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Robin Ricketts

Welcome to Flubaroo - 7 views

www.flubaroo.com

shared by Robin Ricketts on 25 Mar 11 - No Cached
    • Robin Ricketts
      Robin Ricketts on 29 May 13
       
      Flubaroo is your ticket to creating self-grading quizzes in Google Forms.
  • Deb Henkes on 25 Mar 11
     
    Flubaroo is a free tool that helps you quickly grade multiple-choice or fill-in-blank assignments in Google Spreadsheets.
Ruth Howard

Half an Hour: An Operating System for the Mind - 0 views

halfanhour.blogspot.com/...operating-system-for-mind.html

literacy knowledge critical_thinking

shared by Ruth Howard on 27 Sep 09 - Cached
  • The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
  • First
  • . There are more facts in the world than anyone could know
  • ...20 more annotations...
  • Second
  • facts change
  • We need to be able to determine what is salient or important to ourselves and to others.
  • Third
  • Fourth
  • you need some mechansism to detect and reject false representations of facts
  • comparing and assessing facts
  • Fifth
  • basis for action
  • we can create facts in the world
  • Sixth
  • we need the capacity to act
  • And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
  • You need, in other words, need to acquire facts in a format appropriate to your knowledge system.
  • 21st century skills are, in short, an operating system for the mind.
  • They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
  • What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
  • empowerment,
  • Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
  • an abundance of facts will not help you, it will instead sweep you over the waterfall.
  • Dave Truss on 27 Sep 09
     
    And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
  • Ruth Howard on 26 Feb 10
     
    while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
John Marr

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?
  • ...4 more annotations...
  • 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?
Suzie Nestico

Common Core 360 Webinars - 5 views

www.commoncore360.com/webinars.php

common core webinars common core standards common Core 360

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