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Barbara Lindsey

Global Competency - 0 views

www.edsteps.org/...ManageContent.aspx

Teachers Assessment work samples

shared by Barbara Lindsey on 20 Jan 10 - Cached
  • dorie conlon on 12 Mar 10
     
    "EdSteps is intended to be a large, public library of student work samples in key skill areas. For each skill area, student work will be presented in a continuum - a gradual progression - from emerging to accomplished work. EdSteps is a grassroots effort to create a resource for teaching and assessment. Rather than assessing work based on a pre-set rubric, EdSteps uses student work as the starting point. After collecting thousands of work samples in each skill area, EdSteps uses a unique process to assess the student work samples, rank them, and create the continuums. (Visit www.edsteps.org to learn about the research-based process that will be used to create the continuums.)"
Barbara Lindsey

Annals of Education: Most Likely to Succeed: Reporting & Essays: The New Yorker - 0 views

www.newyorker.com/...081215fa_fact_gladwell

education teaching gladwell teacher teacher education

shared by Barbara Lindsey on 25 Apr 09 - Cached
  • At this age, when kids show their engagement it’s not like the way we show our engagement,
  • And a good teacher doesn’t interpret that as bad behavior. You can see how hard it is to teach new teachers this idea, because the minute you teach them to have regard for the student’s perspective, they think you have to give up control of the classroom.”
  • Almost every time a child says something, she responds to it, which is what we describe as teacher sensitivity,” Hamre said
  • ...9 more annotations...
  • Of all the teacher elements analyzed by the Virginia group, feedback—a direct, personal response by a teacher to a specific statement by a student—seems to be most closely linked to academic success.
  • “Mind you, that’s not great feedback,” Hamre said. “High-quality feedback is where there is a back-and-forth exchange to get a deeper understanding.” The perfect way to handle that moment would have been for the teacher to pause and pull out Venisha’s name card, point to the letter “V,” show her how different it is from “C,” and make the class sound out both letters.
  • “On the other hand, she could have completely ignored the girl, which happens a lot,” Hamre went on. “The other thing that happens a lot is the teacher will just say, ‘You’re wrong.’ Yes-no feedback is probably the predominant kind of feedback, which provides almost no information for the kid in terms of learning.”
  • “You know, a better way to handle this would be to anchor something around the kids,” Pianta said. “She should ask, ‘What makes you feel happy?’ The kids could answer. Then she could say, ‘Show me your face when you have that feeling? O.K., what does So-and-So’s face look like? Now tell me what makes you sad. Show me your face when you’re sad. Oh, look, her face changed!’ You’ve basically made the point. And then you could have the kids practice, or something.
  • Here was a teacher who read out sentences, in a spelling test, and every sentence came from her own life—“I went to a wedding last week”—which meant she was missing an opportunity to say something that engaged her students. Another teacher walked over to a computer to do a PowerPoint presentation, only to realize that she hadn’t turned it on. As she waited for it to boot up, the classroom slid into chaos.
  • “In a group like this, the standard m.o. would be: he’s at the board, broadcasting to the kids, and has no idea who knows what he’s doing and who doesn’t know,” Pianta said. “But he’s giving individualized feedback. He’s off the charts on feedback.” Pianta and his team watched in awe.
  • Educational-reform efforts typically start with a push for higher standards for teachers—that is, for the academic and cognitive requirements for entering the profession to be as stiff as possible.
  • But after you’ve watched Pianta’s tapes, and seen how complex the elements of effective teaching are, this emphasis on book smarts suddenly seems peculiar.
  • In teaching, the implications are even more profound. They suggest that we shouldn’t be raising standards. We should be lowering them, because there is no point in raising standards if standards don’t track with what we care about. Teaching should be open to anyone with a pulse and a college degree—and teachers should be judged after they have started their jobs, not before. That means that the profession needs to start the equivalent of Ed Deutschlander’s training camp
Barbara Lindsey

Techy Tips for not so techy teachers - 0 views

docs.google.com/...view

techtips teachers newbies

shared by Barbara Lindsey on 18 Jul 09 - Cached
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr
Barbara Lindsey

Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx

media literacy reading education

shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
Barbara Lindsey

Different class: How a new online approach aims to revolutionise language learning - Sc... - 0 views

www.independent.co.uk/...language-learning-1802620.html

teachers parents advocacy publications critical languages

shared by Barbara Lindsey on 16 Oct 09 - Cached
  • Five years since secondary school pupils were allowed to drop languages after the age of 14, the number of young people taking a modern foreign language at GCSE has slumped. The Government currently has no plans to make languages a compulsory subject again, preferring instead to make them available to all primary schoolchildren. But there are new initiatives afoot to encourage secondary school pupils to learn foreign languages.
  • athryn Board is the chief executive at Cilt, the National Centre for Languages, which is working to motivate young people through initiatives such as the annual Language and Film Talent Awards (Laftas). She says the removal of foreign languages as a compulsory element of education for children older than 14 puts British youngsters at an unfair disadvantage when it comes to carving out international careers. But her message is more about using language-learning to boost employability, literacy and reading skills than attempting to push school-leavers into specialised languages-based careers.
  • While our sometimes smug attitude to foreign languages rests on the belief that the rest of the world speaks English, this is no longer the case, according to Cilt.In 2000, 51 per cent of internet use was in English, but this figure has now dropped in favour of Chinese and Arabic. While English remains a key language of business for the present, it is quite possible that Mandarin will overtake it."Less than 7 per cent of the world speaks English as a first language and 75 per cent of the world's population don't speak any English at all," says Board, "so to assume that our mother tongue is sufficient to get by in most circumstances simply isn't true any more." If, at a time of increased globalisation, being able to offer at least a smattering of someone else's language puts you ahead of the game in all sorts of different walks of life, then in terms of popularity, languages are at an all-time low.
  • Barbara Lindsey on 16 Oct 09
     
    Five years since secondary school pupils were allowed to drop languages after the age of 14, the number of young people taking a modern foreign language at GCSE has slumped. The Government currently has no plans to make languages a compulsory subject again, preferring instead to make them available to all primary schoolchildren. But there are new initiatives afoot to encourage secondary school pupils to learn foreign languages.
Barbara Lindsey

The Tempered Radical: The Digitally Speaking Learning Community - 0 views

teacherleaders.typepad.com/...the-digitally-s.html

teachers administrators presentation professional learning communities

shared by Barbara Lindsey on 05 Oct 09 - Cached
  • Barbara Lindsey on 05 Oct 09
     
    helping professional learning communities
Barbara Lindsey

K12 Online Conference 2009 | Classroom 2.0 "Travel through Space and Time" - 0 views

k12onlineconference.org/?p=151

conference travel

shared by Barbara Lindsey on 20 Oct 09 - Cached
  • Barbara Lindsey on 20 Oct 09
     
    Silvia Tolisano's K-12 Online conference presentation on how she connected students with her on her world-wide travels.
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