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Ed Webb

Socialthinking - Free Articles & Strategies - 1 views

www.socialthinking.com/Articles

shared by Ed Webb on 11 Dec 20 - No Cached
  • anecdote
    • Ed Webb
      Ed Webb on 11 Dec 20
       
      antidote
  • learn to be comfortable with discomfort
  • 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
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and how we can push back - Academic Matters - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Martin Burrett

Planning for Metacognition - 1 views

ukedchat.com/...planning-for-metacognition

metacognition

shared by Martin Burrett on 18 Sep 19 - No Cached
  • Martin Burrett on 18 Sep 19
     
    "Careful planning is required when implementing metacognitive strategies, with initial training in understanding metacognition should equip you with potential strategies that can be used in your classroom. However, it is important that you don't overload your students with different strategies."
Martin Burrett

Book: Making every maths lesson count by @MccreaEmma via @CrownHousePub - 2 views

ukedchat.com/...maths-lesson-book

book review

shared by Martin Burrett on 07 Jun 19 - No Cached
  • Martin Burrett on 07 Jun 19
     
    "Making Every Maths Lesson Count is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and presents 52 high-impact strategies designed to streamline teacher workload and ramp up the level of challenge in the maths classroom. Throughout this book, Emma McCrea (through extensive research and practice) explores how to manage mathematical misconceptions with practical ideas on many areas of the required curriculum. The six pedagogical principles mentioned above form the heart of the book, with metacognitive questioning given space in developing cognitive strategies with pupils. "
Martin Burrett

England schools to be required to report on the number of exclusions - 0 views

ukedchat.com/...exclusions-data

exclusion

shared by Martin Burrett on 06 Jun 19 - No Cached
  • Martin Burrett on 06 Jun 19
     
    "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."
Martin Burrett

Some children can 'recover' from autism, but problems often remain - 1 views

ukedchat.com/...recover-autism

autism research

shared by Martin Burrett on 21 Mar 19 - No Cached
  • Martin Burrett on 21 Mar 19
     
    "Research in the past several years has shown that children can outgrow a diagnosis of autism spectrum disorder (ASD), once considered a lifelong condition. In a new study, researchers at Albert Einstein College of Medicine and Montefiore Health Systemhave found that the vast majority of such children still have difficulties that require therapeutic and educational support. The study was published online today in the Journal of Child Neurology."
Martin Burrett

5 Easy Ways to Help Exam-Level Students by @RichardJARogers - 0 views

ukedchat.com/...exam-level-students

exams exam

shared by Martin Burrett on 01 Mar 19 - No Cached
  • Martin Burrett on 01 Mar 19
     
    "Many students require years of experience to discover their preferred (and most efficient) style of revision. For me, I found that dictating my notes to myself and playing them through my earphones when I lay in bed at night was effective, but this might not work for everyone."
Martin Burrett

Encouraging innovation…by @MaximJKelly - 0 views

ukedchat.com/...encouraging-innovation

innovation

shared by Martin Burrett on 21 Jan 19 - No Cached
  • Martin Burrett on 21 Jan 19
     
    "If there is one thing I have come to realise in headship it is that you can't do it all by yourself. Surrounding yourself with the very best people is a start - but getting the very best from the very best requires an atmosphere and culture of trust to develop. As the new calendar year dawned and the Spring Term commenced I gathered the staff together from both of my schools to introduce my Innovation Recognition Scheme which I intended to roll out across the federation."
Martin Burrett

The independence of independence by @SarahLWilliam11 - 0 views

ukedchat.com/...independence

independence

shared by Martin Burrett on 27 Nov 18 - No Cached
  • Martin Burrett on 27 Nov 18
     
    "Independent learning is something that has to be instilled in a student from the moment they interact with you. Independent learning affords them independence in everything that they do and will do. Some might think that if the above is promoted far too much then surely there will be no requirement for teachers? I suppose soon everyone will be taken over by robots and we will all grow gills and live under the sea! It is farcical to suggest that students don't need teachers. Without my teacher telling me how fabulous learning is and how getting an education will open so many doors for me, I wouldn't be where I am today. I am so proud of what I have achieved considering I was told I was 'not academic'."
Martin Burrett

Cube Slam - 0 views

ukedchat.com/...cube-slam

game hand-eye coordination Pong

shared by Martin Burrett on 08 Nov 18 - No Cached
  • Martin Burrett on 08 Nov 18
     
    "Pong may be simple, but it is a great game for hand-eye coordination, and this 21st century 3D version from is fast and fun. You can also share the link and play together online. Requires Chrome to run at its best."
Martin Burrett

UKEdMag: Schools, be patient by @HDHSenglish - 0 views

ukedchat.com/...ools-be-patient-by-hdhsenglish

metacognition research pedagogy

shared by Martin Burrett on 08 Jun 18 - No Cached
  • Martin Burrett on 08 Jun 18
     
    "A lot of schools have jumped on buzz words such as metacognition, mindfulness, mindset etc. There is obviously great merit in all these strategies, however as Carol Dweck has emphasised, in a lot of cases these methods are not always understood by school leaders leading to them not being integrated effectively and sustained. These theories are not fads but in many schools, they don't give these methods the planning, time and evaluation that is required for success of any strategies that will benefit learning. Schools are looking for a quick fix and so latch on to 'new, exciting and popular theories'."
Martin Burrett

Book: How to be an Outstanding Primary School Teacher by @HeadTeachDunn - 2 views

ukedchat.com/...tanding-primary-school-teacher

book book review review primary elementary

shared by Martin Burrett on 16 Feb 18 - No Cached
  • Martin Burrett on 16 Feb 18
     
