“I’ve got a problem in the Central Park East
School between Debbie Meier and some of her parents,” he said. “Go see what
it’s about.”
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UKEdMag: An Approach to Learning and Teaching by @ApraRalli - 0 views
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"Any research based or inquiry-based project seems to work well for me. I enjoy leading the children through the process of developing a research question. It's always interesting to hear what goes on in the minds of these inquisitive learners. Last year my grade 8 (14-year-olds) were working on the impact of government systems on individual and Societies. Students took up the case studies of India and Pakistan, some of them worked on Arab-Israeli conflict, and yet another group picked the Berlin Wall and its impact on the population."
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Quality playground experience matters - 0 views
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"Playtime, or break, periods can offer physical, cognitive, social and emotional benefits to primary school children, but those benefits are tied closely to the quality of the playground experience. Playground safety, access to play equipment, peer conflict resolution and quality engagement between adults and students are among the factors that contribute to a quality recess experience, new research from Oregon State University (USA) shows."
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Respondo! - Creative Literature Response Questions - 8 views
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Don't just ask students to "identify the conflict" or "note the setting." Use Respondo! to click up some creative literature response questions. -
Use this tool in the Language Arts classroom to differentiate and create some creative literature response assignments.
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Debbie Meier and the Dawn of Central Park East by Seymour Fliegel, City Journal Winter ... - 3 views
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In 1976
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I went over to Central Park East, which was then a fledgling alternative school just completing its second year, to introduce myself to Debbie Meier, the school’s director
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Debbie Meier has since become a nationally known authority on education, the recipient of a MacArthur Foundation “Genius” award, but in June 1976 that wasn’t the case.
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. What was not yet clear to outsiders was that it had been deliberately designed to thrive on conflict.
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From the first moment I walked into a public school I was intrigued.
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. “The principals paid lip service to us and our aspirations,” she remembers, “but the changes didn’t last.” By the end of 1973, just as she was becoming disgusted by her lack of progress working within the established system, she got a call from Bonnie Brownstein, a science coordinator in District Four. Brownstein told Meier that Superintendent Alvarado had heard about her work and wanted her to start a new school in East Harlem. Meier, attuned to the ways of educational bureaucracies, was skeptical at first, but when she met with the new superintendent, he convinced her that he was serious.
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and she had tried to create “open classroom” programs
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an educational method which she believed reflected the cognitive development of children, combining John Dewey’s learning theory with more recent psychological investigations of Jean Piaget.
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Meier and her associates proposed a pedagogy based on “open classrooms” where teachers would provide children with stimulating materials, observe them working and playing with those materials, and, guided by their observations, offer each child assistance to extend his or her skills and interests.
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Neither the parents in the neighborhood nor the other teachers in District Four understood what the school was trying to accomplish, and they regarded Meier’s efforts with attitudes ranging from indifference to outright hostility.
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Local educational conservatives, on the other hand, were equally mistrustful of what they saw as the school’s permissiveness.
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There would be one rule: Children would come to Central Park East because their parents chose that school for them
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parents were required to visit with their children in order to gain admission. Beyond that, Meier set forth no policies and promised no particular results.
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shared by Dave Truss on 22 Jun 10
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Reflections of an International Educator - 4 views
reflectionsofaninternationaleducator.blogspot.com/...onal-schools-principal-of.html
expat international-educator
shared by Dave Truss on 22 Jun 10
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The debate sparked more personal anecdotes, as students took part in a discussion that said much about their different cultures and how they viewed the world. Yet students at international schools rarely realize that such intercultural exchange is unusual in most places of learning, or that the skills they are learning in the classroom will help them become more empathetic adults, better at resolving conflicts.
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we have seen first hand that people share the same values - and seek that essential ingredient for a brighter future: the best for their children.
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Education as Pretense: Schooly "Speeches" versus Real "Talks" | Beyond School - 0 views
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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”
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(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.)
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Ours is a century of sharing ideas, and sharing the stage, with the audience. (I’ll resist the Speech 2.0 label.)
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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?
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But here’s the thing
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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.
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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"
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shared by Vicki Davis on 10 Jun 08
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Tapped In Festival 2008: Beyond conflict -- Building Peaceful Communities - 0 views
tappedin.org/...index.jsp
ad4dcss edu_news education flat_classroom globalcollaboration professionaldevelopment
shared by Vicki Davis on 10 Jun 08
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Tapped in has been a mainstay in education and a non threatening method of using chat to link with people around the world. This longstanding contributor to education has its 2008 Tapped In Festival scheduled for July 23 and July 24th with some neat things planned. This website has more information for you and certificates of participation will be available for those who participates. Teachers should connect in which ever way they feel most comfortable and the power of embedded networks should never be ignored.
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shared by Adrienne Michetti on 01 Feb 10
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Digital Web Magazine - The Principles of Design - 11 views
www.digital-web.com/...principles_of_design
deign bestpractices usability reference web webdesign principles balance art
shared by Adrienne Michetti on 01 Feb 10
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concepts that can that make any project stronger without interfering in the more technical considerations later on
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one of many disciplines within the larger field of design
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a discipline within the field of art
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the basic tenets of design into two categories: principles and elements
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the principles of design are the overarching truths of the profession
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the elements of design are the components of design themselves, the objects to be arranged.
