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Larisa Kivett

Wedoist - 1 views

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    Beautifully Simple Project Management Assign tasks, manage files, meet deadlines, share status updates, comment on just about anything, real time chat with your team and much more with Wedoist!
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    Thank you for this site this will be very helpful in the other class I am taking now. Very cool
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.
  • *Doctors see patients one-on-one; teachers teach groups of 20 to 35 students four to five hours a day.
  • 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.
  • *Most U.S. doctors get paid on a fee-for-service basis; nearly all full-time public school teachers are salaried.
  • *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
Yanique Vaughn

Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands - 0 views

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    Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same
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    Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same
mdoehne

Florida Special Education Certification & Requirements - 1 views

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    Despite having several densely-populated urban and suburban areas, Florida manages to serve its students with disabilities well, earning the highest rating of " Meets Requirements" from the U.S. Department of Education for its ability to provide special education services.
mfrejka6

Using Technology to Differentiate Instruction - 1 views

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    One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as every student grows and develops at different rates, they learn in different ways and at different speeds.
beachgirlkim

Interactive Whiteboard Learning Software | Hatch Early Learning - 0 views

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    Hatch Early Learning experts have developed two unique software packages that meet the needs of educators teaching young preschoolers, kindergarteners, English Language Learners, 1st graders and children with special abilities. Our solution options include TeachSmart, for cognitive ages 3 - 5, and CoreFocus, for cognitive ages 3 - 8.
Caitlyn Distler

WritingFix - Simplify Your Lesson Planning! - 0 views

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    WritingFix is an excellent resource that provides lesson plans that meet the needs of many students. WritingFix has detailed lessons that focus on the essential components of writing. Each lesson is introduced with a children's book that demonstrates a specific component. The website it organized by the components of writing and has so much information! However, be aware that this site can look overwhelming because there is a lot of information available.
Keith White

Blackboard Learn | User Groups - 0 views

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    Blackboard user group communities for Bb LMS classroom clients
deborahcreel

Classroom 2.0: Why Florida Schools Are Going Digital - 0 views

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    Schools across the country are contemplating a technology overhaul to meet new, tougher education standards adopted by 45 states and the District of Columbia, known as Common Core. Those standards take effect in the fall of 2014.
hollyschwieg

EduHound.com - 0 views

shared by hollyschwieg on 07 Sep 11 - Cached
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    Another good resource for supplemental material. Hundereds of topics from The Inquisition to Praire Dogs. Provides links to webistes that can be used as interactive lessons as well as links where educator's can find information and printable activities.
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    This website serves as your "go to" website in the inception stages of intergrating technology in the classroom or when you inquire about the educational resources available on a specific topic. The amount of resouces on this website is vast, for all core subject areas. What I liked most about this site is: you are able to search for your needs by subject, person, holiday, or topic. This website in worth bookmarking in your classroom.
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    This site offers a wide collection of topic-based online education resources, clip art, and free lesson plans that meet state and national standards.
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    Educational website for teachers and students
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
cmtellez

25 Best Websites for Teachers | Scholastic.com - 1 views

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    At The Stacks, students can post book reviews, get reading recommendations, play games based on the latest series, watch " Meet the Author" videos, and more. It's like Facebook for reading and it's safe for school, too. Use Book Wizard to level your classroom library, find resources for the books you teach, and create reading lists with the click of a button.
valtlc11

Sociality Through Social Network Sites - Oxford Handbooks - 0 views

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    The global system of networked computers, servers, and routers known as the Internet has transformed many aspects of modern society and social interaction.
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    Sometimes this connection creates rifts in face to face meeting. In some cases we are losing the ability to socially interact in analog life.
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