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anonymous

Back to the Classroom: The Forum for Education and Democracy - 0 views

www.forumforeducation.org/...index.php

challenge engagement learning

shared by anonymous on 22 Aug 08 - Cached
  • sparking students’ intellectual curiosity by encouraging teachers to “teach to their passions”
  • Beacon’s freedom from the state Regents examinations in social studies – the result of a hard-earned waiver – allows for a thematic approach and a deep exploration unconstrained by coverage considerations.  
  • All classes will do extensive writing and revision, developing the skill of using evidence to support conclusions.  The students will engage in debates, make presentations, and have varied avenues to demonstrate what they have learned and accomplished.
  • ...2 more annotations...
  • The chance to “make a difference” in young people’s lives is what makes teaching a calling.  But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
  • Making decisions about students, teachers and schools largely on the basis of standardized test scores ultimately is detrimental to the kind of education all young people need. 
    • anonymous
      anonymous on 22 Aug 08
       
      These are the choices we make in the classroom that have lasting impacts on student attitude toward learning.
  • anonymous on 22 Aug 08
     
    The chance to "make a difference" in young people's lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
Keith Hamon

Wikinomics » Blog Archive » The Net Generation and YouTube - broadcasting to the world - 0 views

www.wikinomics.com/...tube-broadcasting-to-the-world

co-creation community digitalcitizenship edu_trends netgen techintegrator technology video web2 youtube

shared by Keith Hamon on 09 Oct 08 - Cached
  • Keith Hamon on 09 Oct 08
     
    While we are debating how to improve education, the kids are building new schools-the ones they like.
Dave Truss

Education as Pretense: Schooly "Speeches" versus Real "Talks" | Beyond School - 0 views

beyond-school.org/...oly-speeches-versus-real-talks

newliteracy presentation public-speaking

shared by Dave Truss on 28 Apr 08 - Cached
  • To me it really brought home how artificial speeches about canned subjects in front of a class are little to no preparation about talking to people naturally in a real-world setting. It’s like the students are only good at “pretend speaking”
  • (These types of schooly speeches also unconsciously perpetuate the teacher-centered model of 20th century classrooms, with students being trained to carry that largely stultifying ritual into the future.) 
  • Ours is a century of sharing ideas, and sharing the stage, with the audience. (I’ll resist the Speech 2.0 label.)
  • ...3 more annotations...
  • Are there any alternative school competitions that reward not “competitive speechifying” a la Speech and Debate, but instead cooperative negotiation and conflict resolution - both sides being rewarded for listening, conceding points, offering compromises? Both teams winning, else no winner at all?
  • But here’s the thing
  • Speech is a competitive tool that has nothing to do with listening. Rhetoric is more important than invention. It’s not okay to just talk to us about what moves you.
  • Dave Truss on 28 Apr 08
     
    To me it really brought home how artificial speeches about canned subjects in front of a class are little to no preparation about talking to people naturally in a real-world setting. It's like the students are only good at "pretend speaking"
  • Dave Truss on 28 Apr 08
     
    Just went thru public speaking in our school... this rings painfully true!
Michael Stevenson

Clark-Kozma: Debate Reemerges - 0 views

www.coe.tamu.edu/...CK-reemerges.htm

shared by Michael Stevenson on 07 Sep 08 - Cached
  • Assigning too much influence to media can lead to the design/ development of sloppy, ineffective instructional materials that are accepted by technologists and users simply because they utilize CBI, interactive video, or other 'high-status' delivery media. Assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives (p. 6).
    • Michael Stevenson
      Michael Stevenson on 07 Sep 08
       
      Ross (1994) provides a really good middle ground position between Clark and Kozma.
Adrienne Michetti

ICT in Education Assessments are Biased and Inaccurate « Educational Technology Debate - 7 views

edutechdebate.org/...ents-are-biased-and-inaccurate

shared by Adrienne Michetti on 25 Feb 10 - Cached
  • One of the conclusions was that indeed, large reforms (e.g., “Het nieuwe leren”, or the new learning) were imposed without scientific support. Another that political prejudices, not any kind of data, were the main motivating factor in the reforms.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      Sadly, I think this is true of most educational reforms - ICT or not.
  • The alternative, assessing educational reforms well before introduction, is a form of social engineering. Social engineering seems to always be more difficult than you think. And I think history has shown that education is no exception in this respect.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      an interesting argument, though I am not sure I agree.
  • Scientific “facts” are never appreciated unless they completely align with the preconceptions of the “stake-holders” (minus the children).
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      what kind of "scientific facts" would guide ICT reform, though? what about research? studies? user testing?
  • ...3 more annotations...
  • : Does this ICT4E solution improve scores on existing tests
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      whose tests? and what is being tested? and why do tests have to be the only metric of success?
  • The curriculum is obsessed with jargon and nomenclature, seemingly for no other purpose than to provide teachers with something to test the students on.
    • Adrienne Michetti
      Adrienne Michetti on 25 Feb 10
       
      I would probably argue that having tests which match the curriculum is a GOOD thing. However, in this case it seems that the problem is the curriculum. So reform does not always begin with the assessment, or with the ICT.
  • If we want to test whether changes in education really improve learning, we do have other tools. They are called aptitude tests.
Vicki Davis

eracism - Round 2 VoiceThreads - 4 views

eracism.flatclassroomproject.org/Round+2+VoiceThreads

education eracismproject learning debate middleschool

shared by Vicki Davis on 20 Jan 10 - Cached
  • Vicki Davis on 20 Jan 10
     
    Eracism project Round 2 voicethreads.
laura marquez

Larry Cuban on School Reform and Classroom Practice - 8 views

larrycuban.wordpress.com

learning education technology critic

shared by laura marquez on 22 Mar 10 - Cached
  • Schools offer teachers and students an opportunity to do what is almost never done in society. In schools we can gather together a group of twenty to thirty people and have them listen, discuss, analyze, and share differing points of view. Schools provide a rare chance to read, debate, write, and quietly think. We don’t need expensive technology to learn how to ask excellent questions, articulate ideas, and be forced to defend our thoughts.
  • Technology can, of course, do amazing things. Any tool can be used properly or improperly. Unfortunately, with devices like Smart Boards, images come and go, and the teacher is often looking at a computer screen for part of the class. Smart Boards and similar technologies reinforce the idea that knowledge resides in things. We don’t need Smart Boards, we need smart people.
  • laura marquez on 22 Mar 10
     
