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Contents contributed and discussions participated by John Marr

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Despite Focus on Data, Standards for Diploma May Still Lack Rigor - NYTimes.com - 0 views

www.nytimes.com/...loma-may-still-lack-rigor.html
shared by John Marr on 06 Feb 12 - No Cached
  • John Marr on 06 Feb 12
     
    To create a test for all, the NYS Regents sets the bar low.
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edutopia-ntbootcamp - home - 17 views

edutopia-ntbootcamp.wikispaces.com edutopia edutopia-ntbootcamp PD
shared by John Marr on 23 Jul 11 - No Cached
  • John Marr on 23 Jul 11
     
    Summer Professional Development series from edutopia. very cool.
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History Now. In This Issue - 5 views

www.gilderlehrman.org/...past.php
shared by John Marr on 19 Jul 11 - Cached
  • HISTORY NOW is a quarterly online journal for American history teachers and students, launched in September, 2004. All issues are archived below: Issue One, September 2004: Elections Issue Two, December 2004: Primary Sources on Slavery Issue Three, March 2005: Immigration Issue Four, June 2005: American National Holidays Issue Five, September 2005: Abolition Issue Six, December 2005: Lincoln Issue Seven, March 2006: Women's Suffrage Issue Eight, June 2006: The Civil Rights Movement Issue Nine, September 2006: The American West Issue Ten, December 2006: Nineteenth Century Technology Issue Eleven, March 2007: American Cities Issue Twelve, June 2007: The Age Of Exploration Issue Thirteen, September 2007: The Constitution Issue Fourteen, December 2007: World War II Issue Fifteen, April 2008: The Supreme Court Issue Sixteen, June 2008: Books that Changed History Issue Seventeen, September 2008: Theodore Roosevelt and the Progressive Era Issue
  • John Marr on 19 Jul 11
     
    Quarterly journal from Gilder Lehrman Institute on particular history topics.
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Research-based Strategies and No - 17 views

www.ntuaft.com/...Marzanos%20flow%20chart.htm Research-based strategies Education RTI ELT professionaldevelopment
shared by John Marr on 15 Jul 11 - Cached
  • John Marr on 15 Jul 11
     
    EResearch-based strategies in order of effectiveness in improving student achievement, a brief description of each strategy, specific teaching & learning activities
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Digital Natives, the Mushroom Kingdom and the Global Village by Anastasia Salter on Prezi - 9 views

prezi.com/...kingdom-and-the-global-village ISTE digital natives natives prezi village
shared by John Marr on 03 Jul 11 - No Cached
  • John Marr on 03 Jul 11
     
    Fantastic presentation on digital natives.
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Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html learning Pedagogy
shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
  • ...6 more annotations...
  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
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The Google+ Project - 14 views

www.google.com/demo google+ google SOCIAL web2
shared by John Marr on 02 Jul 11 - No Cached
  • John Marr on 02 Jul 11
     
    Google+ project tour site.
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Patriot Acts: 10 Cool, Crazy Superhero Nationalists | Underwire | Wired.com - 3 views

www.wired.com/...patriot-superheroes superhero patriot ISTE
shared by John Marr on 01 Jul 11 - No Cached
  • John Marr on 01 Jul 11
     
    10 nationalist superheroes for U.S. comic books.
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Recovering from the Need to Achieve - HBS Working Knowledge - 2 views

hbswk.hbs.edu/...6690.html iste11 educators knowledge working HBS professionaldevelopment
shared by John Marr on 29 Jun 11 - No Cached
  • e is an HNAP, or a high-need-for-achievement professional, according to Harvard Business
  • DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
  • So is there relief for HNAPs from all this obsessive comparing and competing?
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  • Copyright © 2011 President and Fellows of Harvard College
  • I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
  • Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
    • John Marr
      John Marr on 29 Jun 11
       
      Do you know any students that are high-need-for-achievement?
  • John Marr on 29 Jun 11
     
    Harvard Business School Blog about high need for achievement professionals. Can this be applied to some of our students?
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Copyright Clarity: Using Copyrighted Materials for Digital Learning - 16 views

www.slideshare.net/...materials-for-digital-learning iste11 educators middleschool edublogger history Twitter copyright clarity learning all_teachers
shared by John Marr on 29 Jun 11 - No Cached
  • John Marr on 29 Jun 11
     
    Great overview of the copyright issue and alternatives.
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bof - 9 views

sites.google.com/...bof educators technology edublogger history Twitter middleschool
shared by John Marr on 28 Jun 11 - No Cached
  • John Marr on 28 Jun 11
     
    Google Birds of a Feather at ISTE11
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John Marr, Ed.D. (johnmarr) on Twitter - 3 views

twitter.com/#!/johnmarr educators technology Twitter edublogger history middleschool
shared by John Marr on 28 Jun 11 - No Cached
  • John Marr on 28 Jun 11
     
    A middle school social studies teacher who has started to leverage the power of twitter to build a PLN.
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