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J Black

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professionaldevelopment professional_development education

shared by J Black on 12 Feb 09 - Cached
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
Michael Wacker

21 Things for the 21st Century Educator - Home - 1 views

21things.weebly.com/index.html

NETS ISTE 21stcenturyeducator technology 21stcenturyeducation educator web2.0 21things education

shared by Michael Wacker on 09 Dec 09 - Cached
  • Michael Wacker on 09 Dec 09
     
    The purpose of this course is to provide "Just in Time" training through an online interface for K-12 educators based on the National Educational Technology Standards for Teachers (NETS-T). These standards are the basic technology skills every educator should possess. In the process, educators will develop their own skills and discover what students need in order to meet the NETS for Students, as well as the new MMC Online Experience requirement. Participants who fulfill all of the requirements have the opportunity to earn SBCEU's. To learn more about the session, look under the tab "The 21 Things". We hope you take advantage of this unique opportunity.
buyglobalsmm45

Buy Etsy Accounts- 100% Fully Verified account & cheap.... - 0 views

buyglobalsmm.com/...buy-etsy-accounts

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shared by buyglobalsmm45 on 16 Oct 23 - No Cached
  • buyglobalsmm45 on 16 Oct 23
     
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J Black

Building the 21st-Century Mind: Scientific American - 0 views

www.sciam.com/article.cfm

education gardner brain 21stcentury learning intelligences 21st-century

shared by J Black on 06 Apr 09 - Cached
  • Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
  • To summarize, they push the mind in three ways: disciplined (depth), synthesizing (breadth) and creative (stretch). There may be some division of labor across individuals, but everyone should have at least some experience with each kind of mind, otherwise we wouldn’t be able to work productively with others.
  • J Black on 06 Apr 09
     
    Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.
xiaobaicai

Strain Clamp supplier China-Factory-Paerpu Import and Export Trading - 0 views

www.preformedfittings.com/Factory

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shared by xiaobaicai on 23 Jul 16 - No Cached
  • xiaobaicai on 23 Jul 16
     
    We strictly follow the ISO9001 standard to build the "Boersen fitting'" brand,and have provided the high quality products for communication、power transmission、electrified railway construction.We will provide our best service for customers,the customer satisfaction is our pursuit,we welcome friends from all over the world to come to visit our factory.
xiaobaicai

Woman's Raincoats pvc - 0 views

www.children-rainwear.com/...Womans-Raincoats-pvc-1615.html

pvc

shared by xiaobaicai on 02 Aug 16 - No Cached
  • xiaobaicai on 02 Aug 16
     
    Transparent Women's Long PVC Raincoats Woman's Raincoats pvc Description Material: 0.1-0.2mm pvc Size: 50x80inch, standard adult size
Michael Wacker

Welcome to NBC Learn - 1 views

www.nbclearn.com/...learn

nbc education history resources blackboard

shared by Michael Wacker on 10 Dec 09 - Cached
  • Michael Wacker on 10 Dec 09
     
    NBC News Archives on Demand K-12 Edition Bring the World into Your Classroom! NBC News Archives on Demand (K-12) is a collection of NBC News videos, primary source documents, images, and resources specifically designed for use in the K-12 classroom. * Thousands of searchable and downloadable videos (1930s to Today) * Video content aligned to State Standards * Current Events updated regularly * Sciences, Social Studies, Language Arts, Health and Business * Personalized playlists for teachers and students * Revolutionary flippable media player
Michael Wacker

Turning the tide: a hands-on look at Google's Wave - 2 views

arstechnica.com/...surfing-the-google-wave.ars

googleWave google wave

shared by Michael Wacker on 10 Dec 09 - Cached
  • Michael Wacker on 10 Dec 09
     
    Many of the underlying standards that define modern e-mail technology were originally developed in the 1980s. Almost 30 years after the birth of SMTP, e-mail is still the dominant Internet communication medium despite its significant limitations and increasingly anachronistic design. Supplementary services like instant messaging and microblogging have emerged to fill in some of the gaps, but virtually no attempts have been made to build a holistic replacement for e-mail. Our most important day-to-day messaging infrastructure remains intractably mired in antiquity
Michael Wacker

What are the keyboard shortcuts? - Google Wave Help - 1 views

www.google.com/...answer.py

googlewave wave shortcuts google

shared by Michael Wacker on 12 Nov 09 - Cached
  • Michael Wacker on 12 Nov 09
     
    Keyboard shortcuts help you save time by allowing you to never take your hands off the keyboard to use the mouse. You'll need a Standard 101/102-Key or Natural PS/2 Keyboard to use the shortcuts.
Syed Amjad Ali

E-Learning Course Development Standards - 0 views

http://www.elearningserv.com/blog/e-learning-course-development-standards/

e-learning

started by Syed Amjad Ali on 13 Nov 14 no follow-up yet
buyglobalsmm45

Buy Verified Revolut Account-Standard, Premium, or Metal.... - 0 views

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shared by buyglobalsmm45 on 12 Oct 23 - No Cached
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Jon Morgan

Setting up Online tools to be used for school networks - 0 views

The nonprofit organization that I work for has a website that schools will be using with their students. It's a Mentoring platform that allows students to set goals for themselves and walk through ...

web2.0 education technology Resources middle_school

started by Jon Morgan on 01 Nov 13 no follow-up yet
Donna Hebert

math games and math practice by Quizville - Kids Like math games, math games, online ma... - 0 views

www.quizville.com/...index.html

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shared by Donna Hebert on 10 Aug 08 - Cached
  • Donna Hebert on 10 Aug 08
     
    Online math games. Requires plug-ins to view some applications.
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
  • ...10 more annotations...
  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
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