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Jamie Sipe

Five Secrets to Help Encourage Responsible Use of the Internet - 0 views

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    Most of the time, kids know more than their parents about the internet. It's important to protect our kids from the dangers that lie within internet usage. Great advice I will give to my parents at Technology Parent Night!
Cynthia Cunningham

Guiding Tools for Instructional Problem Solving - 0 views

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    State of Florida publication to support RTI strategies. Good support for differentiating education, developing learning progressions and formative assessments
Cindy Hanks

My Safe Surf - Home - 0 views

  • Today, kids have grown up digital. They have had access to a world of new possibilities; some good, some not so good. We believe it is the responsibility of parents, teachers and other adult mentors to join kids on the digital playground and to teach them to be happy and healthy cyber-citizens
    • Cindy Hanks
       
      A great resource for keeping out kids safe on-line.
Jessi Farrell

A Journey Home: Teaching Towards Self-Understanding - 0 views

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    Article published by Dr. Jeffrey Kaplan of UCF College of Education. His article is on page 126 in case it doesn't come up. His article is titled "A Journey Home: Teaching Towards Self-Understanding."
Victoria Ahmetaj

Larry Cuban on School Reform and Classroom Practice | Just another WordPress.com weblog - 0 views

  • He pointed out to me how similar teachers experiencing failures with students is to physicians erring in diagnoses or treatments (or both) of their patients.
  • In the other book, surgeon Atul Gawande described how he almost lost an Emergency Room patient who had crashed her car when he fumbled a tracheotomy only for patient to be saved by another surgeon who successfully got the breathing tube inserted. Gawande also has a chapter on doctors’ errors. His point, documented by a paper in the New England Journal of Medicine (1991) and subsequent reports  is that nearly all physicians err. If nearly all doctors make mistakes, do they talk about them? Privately  with people they trust, yes. In public, that is, with other doctors in academic hospitals, the answer is also yes. There is an institutional mechanism where hospital doctors meet weekly called Morbidity and Mortality Conferences (M & M for short) where, in Gawande’s words, doctors “gather behind closed doors to review the mistakes, untoward events, and deaths that occurred on their watch, determine responsibility, and figure out what to do differently (p. 58).” He describes an M & M (pp.58-64) at his hospital and concludes: “The M & M sees avoiding error as largely a matter of will–staying sufficiently informed and alert to anticipate the myriad ways that things can go wrong and then trying to head off each potential problem before it happens” (p. 62). Protected by law, physicians air their mistakes without fear of malpractice suits.
  • Nothing like that for teachers in U.S. schools. Sure, privately, teachers tell one another how they goofed with a student, misfired on a lesson, realized that they had provided the wrong information, or fumbled the teaching of a concept in a class. Of course,  there are scattered, well-crafted professional learning communities in elementary and secondary schools where teachers feel it is OK to admit they make mistakes and not fear retaliation. They can admit error and learn to do better the next time. In the vast majority of schools, however, no analogous M & M exists (at least as far as I know).
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  • substantial differences between doctors and teachers. For physicians, the consequences of their mistakes might be lethal or life-threatening. Not so, in most instances, for teachers. But also consider other differences:
  • From teachers to psychotherapists to doctors to social workers to nurses, these professionals use their expertise to transform minds, develop skills, deepen insights, cope with feelings and mend bodily ills. In doing so, these helping professions share similar predicaments.
  • *Most U.S. doctors get paid on a fee-for-service basis; nearly all full-time public school teachers are salaried.
  • While these differences are substantial in challenging comparisons, there are basic commonalities that bind teachers to physicians. First, both are helping professions that seek human improvement. Second, like practitioners in other sciences and crafts, both make mistakes. These commonalities make comparisons credible even with so many differences between the occupations.
  • *Doctors see patients one-on-one; teachers teach groups of 20 to 35 students four to five hours a day.
  • *Expertise is never enough. For surgeons, cutting out a tumor from the colon will not rid the body of cancer; successive treatments of chemotherapy are necessary and even then, the cancer may return. Some high school teachers of science with advanced degrees in biology, chemistry, and physics believe that lessons should be inquiry driven and filled with hands-on experiences while other colleagues, also with advanced degrees, differ. They argue that naïve and uninformed students must absorb the basic principles of biology, chemistry, and physics through rigorous study before they do any “real world” work in class.
  • For K-12 teachers who face captive audiences among whom are some students unwilling to participate in lessons or who defy the teacher’s authority or are uncommitted to learning what the teacher is teaching, then teachers have to figure out what to do in the face of students’ passivity or active resistance.
  • Both doctors and teachers, from time to time, err in what they do with patients and students. Patients can bring malpractice suits to get damages for errors. But that occurs sometimes years after the mistake. What hospital-based physicians do have, however, is an institutionalized way of learning (Mortality and Morbidity conferences) from their mistakes so that they do not occur again. So far, among teachers there are no public ways of admitting mistakes and learning from them (privately, amid trusted colleagues, such admissions occur). For teachers, admitting error publicly can lead directly to job loss). So while doctors, nurses, and other medical staff have M & M conferences to correct mistakes, most teachers lack such collaborative and public ways of correcting mistakes (one exception might be in special education where various staff come together weekly or monthly to go over individual students’ progress).
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    Teacher vs. Doctor
Victoria Ahmetaj

