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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
Nadia Afzal

Instructional Technology Tools in the ESL Classroom - 0 views

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    Instructional technology tools can reshape your curriculum, or they can be a way to reinforce concepts and address gaps in language skills.
beachgirlkim

Right Relevance : Influencers, Articles and Conversations - 0 views

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    Early Childhood Educators discussing and sharing ideas. Everything from curriculum ideas to policy. Some great educational technology ideas for this age group.
sterlingsmith22

Nearpod: Create, Engage, Assess through Mobile Devices. | Interactive Lessons | Mobile Learning | Apps for Education | iPads in the Classroom - 0 views

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    Create interactive lessons for mobile devices or use free or paid content. Great way to push out a lesson to iPads or other tablets. I have been using this for over a year with great success. Excellent reporting and metrics features.
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    Nearpod is a great resource as it offers FREE and already created lessons for students of all ages. Perfect for both small and large group settings. Always check back for free Nearpods as to fill your library as they update them.
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    PD this week on NearPods wanted to share
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    If you have tablets in your classroom this is a great way to create interactive lessons that students can view on their tablets. You can also purchase remade lessons.
Yun

Digital storytelling in the classroom - 1 views

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    Offers templates, rubrics, and a 28-page .pdf guide to digital story telling. 
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    A downloadable 28 page guide to help educators develop digital story telling plans that are tailored to specific age groups and curriculum needs.
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    Evaluation rubric example Storyboard template: Headlines and descriptions Storyboard template: Headlines only Storyboarding: Creating a storyboard in Word
Jenna Kirsch

Common SenseMedia - 0 views

shared by Jenna Kirsch on 12 Oct 11 - Cached
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    Check to see if a book, video game, or movie is appropriate for a child or age group.
Eric

Understanding Rubrics by Heidi Goodrich Andrade - 3 views

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    Every time I introduce rubrics to a group of teachers the reaction is the same - instant appeal ("Yes, this is what I need!") followed closely by panic ("Good grief, how can I be expected to develop a rubric for everything?").
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    This is a great way to assess for different learning styles.
dewarmd

Transforming Education with Technology - 0 views

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    I could not have said this any better!! "... In the past, online learning has tended to be isolating and less participatory and has been distinct from using technology in the classroom. But going forward, interactions will be key. Just as people engage in online interactions-around virtual sports teams, cooking, or whatever-students will be able to engage in participatory learning experiences online in and out of the classroom" My previous online classes I felt really alone. There was no collaboration except for group assignment. We all had a name but no identity. However, in today's learning environment, online learning is anything but boring and lonely. There are endless ways to connect. Being able to connect with classmates/peers and share information can be very rewarding. .
Paul Haberstroh

Free reference manager and PDF organizer | Mendeley - 0 views

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    Easily organize your papers, read & annotate your PDFs, collaborate in private or open groups, and securely access your research from everywhere.
hollyschwieg

Kids.gov: The U.S. Government's Official Web Portal for Kids - 1 views

shared by hollyschwieg on 19 Jan 13 - No Cached
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    Lisa, This site is loaded with good resources and ideas. I love it. Thanks for sharing :) Hasnaa
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    Kids.gov is an amazing site! My 1st graders use this site when researching states for their state reports. So easy to use and a wealth of resources. Thanks for sharing! Beth
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    Great site with resources for teacher with lesson plans, helpful websites, and activities and worksheets. Also has pages for kids and teenagers with links to different subjects and sites pertaining to those subjects.
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    Provides a safe place for students to learn that is divided based on age group. It provides art, music, math, science lessons, and more. It also has an area for teachers to find lesson plans and for parents to learn how to help their children learn.
Candace Devlin

Just Read, Florida! - 0 views

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    Just Read, Florida! is the statewide reading initiative that prioritizes reading in Florida's public schools and among all the community groups and volunteer organizations that support them. Just Read, Florida!
jacobyja06

The Impact of a Technology Coordinator's Belief System Upon Using Technology to Create a Community's History - 1 views

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    In the article, it states that, "teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom." This research study (carried out by a UCF faculty member) focuses on how a technology coordinators' beliefs towards technology, instruction, and students impacted how technology was used during a technology-enriched project with a group of fourth grade students. It was found that the coordinator's beliefs did in fact directly impact how technology was used.
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