    "With so many expectations, requirements and scrutiny of primary school teachers, it is easy to become formulaic in your practice. This is a shame, as the initial enthusiasm for the job gets waned, and giving young students the opportunity to shine becomes less focused on whole-child development. However, to become an outstanding teacher demands consistency, focus and dedication. Outstanding teachers are always on the lookout for new ideas, but sometimes the tried-and-tested classroom activities and techniques can offer a strong system to help your pupils shine, despite curriculum restraints imposed."
Martin Burrett

Spelling - If in doubt, circle it out! by @Lit4Pleasure - 1 views

ukedchat.com/...circle-spelling

shared by Martin Burrett on 03 Apr 17 - No Cached
  • Martin Burrett on 03 Apr 17
     
    "A strategy to support pupils improve their spelling strategies, by circling words which they think require attention. The Standards & Testing Agency have in some ways made the marking of spellings more problematic than it's ever been. They state quite clearly, that individual spellings should no longer be pointed out to children if you wish to mark it as an independent piece. This, coupled with Ofsted's move away from heavy amounts of marking needing to be seen in books, could make the marking of spelling seem tricky."
Martin Burrett

Maths learned best when children move - 1 views

ukedchat.com/...earned-best-when-children-move

maths study sport nutrition exercise

shared by Martin Burrett on 15 Feb 17 - No Cached
  • Martin Burrett on 15 Feb 17
     
    "Children improve at maths when instruction engages their own bodies. This is one of the findings from a recent study coming from the University of Copenhagen's Department of Nutrition, Exercise and Sports. The results also document that children require individualised learning strategies."
Martin Burrett

Stop Motion Studio - 8 views

ukedchat.com/...stop-motion-studio

video animation stop motion iOS iOS app Android Android App Apple Apple app

shared by Martin Burrett on 20 Aug 16 - No Cached
  • Martin Burrett on 20 Aug 16
     
    A nice iOS/Android/Windows app for creating stop-motion animation. The basics are free allowing you to record and add sound to your animation and to export it in many formats and places. In-app purchases available to allow you to do more if required.
C CC

Teachers to be judged by pupils times tables tests - UKEdChat.com - 5 views

ukedchat.com/...d-by-pupils-times-tables-tests

News maths timestables

shared by C CC on 03 Jan 16 - No Cached
  • C CC on 03 Jan 16
     
    Every pupil in England will be expected to have memorised their times tables before leaving primary school, under new government plans, reports the BBC. These will also see new tests of multiplication skills at the age of 11. The checks will be pi…
  • Walter Antoniotti on 10 Jan 16
     
    1) Peter Drucker believed "Students Should Have Studied What They Do Well" "Delivering literacy--even on the high level appropriate to a knowledge society--will be an easier task than giving students the capacity and the knowledge to keep on learning, and the desire to do it."... "All it requires is to make learners achieve. All it requires is to focus on the strengths and talents of learners so that they excel in whatever it is they do well." But schools do not do it. They focus instead on a learner's weaknesses." The New Realities pages 236 and 237. Peter thinks that student who do poorly with math should not be let anywhere near algebra. This should make students happier but remember algebra teachers need jobs.
Martin Burrett

England Schools told to monitor pupils' web use - UKEdChat.com - 1 views

ukedchat.com/...told-to-monitor-pupils-web-use

schools news computing radicalisation monitoring

shared by Martin Burrett on 27 Dec 15 - No Cached
  • Martin Burrett on 27 Dec 15
     
    All schools in England are being told to filter inappropriate content and teach pupils about staying safe including online harm. Plans unveiled by the Education Secretary Nicky Morgan will require all schools to put in place strengthened measures to protect children from harm online - including cyber bullying, pornography and the risk of radicalisation.
Vicki Davis

Free Technology for Teachers: Google Expeditions is Possibly Coming to a School Near You - 2 views

www.freetech4teachers.com/...itions-possibly-coming-to.html

edtech Google edu_trends edu_news

shared by Vicki Davis on 28 Sep 15 - No Cached
  • Vicki Davis on 28 Sep 15
     
    Cool virtual reality tool. I have one my sister gave me for Savannah college of Art and design that they did with the iPhone. It was incredible. Cardboard with a smartphone inserted. It uses the accelerometer inside to really make it feel 3d. It does. You can actually get kind of dizzy. From Richard Byrne's site. "Earlier this year Google unveiled a new virtual reality program for schools. The program is called Expeditions. Expeditions uses an app on the teacher's tablet in conjunction with the Cardboard viewer to guide students on virtual reality field trips. Today, Google announced that they are bringing Expedition demonstrations and the required kits to schools all over North America, Brazil, the United Kingdom, Australia, and New Zealand."
Vicki Davis

Driving a real car blind through a virtual world with an Oculus Rift - 4 views

www.gizmag.com/...37675

virtual_world oculus_rift

shared by Vicki Davis on 31 May 15 - No Cached
  • Vicki Davis on 31 May 15
     
    Oculus rift and a real world driving experience combine. This is amazing considering the high speeds that the car was traveling and the processing power and capability required. There was no margin for error. Wow.
Brendan Murphy

Homework: An unnecessary evil? … Surprising findings from new research - The Washington Post - 18 views

www.washingtonpost.com/...ing-findings-from-new-research

homework research kohn alfie

shared by Brendan Murphy on 03 Oct 14 - No Cached
  • 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;
    • Brendan Murphy
      Brendan Murphy on 03 Oct 14
       
      My only problem with this is that too many adults see relaxing after school as watching TV and drinking beer.
  • 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?
  • Walter Antoniotti on 02 Nov 14
     
    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!
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