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.
Group items matching
in title, tags, annotations or url
21More
What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views
-
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.
-
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.
3More
shared by Dennis OConnor on 14 Aug 09
- Cached
Internet Search Challenge: Adults Do Better - 0 views
internetsearchchallenge.blogspot.com/...adults-do-better.html
21cif website evaluation investigative searching moodle
![](/images/link.gif)
-
Need proof that adults search and evaluate better than youth? These charts show how students in middle school and high school compare to teachers and librarians. The assessment is the pretest from a course we call "Investigative Searching 20/10."
-
To date, 449 middle schoolers, 414 high schoolers and 28 adults have taken the 10-item pretest that measures the ability to find critical information and evaluate its credibility. There are several differences that really stand out.
-
Are these the results you would expect? Do you think they are artificially low or about right? That's hard to say without seeing the pretest. Without disclosing specific items (in case you want to take the test), the 10 items focus on skills that have been described in previous posts, requiring the application of appropriate techniques to find the author of articles, the name of the publisher, the date of publication, other instances of the content on the Internet and references to web pages.
2More
shared by Dennis OConnor on 17 Aug 09
- Cached
The class was what I needed to help me get focused for school! « Random Thoug... - 0 views
maryalicea.wordpress.com/...help-me-get-focused-for-school
uw-stout e-learning online class librarian 21cif
![](/images/link.gif)
-
Learn how to locate authentic digital primary sources in multiple formats to enhance your curriculum. Develop age appropriate learning activities that promote higher level questioning and critical thinking skills while adding excitement to student learning through engaging activities. The course is especially helpful for teachers of AP classes, teachers addressing state and national standards requiring the use of primary sources, and teachers working with National History Day activities. Materials fromTPS Direct, the Library of Congress Teaching with Primary Sources professional development program, will be incorporated in the class.
2More
2¢ Worth » Search Results » anchored - 0 views
-
In a pre-life-long Learning environment, the task of education was to teach all of us the knowledge and skills that we would need to know and to know how to do to become employed. After our schooling, we got a job, and kept that job for 35 years. We did some learning “on the job”, but not for the sake of a changing environment. It was for the sake of our job. It was considered part of the job.
8More
shared by Ed Webb on 27 Jul 09
- Cached
How to Wake Up Slumbering Minds - WSJ.com - 0 views
online.wsj.com/...SB124079001063757515.html
bestpractices review cognition styles learning education
![](/images/link.gif)
-
what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
-
it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time
-
Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
- ...4 more annotations...
-
students cannot apply generic "critical thinking skills" (another voguish concept) to new material unless they first understand that material
-
Trying to use "reading strategies" -- like searching for the main idea in a passage -- will be futile if you don't know enough facts to fill in what the author has left unsaid.
-
what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form
-
At some point, no amount of dancing will help you learn more algebra
4More
Dangerously Irrelevant: It's not 'the tests.' It's us. - 0 views
-
It's not ‘the tests.’ It's our unwillingness and/or inability to do something different, something better. It's not ‘the tests.’ It's us.
-
In my state, students don't take standardized tests until third grade, but test preparation was a major focus in K-2. Students did little but complete worksheet after worksheet in kindergarten. The block corner was gone, there was no snack time, the dress-up box was taken away, and recess was reduced to just a few minutes. My son and his classmates sat at their little tables and silently filled out worksheets for the majority of the day. Talking, laughing or getting out of your seat was frowned upon. In first grade, the timed math tests began. Shortly after students learned how to add and subtract, they were given daily math facts timed tests in order to "prepare" them for the ITBS math computation tests in third grade. Those lucky enough to pass the tests had their names posted on the winners wall in the classroom. Those who couldn't pass, were sent to the hallway to do flashcards with parent volunteers. In second grade, the timed oral reading tests began. Each week, all students were required to read aloud as fast as they could while they were timed with a stop watch. Those that could spit the words out quickly enough to meet the benchmark number were rewarded with free reading time. Those that were deemed too slow, were given practice pages to read aloud, over and over again. In third grade, they started timed writing tests. His classroom held a weekly contest to see who could write a paragraph the fastest using that week's vocabulary words. The vocabulary words were test prep for ITBS. The fastest child's paragraph was posted on the wall for all to admire. Kids learned very early on that faster meant smarter and that slower meant stupid. NCLB plays a part in the way school has been reduced to test preparation, but teachers chose to use all of these truly awful methods in the classroom. Teachers could have chosen different, more engaging, and more developmentally appropriate teaching methods, but they didn't.
4More
» Would You Please Block? Bud the Teacher - 11 views
-
What we’ve decided is that we will no longer use the web filter as a classroom management tool. Blocking one distraction doesn’t solve the problem of students off task – it just encourages them to find another site to distract them. Students off task is not a technology problem – it’s a behavior problem.
-
This opens up possibilities for students and staff using websites for instructional purposes that in the past were blocked due to broad category blocks. It requires that staff and students manage their technology use rather than relying on a third party solution that can never do the job of replacing teachers monitoring students.