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principles
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Balance Rhythm Proportion Dominance Unity
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Balance is an equilibrium
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visual weight within a composition
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Symmetrical balance
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When symmetry occurs with similar, but not identical, forms it is called approximate symmetry
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Symmetrical balance is also known as formal balance.
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ntral axis.
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Asymmetrical balance
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tend to have a greater sense of visual tension. Asymmetrical balance is also known as informal balance.
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Rhythm is the repetition or alternation of elements
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Regular
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Flowing
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Progressive
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three stages of dominance
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Proportion is the comparison of dimensions or distribution of forms.
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Dominance relates to varying degrees of emphasis in design
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visual weight
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relationship in scale between one element and another,
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Dominant
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Sub-dominant
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Subordinate
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unity describes the relationship between the individual parts and the whole of a composition
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Gestalt theories of visual perception and psychology, specifically those dealing with how the human brain organizes visual information into categories, or groups
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Closure is the idea that the brain tends to fill in missing information when it perceives an object is missing some of its pieces.
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Continuance is the idea that once you begin looking in one direction, you will continue to do so until something more significant catches your attention
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Items of similar size, shape and color tend to be grouped together by the brain, and a semantic relationship between the items is formed.
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In addition, items in close proximity to or aligned with one another tend to be grouped in a similar way.
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Contrast addresses the notion of dynamic tensionÔthe degree of conflict that exists within a given design between the visual elements in the composition.
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The objects in the environment represent the positive space, and the environment itself is the negative space.
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The rule of thirds is a compositional tool that makes use of the notion that the most interesting compositions are those in which the primary element is off center.
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The visual center of any page is just slightly above and to the right of the actual (mathematical) center.
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sometimes referred to as museum height.
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The principles of design are the guiding truths of our profession, the basic concepts of balance, rhythm, proportion, dominance and unity. Successful use of these core ideas insures a solid foundation upon which any design can thrive.
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These principles of design can be applied to almost anything, I believe.
Face Saving - 7 views
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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.
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Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views
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Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
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Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
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The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
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Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
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The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
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The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
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Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
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Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
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Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
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Focus on expression first and technology second—and everything will fall into place.
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shared by Ed Webb on 18 Jul 19
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Seventy-One Stories About Being Trans in School - 0 views
grace.substack.com/...-one-stories-about-being-trans
LGBT LGBTQ education college colleges universities university
shared by Ed Webb on 18 Jul 19
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(a) some of the biggest challenges trans students face are infrastructural, both bricks-and-mortar structures (the housing of trans students; bathroom facilities), and digital architecture (course information software, transcripts, diplomas and email databases all routinely misidentify students);(b) an overwhelming majority of students and graduates described the experience of being misgendered and/or deadnamed by their professors as an extremely common experience.
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I do think there’s real value in hearing stories of what it feels like to be misgendered or deadnamed
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Anti-trans academics who claim that their rights are being infringed are heard far more frequently in the mainstream media than are the students who are apparently doing the infringing.
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academic freedom is a value of deep institutional importance to the independence of the University from entrenched power. Free speech demands no such institutional defense, and is rightly deprioritized when in conflict with other interests such as equity of access to education, or the health and wellbeing of students
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To listen to trans students and graduates is to be sure that, whatever the British gender critical academics argue, the training of the professoriate on this issue is woefully inadequate
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Many trans and non-binary students reported challenges finding built environments where they could feel safe at college. “They keep housing me with men,” wrote one trans woman; another trans woman reported that, despite being roomed with “transphobic students,” her administrators “weren’t, in general, willing to cut me a whole lot of slack because I hadn’t legally changed my gender marker.” A trans man reported being “placed on an all-girls floor even though I stated clearly on my housing form that I’m a trans guy.” Another student described the non-accommodation of trans students as an official policy: “my school matches roommate based on assigned sex, and refuses to accommodate trans students.”
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Many students wrote with great enthusiasm about LGBTQ support centers on campus, which provide trans students with community and guidance. One writes that “younger uni empoyees and employees who were queer or allies were actually pretty great”; another says “the campus LGBT centers at two of the institutions where I experienced […] discrimination were amazing”; another writes that “the gender equality center is really working to help students and we have queer profs and Pride programming.” Another describes the vibe at the LGBTQ center as “quite tumblr but very supportive.” Students reported valuing the opportunity to invite speakers and guests themselves, though some report a wish that more resources for such programming were available.
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A number of students wrote to express their dismay at the poverty of counselling resources for trans students
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A large majority of respondents – close to all - explicitly reported experiences with “deadnaming” and “misgendering” by their academic advisors – their professors and mentors. Some of these instances were “deliberate,” “malicious,” “continued,” or “transphobic,” while others were merely “ignorant” or “accidental.” One respondent reported having been taught by two kinds of teacher: “profs who never asked for pronouns and always misgendered me, and profs who asked for pronouns but would still misgender me every time and apologize every time under the guise of ‘trying their best’.”
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Sometimes being misgendered at a key moment in one’s school career throws students into emotional disarray at an inopportune moment.
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colleges and universities are failing to establish adequate infrastructure for trans and non-binary students (especially in respect of digital architecture, which perhaps receives less attention than bricks-and-mortar)
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staff and faculty, far from being the mindwiped drones of the gender critical academics’ fantasy, are mostly pretty incompetent at addressing and discussing trans students
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I have a responsibility as a teacher to ensure minimum standards of care and equitable access to education for all my trans students, but also that I have a responsibility to push back against those institutional disincentives
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