Virtual Reality in the Classroom - 1 views

  • With the incorporation of nursing informatics into the curriculum, faculty must be creative in devising methods that include a global perspective on the use of available resources. Added to this changing dynamic is the lack of clinical space for students, while at the same time, nursing professors are being challenged to develop new methods for providing real-life clinical experiences for students.
  • Most students have a desire to expand their universe and use virtual learning.
  • Baker, Wentz, and Woods (2009) investigated the use of SL using a qualitative method with a cohort of students (n = 9) in a psychology class. Results showed that students were generally positive about the experience. Considerations for further implementation would include the fact that these students mentioned convenience of attending class in SL, having the text version of the lecture available, and being able to interact with the instructor and other students in real time. Barriers included a slow response time from their computers, needing time to practice navigating and using the tools in SL, and technical difficulties. Research in this area remains scant and it is an area which needs active investigation.
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  • Billings and Kowalski (2009) report that virtual worlds are authentic and safe for students. They note that the educators can develop standard scenarios and control the learning environment by their own presence. Virtual worlds can also provide clinical experiences without disrupting the work flow of clinical agencies.
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    Virtual Reality and Nursing School
kanners07

Lift the Cell Phone Ban - 0 views

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    Cell phones could become the next big learning tool in the classroom. So why have schools been so slow to embrace them? Without a doubt, cell phones can cause serious disruption in the classroom. From urgent text messages flying across the room to lessons interrupted by rap-song ringtones, these gadgets are responsible for nationwide frustration among educators.
Candace Devlin

Socrative - 1 views

shared by Candace Devlin on 02 Feb 12 - No Cached
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    This has been in Beta for a while but they have a pretty good free version available. This allows for online question response and instant feedback like a set of classroom clickers some of us use. It works well and is free so check it out.
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    Like a Polleverywhere.com but better! Allows for quizzes, exit slips and more.
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    Socrative lets teachers engage and assess their students with educational activities on tablets, laptops and smartphones. Through the use of real time questioning, instant result aggregation and visualization, teachers can gauge the whole class' current level of understanding. Socrative saves teachers time so the class can further collaborate, discuss, extend and grow as a community of learners.
Ashlynn

5 Tips to Help Teachers Who Struggle with Technology - 0 views

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    "I'm not very tech savvy" is the response I usually hear from teachers that struggle with technology. Whether it's attaching a document to an email or creating a PowerPoint, some teachers really have a difficult time navigating the digital world.
lcrouter

Unexpected Tools That are Influencing the Future of Education | MindShift - 0 views

  • Researchers are now even questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth.
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    Some big shifts in education are discussed in depth!
aciappi

Leave Them (Texting) Kidz Alone - 1 views

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    By trade, I am a professor of writing and rhetoric. In layman's terms, this makes me an English teacher. These are deeply dreaded words for many people. When I identify my profession to new acquaintances, I get a range of responses: obviously, some people don't find it that interesting-it's not like I'm an astronaut or [...]
Ashlynn

Travel Journals: Student-Created Textbooks - 0 views

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    this would be great modified into a digital means Students create a variety of content types for their journals -- from written reflections to maps and diagrams -- in response to teacher prompts and open-ended questions. Below are the essential elements of the journal project: Blank journals: At the beginning of each module, teachers hand out a blank journal to each student.
John Lucyk

Wendy Bray Teacher at UCF - 1 views

shared by John Lucyk on 29 Jan 16 - No Cached
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    How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m
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