5More
shared by Vicki Davis on 26 Oct 09
- Cached
Gearing up for Another Flat Classroom Project « Haas | Learning - 8 views
haaslearning.wordpress.com/...another-flat-classroom-project
education learning flatclassroom edu_trends bestpractices
![](/images/link.gif)
-
Yet, as Vicki Davis quipped at the beginning of the project, “The thing about working on the bleeding edge is sometimes you bleed.”
-
The reality of asynchronous communication that is at times messy and requires patience was not quite as exciting as they were hoping.
- ...1 more annotation...
-
Already, the combination of my experience, having already completed a similar project, as well as the degree of preparation and maturity of this project is a great advantage. I
-
Fred Haas' reflections are so very real when it comes to ambitious global collaborations. I had to laugh as he said about NetGenEd (last spring's project): "Without question it was a mildly harrowing but ultimately rewarding experience." The learning curve is TREMENDOUS but once you have it under your belt it is similar to your first year of teaching or boot camp for someone in the military. If you're wondering if this sort of thing is for you, take a read of Fred's very real reflections. Julie nor I NOR ANY global collaborator will ever say it is easy - if it is perhaps you're not having to be as engaged as perhaps you need to be. However, it is most rewarding!
4More
Social networks and kids: How young is too young? - CNN.com - 13 views
-
a growing number of children are flouting age requirements on sites such as Facebook and MySpace, or using social-networking sites designed just for them.
-
In two surveys reported this year by Pew Internet Research -- of 700 and 935 teens, respectively -- 38 percent of respondents ages 12 to 14 said they had an online profile of some sort.
2More
Tux Paint - 14 views
-
"Tux Paint Open Source Drawing Software for Children (About sponsors) Next From the gallery: Manga Harry Potter By: Vashti Tux Paint is free computer art software for children. * About * Features * Screenshots * Videos * Gallery * Stamps * Reviews * Schools Using It * User Comments * Requirements * Download * Purchase * Documentation * Known Issues * Merchandise * Events * News * Mailing Lists * Developers * Help Us * Links * Contact The Web tuxpaint.org "One of the best freeware programs I have tested in a long time!" - Ask The Computer Lady, February 2006 Open Source CMS 5-Star and "100 Clean" rating, April 2007 More reviews & awards... Tux Paint is a free, award-winning drawing program for children ages 3 to 12 (for example, preschool and K-6). It combines an easy-to-use interface, fun sound effects, and an encouraging cartoon mascot who guides children as they use the program. Kids are presented with a blank canvas and a variety of drawing tools to help them be creative. (See the full list of features.) "
-
4More
Government Lesson Plans - 11 views
-
Considering the Theme of Progress- Students will be able to understand the purpose of the upcoming unit and contribute to its development.
-
Ethics in American Government- Students analyze the statement "Those who govern in a democracy hold a 'public trust'." This activity provides exploration of ethical dilemmas which might face our present government officials.
-
Impact Of Government On The Individual- The purpose to this activity, used during the early part of the school year in a required secondary government class, is to begin the process of helping students visualize the government of the United States as a very important part of their everyday existence--- a part which they can impact.
11More
How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views
-
Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
-
I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
-
research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
- ...8 more annotations...
-
Jane told me that because parents are so sensitive to how every interaction is processed, sometimes she feels like she’s walking on eggshells while trying to do her job. If, for instance, a couple of kids are doing something they’re not supposed to—name-calling, climbing on a table, throwing sand—her instinct would be to say “Hey, knock it off, you two!” But, she says, she’d be fired for saying that, because you have to go talk with the kids, find out what they were feeling, explain what else they could do with that feeling other than call somebody a “poopy face” or put sand in somebody’s hair, and then help them mutually come up with a solution. “We try to be so correct in our language and our discipline that we forget the true message we’re trying to send—which is, don’t name-call and don’t throw the sand!” she said. “But by the time we’re done ‘talking it through,’ the kids don’t want to play anymore, a rote apology is made, and they’ll do it again five minutes later, because they kind of got a pass. ‘Knock it off’ works every time, because they already know why it’s wrong, and the message is concise and clear. But to keep my job, I have to go and explore their feelings.”
-
“The ideology of our time is that choice is good and more choice is better,” he said. “But we’ve found that’s not true.”
-
Kids feel safer and less anxious with fewer choices, Schwartz says; fewer options help them to commit to some things and let go of others, a skill they’ll need later in life.
-
Most parents tell kids, ‘You can do anything you want, you can quit any time, you can try this other thing if you’re not 100 percent satisfied with the other.’ It’s no wonder they live their lives that way as adults, too.” He sees this in students who graduate from Swarthmore. “They can’t bear the thought that saying yes to one interest or opportunity means saying no to everything else, so they spend years hoping that the perfect answer will emerge. What they don’t understand is that they’re looking for the perfect answer when they should be looking for the good-enough answer.”
-
what parents are creating with all this choice are anxious and entitled kids whom she describes as “handicapped royalty.”
