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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching what makes a good teacher good article read
shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
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Identify bias - 0 views

slv.vic.gov.au/identify_bias identify bias reliable objective information
shared by Jeff Johnson on 12 Mar 09 - Cached
  • Jeff Johnson on 12 Mar 09
     
    You need to be able to identify bias in every resource you use, so you know whether it is reliable, objective information.
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Future of Learning Institutions in a Digital Age | HASTAC - 0 views

www.hastac.org/...rning-institutions-digital-age future learning education hastac HASTAC MIT research universities
shared by Ruth Howard on 15 Jul 09 - Cached
  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • Self-learning: Today’s learners are self-learners.
  • ...21 more annotations...
  • Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
  • with participatory learning and digital media, these conventional modes of authority break down.
  • They create their own paths to understanding.
  • learning to judge reliable information.
  • finding reliable sources.
  • learning how.
  • collective pedagogy
  • fostering and managing levels of trust.
  • collective checking, inquisitive skepticism, and group assessment.
  • growing complexities of collaborative and interdisciplinary learning
  • Networked learning
  • in contrast, is committed to
  • cooperation, interactivity, mutual benefit, and social engagement
  • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
  • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
  • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
  • Learning never ends. How we know has changed radically.
  • new institutions must begin to think of themselves as mobilizing networks.
  • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
  • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
  • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
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The - 10 views

lifehacker.com/best-time-to-buy
shared by Vicki Davis on 14 Jan 13 - No Cached
  • Vicki Davis on 14 Jan 13
     
    I've found Lifehacker guides to be reliable in this area. This is their current guide for when to buy things this year and they keep it updated. If you have major purchases coming up and live in the US, I recommend reviewing this guide and sharing it.
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Disseminating Displays by @mrnickhart - 0 views

ukedchat.com/...inating-displays-by-mrnickhart displays
shared by Martin Burrett on 20 Sep 16 - No Cached
  • Martin Burrett on 20 Sep 16
     
    Displays can take up vast areas of wall space and many hours of adults' time, therefore teachers and leaders must be sure of the impact that they are having on learning so that what is on display is justified and not simply a waste of time and space.  Put simply, before a display goes up, we must ask: What will this display do to improve outcomes for children?  For this to be answered with any sort of reliability, the question must be framed within a sound knowledge of how children learn and what learning is - a change in long-term memory...
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ubermix Home - 5 views

ubermix.org/index.html ubuntu education netbooks linux apps free
shared by Fred Delventhal on 15 Aug 12 - No Cached
  • Fred Delventhal on 15 Aug 12
     
    The ubermix is an all-free, specially built, Linux-based operating system designed from the ground up with the needs of education in mind. Built by educators with an eye towards student and teacher empowerment, ubermix takes all the complexity out of student devices by making them as reliable and easy-to-use as a cell phone, without sacrificing the power and capabilities of a full operating system. With a turn-key, 5 minute installation, 20 second quick recovery mechanism, and more than 60 free applications pre-installed, ubermix turns whatever hardware you have into a powerful device for learning. via James T. Sanders
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Education Research Report: Problems with the Use of Student Test Scores to Evaluate Tea... - 14 views

educationresearchreport.blogspot.com/...-with-use-of-student-test.html teacher_eval assessment testing
shared by anonymous on 26 Sep 10 - No Cached
  • anonymous on 26 Sep 10
     
    Student test scores are not reliable indicators of teacher effectiveness, according to a new Economic Policy Institute report, Problems with the Use of Student Test Scores to Evaluate Teachers. The paper was co-authored by a group of distinguished education scholars and policy makers, including four former presidents of the American Educational Research Association, a former assistant U.S. Secretary of Education, EPI Research Associate Richard Rothstein, and others. The authors find that the accuracy of these analyses of student test scores is highly problematic. They argue that the practice of holding teachers accountable for their student's test score results should be reconsidered.
  • Ken Stanton on 26 Sep 10
     
    I'm sorry, but if this is news to anyone, you've been asleep at your desk. I'm sick of people being all professional about this issue, it is well past time to rebel against it. It's bad for the teachers, it's bad for the students, it's bad for society, and it's bad for the economics of education too! Get active, join a group against NCLB & high-stakes testing, and END IT. I would post the group(s) I work with, but I don't want to be dismissed as promoting them - find one(s) that are right for you and get behind them.
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FiveThirtyEight.com: Electoral Projections Done Right - 0 views

www.fivethirtyeight.com 2008 election electoral mccain obama president projection
shared by Jeff Johnson on 12 Jul 08 - Cached
  • Jeff Johnson on 12 Jul 08
     
    There are several ways that the FiveThityEight methodology differs from other poll compilations. Firstly, we assign each poll a weighting based on that pollster's historical track record, the poll's sample size, and the recentness of the poll. More reliable polls are weighted more heavily in our averages. Secondly, we include a regression estimate based on the demograhics in each state among our 'polls', which helps to account for outlier polls and to stabilize the results. Thirdly, we simulate the election 10,000 times for each site update in order to provide a probabilistic assessment of electoral outcomes.
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The findingDulcinea Blog: Why SweetSearch Is the Best Search Engine for Students - 11 views

blog.findingdulcinea.com/...earch-engine-for-students.html search search engine
shared by Mark Moran on 18 Feb 10 - Cached
  • Mark Moran on 18 Feb 10
     