    "We don't need Smart Boards, we need smart people"
  • laura marquez on 22 Mar 10
     
    Larry Cuban makes a critic about the use of technology in schools
Megan Black

Video Lectures Talks Conferences Symposiums Debates Interviews - 14 views

videotalks.org

video talks lectures TEDtalks

shared by Megan Black on 01 Mar 11 - No Cached
  • Megan Black on 01 Mar 11
     
    This site lists 57 different forums for video learning and idea exchange. It was inspired by TED Talks and lists sites like TED and beyond.
Ruth Howard

Debating the Value of College in America : The New Yorker - 9 views

m.newyorker.com/...110606crat_atlarge_menand

value college america

shared by Ruth Howard on 11 Jun 11 - No Cached
  • Ruth Howard on 11 Jun 11
     
    Higher education and the justifications for it or not. The New Yorker a riveting read.
Ruth Howard

METAVERSEDLTD.COM - 0 views

www.metaversedltd.com

administrator all_teachers bestpractices edublogger middleschool web2

shared by Ruth Howard on 24 Apr 09 - Cached
  • Ruth Howard on 24 Apr 09
     
    Peggy Sheehy beaut lesson ideas here, Peggy has given her students a voice in the web 2.0 site blocking debate.Her inspirational sources are linked here. Her students just won a Net Generation Education project competition with their digital story: No Future Left Behind.
David Hilton

Constructivism - 0 views

carbon.cudenver.edu/...constructivism.html

constructivism education theory pedagogy teaching

shared by David Hilton on 25 Mar 09 - Cached
  • Heath Sawyer on 25 Mar 09
     
    Links, research and readings on constructivism
  • ...1 more comment...
  • David Hilton on 04 May 09
     
    Constructivist theories grew out of the work of a couple of Russians around the time of the Russian Revolution. It is radical subjectivism dressed up as science, and has no scientific credibility whatsoever. It is used by radical educators to push their barrow that nothing the teacher knows is worth the student learning and that all knowledge is innate. It's bullsh*t. Theories like this rot are part of the reason that the bottom has dropped out of Western education and we have a generation who can't write. This should be resisted by any educator with an interest in educational excellence.
  • Ken Stanton on 04 May 09
     
    David, back up your argument. If you think this is junk science, then be a real scientist and substantiate your claim. I'm a very objective thinker and will listen and gladly debate this with you, but having studied this and used it, I'm skeptical of your dissent. It is the only thing that has gotten me through our failed education system, not the reason the system has failed (unless your argument is that our system is failing due to lack of use of constructivist approaches).
  • David Hilton on 13 Jun 09
     
    Constructivism is a prime example of the dangers of deductive reasoning. Instead of starting with evidence from observed reality which the scientific method dictates (inductive reasoning) constructivism starts with theories and then makes the evidence fit the theory or else dismisses it and rationalises it away. It's the same type of thinking that has gotten all ideologues into trouble throughout history, whether it's the Spanish Inquisition, the Nazis, the hippies or the recent Wall Street bankers who drove our economy off a cliff. Any true system of thought must start with the real world as its beginning, or else it's just a bunch of people making stuff up and then defending it despite all evidence to the contrary until the weight of truth destroys them and usually the institutions they've taken over.
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure

nytimes all_teachers math science

shared by Fabian Aguilar on 12 Aug 09 - Cached
  • 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.
  • 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?
  • 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.
  • ...18 more annotations...
  • 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.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • 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.
  • 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.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • 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.
  • 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.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • 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.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • 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.
  • 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.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • 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.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • 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.
  • 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.
  • 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.
Ed Webb

Clive Thompson on the New Literacy - 0 views

www.wired.com/...st_thompson

writing literacy education technology web2.0

shared by Ed Webb on 26 Aug 09 - Cached
  • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see. The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
  • The brevity of texting and status updating teaches young people to deploy haiku-like concision.
yc c

Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com - 10 views

roomfordebate.blogs.nytimes.com/...does-the-brain-like-e-books

ebooks reading psychology article

shared by yc c on 16 Oct 09 - Cached
  • However, displays have vastly improved since then, and now with high resolution monitors reading speed is no different than reading from paper.
    • yc c
      yc c on 16 Oct 09
       
      opposite from above mention
yc c

Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...does-the-brain-like-e-books

shared by yc c on 16 Oct 09 - Cached
  • Still, people read more slowly on screen, by as much as 20-30 percent. Fifteen or 20 years ago, electronic reading also impaired comprehension compared to paper, but those differences have faded in recent studies.
    • yc c
      yc c on 16 Oct 09
       
      Gloria Mark, below, mentions the opposite
  • displays have vastly improved since then, and now with high resolution monitors reading speed is no different than reading from paper.
    • yc c
      yc c on 16 Oct 09
       
      here
  • A hyperlink brings you to information faster but is also more of a distraction.
  • ...1 more annotation...
  • More and more, studies are showing how adept young people are at multitasking. But the extent to which they can deeply engage with the online material is a question for further research.
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