-
When I was my son’s age, I didn’t routinely get to choose my menu, or where to go on weekends—and the friends I asked say they didn’t, either. There was some negotiation, but not a lot, and we were content with that. We didn’t expect so much choice, so it didn’t bother us not to have it until we were older, when we were ready to handle the responsibility it requires. But today, Twenge says, “we treat our kids like adults when they’re children, and we infantilize them when they’re 18 years old.”
12More
shared by Suzie Nestico on 05 Nov 11
- No Cached
Five Myths About the Common Core - 8 views
hepg.org/513
commoncore CCSS Standards education Common Core Harvard administrator all_teachers bestpractices curriculum
![](/images/link.gif)
- ...7 more annotations...
-
Standards are not curriculum: standards spell out what students should know and be able to do at the end of a year; curriculum defines the specific course of study—the scope and sequence—that will enable students to meet standards.
-
States are building the assessments, and once the assessments are in place, they will be administered and operated by states. They are not federal tests.
-
In preparation for adoption of the Common Core standards, several states conducted analyses that found considerable alignment between them and their current standards
-
And officials in 76 percent of districts in Common Core states said in a survey released in September 2011 by the Center on Education Policy that inadequate funds for implementation was a major challenge.
-
But to have an effect on the day-to-day interaction between students and teachers, and thus improve learning, states and districts will have to implement the standards. That will require changes in curricula and assessments to align with the standards, professional development to ensure that teachers know what they are expected to teach, and ultimately, changes in teacher education so that all teachers have the capability to teach all students to the standards. The standards are only the first step on the road to higher levels of learning.
-
What I've encountered most in dealing with colleagues is the fear and the notion that this is just another five to ten year fad in education. It is important first to help others understand CCSS are not a quick-fix or an answer. In some ways, CCSS take us back to what good teaching looks. Ultimately, aside from the budgetary concerns with implementation, perhaps the other greatest struggle here will be the state-level assessment of the CCSS. In order for states to get it right, there needs to adequate time devoted to determining adequate assessment, not drill-and-kill. Broad, interconnected, higher-order thinking cannot be bubbled-in. Period.
5More
Homework: An unnecessary evil? … Surprising findings from new research - The ... - 18 views
-
six hours a day of academics are enough, and kids should have the chance after school to explore other interests and develop in other ways — or be able simply to relax in the same way that most adults like to relax after work;
-
translated as “A relentless regimen of after-school drill-and-skill can raise scores a wee bit on tests of rote learning.”)
-
Even if homework were a complete waste of time, how could it not be positively related to course grades?
-
FDR's private school president listed these four missions for his students ranked by importance. 1) Religion 2) Character 3) Athletics 4) Academics His president at Harvard felt and required a few basic courses and then students should take what they want. The social science and math teachers created well rounded to keep their jobs, I could care if my layer or doctor is well rounded, me, I want success!
34More
shared by Caroline Bucky-Beaver on 12 Nov 08
- Cached
Code of Best Practices in Fair Use for Media Literacy Education - 1 views
wwwdev.ncte.org/...fairusemedialiteracy
medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
![](/images/link.gif)
-
Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
-
guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
-
code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
- ...30 more annotations...
-
Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
-
Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
-
Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
-
Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
-
In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
-
Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
-
Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
-
Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
-
The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired.
-
where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
-
fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
-
In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
-
Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
-
If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
-
Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
-
Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
-
This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
-
MYTH: Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth: Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
-
So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
1More
England schools to be required to report on the number of exclusions - 0 views
-
"The practice of excluding students from schools is set to be placed under scrutiny with plans announced that the number of exclusions is set to be reported publicly in school league table data. The intention is to stop so-called "off-rolling", where schools remove difficult or low-achieving pupils. On average about 2,000 pupils are excluded from school each day - with 40 being permanently excluded."
7More
Socialthinking - Free Articles & Strategies - 1 views
-
anecdote
-
The nowness of now rut occurs when students seek relief right now from anything that makes them feel uncomfortable when they should be doing an assignment, going to a class, meeting people to work on a project, etc.
- ...3 more annotations...
-
If you aren’t sleeping, eating well, and generally taking care of yourself, then learning is negatively affected. If you are completely dependent on a parent/caregiver to set your goals and coach you through the action, then your chances of independence diminish greatly
-
adulthood requires finding a balance in this independence trifecta: 1) establish a work or career path, 2) seek and maintain relationships, and 3) pursue leisure activities simply for leisure. The tricky part is balance. If one’s leisure activities, for example, gaming, overtake work or homework/studying, then one may not be considered capable of living independently
-
doing the preliminary work outlined in these 10 levels will help prepare them to succeed in the transition to adulthood on whichever route—university or work life—is traveled
6More
Teaching in Social and Technological Networks « Connectivism - 17 views
-
-
This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.
-
the role of the teacher. Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network. The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
- ...2 more annotations...
-
An interesting side-note, when you said, …The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher. It came to mind that what’s really being subverted is not so much the classroom-based role as it is the teacher-controlled learning.
-
We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment. My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.