    SweetSearch is the product of 100,000+ hours of research that went into creating findingDulcinea's 700+ Web Guides and thousands of articles. This content links to tens of thousands of Web sites that have been evaluated and deemed reliable by our...
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The Top 10 Reasons Students Cannot Cite or Rely on Wikipedia - 25 views

www.findingdulcinea.com/...Cite-or-Rely-on-Wikipedia.html wikipedia Internet evaluate web sites research
shared by Mark Moran on 25 Mar 10 - Cached
  • Mark Moran on 25 Mar 10
     
    To help students understand the limits of Wikipedia's reliability and credibility, we present these 10 reasons you cannot completely trust information in Wikipedia:
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LedeLog - 1 views

www.ledelog.com google research_tool annotation private
shared by yc c on 30 Mar 10 - No Cached
  • yc c on 30 Mar 10
     
    Built for Research Work in Ledes: The smallest unit of a story Quickly enter and navigate Ledes Save rich text descriptions Tag with your own categories Search through full content or by tag Track your progress Secure and Reliable Runs on Google's cloud infrastructure Ledes and Tags restricted to each user Auto-saves edit progress every ten seconds Simple privacy policy: All your data is private; nobody will view it unless a critical bug requires doing so
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Paragon Learning Style Inventory - 18 views

www.oswego.edu/plsi survey myers-briggs community
shared by anonymous on 28 Mar 10 - Cached
  • anonymous on 28 Mar 10
     
    The Paragon Learning Style Inventory (PLSI) is a self-administered survey that provides a very reliable indication of learning style and cognitive preference. It uses the four Jungian dimensions (i.e, introversion/ extroversion, intuition/sensation, thinking/feeling, and judging/perceiving) that are also used by the Myers-Briggs Type Indicator, Murphy Meisgeir Type Indicator, and the Keirsey-Bates Temperament Sorter. But this is the only instrument that can be self-scored and works with ages 9-adult.
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CZ:About - Citizendium - 0 views

en.citizendium.org/CZ:About wiki reference education all_teachers
shared by Ted Sakshaug on 24 Jun 09 - Cached
  • Ted Sakshaug on 24 Jun 09
     
    The Citizendium (sit-ih-ZEN-dee-um), a "citizens' compendium of everything," is an open wiki project aimed at creating an enormous, free, and reliable encyclopedia. The project, started by a founder of Wikipedia, feels that we can achieve this crucial improvement over Wikipedia through measures such as adding "gentle expert oversight" and requiring contributors to use their real names. We already have over 11,208 articles and hundreds of contributors.
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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.
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pdf document - 8 views

digitallyspeaking.pbworks.com/...ut_TeacherTipsWikiProjects.pdf wiki tips teaching pdf
shared by yc c on 30 Oct 09 - No Cached
  • yc c on 30 Oct 09
     
    Critics of wikis as research sources often point to the potential for students to stumble across inaccurate content as a fatal flaw that make wikis almost worthless. "How can we promote wikis in our classrooms," the argument goes, "if you can't trust what's posted there? I don't want my students exposed to learning tools that are just plain wrong!" Teachers using wikis successfully in their classrooms, however, embrace inaccurate content posted on classroom wikis as a teachable moment because they know that succeeding as consumers of information in the 21st Century requires students to develop a healthy skepticism of any content posted online. In a world where content is constantly changing and publishing is easy for anyone, researchers simply cannot assume that digital sources-wikis, blogs, websites, online videos-are accurate and up-to-date. Wikis give teachers built in opportunities to teach lessons about the reliability of online content to students. Errors-which are inevitable in student projects-can be spotlighted and corrected, and students can be introduced to strategies for identifying content worth trusting.
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Anti-minotaur: The myth of student progress by @mistershankly75 - UKEdChat.com - 1 views

ukedchat.com/...nt-progress-by-mistershankly75 assessment UKEdChat
shared by C CC on 01 Jan 16 - No Cached
  • C CC on 01 Jan 16
     
    This term I have mostly been getting myself in a pickle about measuring student progress. I want to do it with integrity, reliability and validity but I wonder whether all three of these are possible. When considering student progress, I have been i…
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Teachers predict pupil success just as well as exam scores - 0 views

ukedchat.com/...teachers-exam-predict research exams
shared by Martin Burrett on 16 May 19 - No Cached
  • Martin Burrett on 16 May 19
     
    "New research from King's College London finds that teacher assessments are equally as reliable as standardised exams at predicting educational success. The researchers say their findings, published today in the Journal of Child Psychology and Psychiatry, question whether the benefits of standardised exams outweigh the costs."
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School librarians helping children become independent learners with parental support by... - 2 views

ukedchat.com/...school-librarians library librarians independence
shared by Martin Burrett on 09 Oct 17 - No Cached
  • Martin Burrett on 09 Oct 17
     
    "As a parent, I have always been able to help my children find good sources of information in order to do their homework. How do I know where to find the best information? Do I have some inside knowledge that most parents don't? Yes! How? I am a librarian… I have long believed that if parents knew about the resources available from their school library to support their children's homework they would be relieved and happy. They would be able to guide them to use these good tools without worrying about quality or reliability. Many of our resources go unused for two reasons, firstly, many teachers and students do not know about these resources, how easy they are to use and reference and secondly, parents don't know they exist."
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The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities universities university academia opinion analysis education
shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
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This is Not a Paper - 8 views

faculty.ed.uiuc.edu/...paper.1.html paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment
shared by Brendan Murphy on 05 Jun 10 - Cached
  • November 1995
  • survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
  • changing ideas about what constitutes a publication
  • ...7 more annotations...
  • Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
  • In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
  • On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
  • Electronic publishing has provided an opportunity
  • Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
  • As a result, current conventional notions of copyright would need to be profoundly rethought.
  • This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
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