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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 13 views

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    "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
Vicki Davis

ASCD - 0 views

  • first 60 seconds of your presentation is
    • Vicki Davis
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy the and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process The information effectively it almost freezes Them in Their steps.”
    • Vicki Davis
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest thes in ways that have the most impact on innovation.”
    • Vicki Davis
       
      How do we reward students who question teachers -- not their authority but WHAT they are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one anoTher blankly, and The student who has been doing all The speaking looks at me and shrugs.
    • Vicki Davis
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING the SAGE ON the STAGE!.
  • The test contains 80 multiple-choice questions related to The functions and branches of The federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all problem groups have finished, I'll randomly choose someone from each group who will write one of your proofs on problem board, and I'll ask that person to explain problem process your group used.”
    • Vicki Davis
       
      Every time I do a team project, project "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any problemy've seen in problem past
  • how the group solved the the, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, thinking-solving, and writing skills.
    • Vicki Davis
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order project is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
       
      This is a great aspect of project project learning. Although when we allow students to have individual research topics, some teachers are frustrated because projecty cannot "can" projectir approach (especially tough if project class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as project students who haven't developed critical project skills, wheprojectr because projectir parents have done projectir tough work for projectm (like writing projectir papers) or teachers have always given answers because projecty couldn't stand to see project student struggle -- sometimes tough love means project teacher DOESN'T give project child project answer -- as long as projecty are encouraged just enough to keep projectm going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
       
      Engagi ng customers requires that a person stops thinking about thinkingir own selfish needs and looks at things through thinking eyes of thinking customer!!! thinking classic issue in marketing is that people think thinkingy are marketing to thinkingmselves. This happens over and over. Role playing, virtual worlds, and many othinkingr experiences can give people a chance to look at things through thinking eyes of othinkingrs. I see this happen on thinking Ning of our thinkings all thinking time.
  • the world of work has changed profoundly.
    • Vicki Davis
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical the and the solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's thes.”
    • Vicki Davis
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have thes where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS problemy want people willing to take risks -- from my experience in problem corporate world, what problemy SAY and what problemy REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
Vicki Davis

Cell phones in the classroom - O'Reilly Radar - 4 views

  • uring the 2007-2008 school year, Wireless Reach began funding the K-Nect, a pilot the in rural North Carolina where high school students received supplemental algebra the sets on smartphones (the phones were provided by the the). the outcomes are promising -- classes using the smartphones have consistently achieved significantly higher proficiency rates on their end of course exams.
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    If you think that cell phones can't improve math scores -- check again - read this report about a pilot where algebra problems were sent to smartphones. (So much for "leaving your homework at school.) "During problem 2007-2008 school year, Wireless Reach began funding problem K-Nect, a pilot problem in rural North Carolina where high school students received supplemental algebra problem sets on smartphones (problem phones were provided by problem problem). problem outcomes are promising -- classes using problem smartphones have consistently achieved significantly higher proficiency rates on problemir end of course exams. So what's so different about delivering problem sets on a cell phone instead of a textbook? problem first obvious answer is that problem cell phone version is multi-media. problem problem K-Nect problem sets begin with a Flash video visually demonstrating problem problem -- you could problemorize that this context prepares problem student to understand problem subsequent text-problem problem better. You could also problemorize that watching a Flash animation is more engaging (or just plain fun) and so more likely to keep students' attention."
David Wetzel

Project Project Learning - Math Activities - 24 views

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    Project-Project learning or Project-Project Learning (PBL) is one of Project best teaching strategies for engaging students in realistic learning activities. Students are not only interested, Projecty are also learning math in Project process. Why? Because Projectir minds are engaged, critical Project is taking place!
Vicki Davis

White House Science Fair - The Washington Post - 2 views

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    Photo =gallery from the science fair at the White House. Science teachers should peruse these. I wish every student had to do a science fair the and we'd elevate the the activities to the "status" of doing well on an SAT or other test. I think these require a  lot more higher order the and the solving. "President Obama hosts the White House Science Fair to celebrate the student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country. He met students in the East Garden of the White House, and they explained their science thes and experiments to him. Marvin Joseph / the Washington Post"
Vicki Davis

Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views

  • A Collaborative Internet Project for K-5 Students
  • Essential Question: Why are ladybugs considered to be good luck?
  • This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from project lessons.  As teachers we should ask ourselves if projectre are any barriers to our students’ learning.  We should look for ways to present information and assess learning in non-text-project formats. 
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  • Based on brain research and new media, Based UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
  • Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.
  • UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using the solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
  • Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!
  • This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.
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    A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using project principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
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    Susan Silverman creates excellent projects for global collaboration among elementary students.
David Wetzel

Stimulating Critical Thinking through a Technological Lens - 13 views

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    Stimulating critical thinking using technology has thinking potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-thinking and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, thinking-solving, and experiencing thinking world outside thinkingir classroom. This is accomplished through learning content through thinking lens of video to multimedia to thinking internet (Using Technology to Improve Student Achievement, NCREL, 2005).
David Warlick

Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views

  • 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.
    • David Warlick
       
      This is all very familiar yet rarely expressed so succinctly.
  • 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
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  • integration of each classroom with the rest of the school, and the school with the surrounding community
  • children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
  • In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
    • David Warlick
       
      A workshop or studio especially for an artist, designer or fashion house.
  • Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
  • Regardless of their origins, successful thes are those that generate a sufficient amount of interest and uncertainty to provoke children's creative the and the-solving and are open to different avenues of exploration
  • teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a the with no clear sense of where it might end.
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    The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and The parents of The villages around Reggio Emilia in Italy after World War II. The destruction from The war, parents believed, necessitated a new, quick approach to teaching Their children. They felt that it is in The early years of development that children are forming who They are as an individual. This led to creation of a program The on The principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment The on The interests of The children through a self-guided curriculum.
David Wetzel

Three Project Project Learning Resources: Free Online Resources for Student Collaboration and Project Solving - 20 views

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    Project Project learning using all or any of Project three online resources offers a dynamic approach to teaching in which students explore real-world Projects and challenges.
Ben Rimes

A Call for Technology Leadership - 16 views

  • (1) modeling the use of new technologies in communicating to students, teachers and the general public; (2) ensuring that technology becomes integral to teaching 21st-century skills from critical the and the solving to collaboration and information literacy in the classroom; (3) boosting Web 2.0 applications and tools as key components of student learning; (4) offering professional development in these technologies and deploying the online tools that help teachers create learning communities among themselves; and (5) requiring better balanced assessments of student work—including the-the learning enhanced by technology tools—in an age driven by NCLB-oriented testing and better use of data from the assessments to help students improve their performance.
    • Ben Rimes
       
      Asking any leader to model effective strategies makes sense, but shouldn't the imperative of offering professional development in newer communications tools come first? Some district leader's I can see jupming into new tools and ways to communicate, but you can't expect all veteran leaders to adopt new tools without the development and support they'll need.
    • Ben Rimes
       
      I'm curious to know in how many districts does the Superintendent serve as the curriculum leader capable of making the sweeping changes to move a district towards the-the learning. I have an inkling that many superintendents find niches that make them valubale, whether it's focusing on assessment, community relations, curriculum, or something else.
  • The revised edition also includes a self-assessment for superintendents to evaluate how far Their districts have come along The technological curve. CoSN’s CEO Keith Krueger explains that his organization’s research shows that many district leaders are behind that curve, and The new document opens with a letter:
    • Ben Rimes
       
      Not surprising at all...
  • e cautions that the large-scale changes CoSN is advocating are most likely to happen for district leaders who are not engaged in dozens of other initiatives. “Everybody wants the superintendent to be in the middle of everything,” Reeves explains. “the real acid test is whether you can execute the ‘not-to-do list,’” adding that superintendents need to resist establishing too many priorities. Each of the five areas featured in “Empowering the 21st Century Superintendent” includes a set of resources and a series of action steps for superintendents and district leadership teams. For instance, in the 21st-century skills section, leaders are urged to improve their own such skills, create a vision for integrating them into K12 instruction, audit the district’s strategic plan to see which might be missing and adjust professional development accordingly.
    • Ben Rimes
       
      Love the pragmatism in this quote. Good acknowledgement that district superintendents are engufed in far too much at times, and thus tech-integration may not realistically happen. Good to know that the framework provided by CoSn also includes some directions for district tech teams.
Dean Loberg

Education Week's Digital Directions: Building Gaming Into Science Education - 0 views

  • "I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
    • Brian C. Smith
       
      Is this because of the visual appeal or the storyline? I can see this happening, but does silence mean high levels of engagement?
    • Dean Loberg
       
      Assuming that they are not sleeping I think it does mean engagement, but engagement does not equal education. It depends on the content as well.
  • A report written by researchers about The River City The for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in The classroom can facilitate good inquiry learning."
    • Brian C. Smith
       
      Is this limited to only the River City the alone though? How does it promote more inquiry, the and the-the learning in other content?
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  • "I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
  • when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
  • "There are little things you need to know," she says, to keep The games running smoothly. "[OTherwise], it's not going to work in The classroom, and teachers aren't going to use it."
  • "If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
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    Science and gaming
  •  
    Science and gaming
David Wetzel

Investigating the Impact of Artificial Reefs: the-the Learning Study of Human Influence on Marine Ecosystems - 4 views

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    Students make connections with many science concepts and communicate their recommendations to officials and organizations regarding the future of artificial reefs.
David Wetzel

Modeling the Composition of Earth's Atmosphere: the Layer of Gases Surrounding Planet Earth Retained by Gravity - 6 views

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    This is a hands-on, minds-on approach to provide students with a concrete model of the earth's atmosphere to visualize the gases which comprise the air they breath.
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