Group items matching

in title, tags, annotations or url

"I believe in these students. They are capable,"

"We are listening to the students who make excuses, and this is unfair to the other students," she said. "I think it's unfair to the students" to send a message that the way to deal with a difficult learning situation is "to complain" rather than to study harder.

the university's learning management system allowed superiors to review the grades on her first test in the course

In General McMaster’s view, PowerPoint’s worst offense is not a chart like the spaghetti graphic, which was first uncovered by NBC’s Richard Engel, but rigid lists of bullet points (in, say, a presentation on a conflict’s causes) that take no account of interconnected political, economic and ethnic forces.

The first comment made by a student was that students don't like, and will become unmotivated to do work, when a teacher doesn't have a plan, is unprepared, and "wings it" each day for lessons.

they like it when a teacher posts the homework ahead of time so that they can start it early if need be.

they absolutely hate when teachers don't get work or tests graded and back to the students in a timely fashion.

To understand what a real essay is, we have to reach back into history again, though this time not so far. To Michel de Montaigne, who in 1580 published a book of what he called "essais." He was doing something quite different from what lawyers do, and the difference is embodied in the name. Essayer is the French verb meaning "to try" and an essai is an attempt. An essay is something you write to try to figure something out.

deep-seated wish to create escape routes from public education.

Since there is no way to know who will be an effective teacher

What if we could channel the financial and human resources spent on the machinery of high-stakes testing into a robust, widely distributed program of professional development?

If I stare at my spreadsheet (or table or daunting stack of white papers) for a while, I start to get it. I read it in small bits and go forward and backward randomly until something clicks. Did you ever look for the Ninas hidden in a Hirschfeld drawing? Ok, how about Where’s Waldo? Better reference? Once you find what you're looking for, you can't not see it.

Grades serve no pedagogical function at all. (Detailed feedback does, but that's an entirely different matter.) Grading is about nothing more than efficiently communicating to other institutions the level of learning we, the teachers, estimate (and it is only an estimation) each student gained. Unfortunately, students not only want to know about the content of that communication (understandably enough) but, for many, maximizing the grade (rather than the learning itself) has become their primary goal in taking courses. If we had no grades, then students' own personal sense of learning would be all that they got out of taking courses, and they would focus on that instead. (And it would make courses a much more interesting and productive place to be.)

Kids were disrespectful to teachers, and teachers were impatient with kids

how does a school get to the point that my school was at when I first arrived? In this particular case, there had been a series of administrative turnovers, so every couple of years the priorities changed. There was no adopted discipline code, so school discipline was something that was randomly applied to individual students rather than a part of the entire school culture. Teachers felt that they were not supported by administration, and some students realized that there were few in any consequences for poor behavior (the student who hit the opposing player earned the first suspension in years). Some teachers just gave up; others became angry. Still others were intimidated. Teacher absenteeism was high.

The school turnaround didn’t occur overnight, but at the end of two years of consistent application of the discipline plan

Critical thinking is a set of values and cognitive strategies employed to rationally evaluate information for its potential usefulness and accuracy. In this regard, critical thinking covers three fields; Personal values embracing logic, reasoning, objectivity and internal consistency of information Skills and cognitive approaches that allow the individual to search for and evaluate different information sources An appreciation of the relationship between the application of accurate information in decision making and the probability of a predictable outcome

In an age of diverse media, especially with regards to the internet, information sources present confusing options. Not all information is equal. Teaching people to understand the context and cues associated with good information gives them the ability to make better informed decisions that will have the best chance of leading to those outcomes they wish for.

This places critical thinking at odds with philosophies that elevate some bodies of knowledge to being dogmatic and beyond question.

Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.

Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.

“The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.

Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.

In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.

Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests

The carefully selected press clippings and resources in this section have been chosen to provide a clear sense of both the forest and the trees in the landscape of emerging technology. Included are not only information about the technologies themselves but also clues to the context within which they are developed and used.

too often limit opportunities

too often limit opportunities

instructional challenge