do feel like you're surviving… Just about. I've been onto Twitter, Instagram and even scrolled through my personal Facebook a few times to discover that Teacher Training Nerves are setting in. Now, I know you've probably (definitely) heard some complete horror stories but let's begin with an open mind. Having just completed the PGCE, I totally understand why you are so nervy and that is why I've created this post… So, sit back, take a deep breath and repeat "I can do this"...
Martin Burrett

Book: 45 Secrets That All High School Teachers Need to Know by @RichardJaRogers - 3 views

ukedchat.com/...eed-to-know-by-richardjarogers

book teachers review

shared by Martin Burrett on 08 Sep 16 - No Cached
  • Martin Burrett on 08 Sep 16
     
    Mastering the art of teaching appears to be easier for some colleagues than others. Some teachers just seem to have a presence, gaining respect and credibility from students, colleagues and parents alike. Did they undergo some mysterious, magical training that wasn't covered during your teacher training course?  Well, no. They just have mastered how to manage their working relationships, using their personalities to generate rapport, which is respected by students of all age. It's not rocket science - it's far more complicated than that. Personality and behaviour clashes in classrooms are inevitable, but looking at all the different elements of daily interactions can help you gain respect from students and colleagues alike...
Vicki Davis

In the news this week - Resources - TES - 1 views

www.tes.co.uk/article.aspx

education history history_teacher pe_teacher health_teacher health teaching

shared by Vicki Davis on 24 Apr 12 - No Cached
  • Vicki Davis on 24 Apr 12
     
    Topical studies are great. The London Marathon just happened and  marathons are increasing in popularity here in the United states. Here is a video about the marathon, but also lesson plans about the Battle of Marathon, information on training to improve fitness and just what it takes physically to train for a marathon. Health and history lessons here.
Vicki Davis

Module #3 - Becoming a Google Drive Master - Google Drive - 19 views

docs.google.com/...edit

education news google drive training pd tumblr

shared by Vicki Davis on 05 Oct 13 - No Cached
  • Vicki Davis on 05 Oct 13
     
    A nice training module to help students and teachers become "Google Drive masters." Neat idea.
Vicki Davis

Google Apps Education Training Center - 15 views

edutraining.googleapps.com/Training-Home

education google eduapp traning edu_news

shared by Vicki Davis on 29 Jun 10 - Cached
  • Michael Walker on 29 Jun 10
     
    Awesome! This is an online learning environment dedicated for educators and students to learn how to effectively use Google Apps in an educational context.
  • Vicki Davis on 29 Dec 11
     
    Free Google Apps training center. This will take you through the tools that are part of Google apps for education. Share this with your teachers and students.
Maggie Verster

Brain Games & Brain Training - Lumosity - 11 views

www.lumosity.com

mind memory learning brain

shared by Maggie Verster on 01 Oct 09 - Cached
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
Kelly Faulkner

Haylau ICT Training - 1 views

haylauict.freehostingcloud.com/moodle

ict training free

shared by Kelly Faulkner on 21 Nov 10 - No Cached
  • Kelly Faulkner on 21 Nov 10
     
    free ict training (donation only) for teachers via haylau in the uk.
Sandy Kendell

Teacher Training Videos created by Russell Stannard - 18 views

www.teachertrainingvideos.com/general.html

training professional_development howto

shared by Sandy Kendell on 27 Feb 10 - Cached
Tero Toivanen liked it
  • Sandy Kendell on 27 Feb 10
     
    Training on multiple software and Web 2.0 tools from an ICT teacher. Uses screen casts. Excellent free resource.
  • Tero Toivanen on 28 Feb 10
     
    Thanks for sharing!
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