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Michelle Krill

SEDL Store - Concerns-Based Adoption Model - 0 views

www.sedl.org/cbam

cbam concernsbased

shared by Michelle Krill on 14 Aug 09 - Cached
  • The three principal diagnostic dimensions of CBAM are: Stages of Concern – Seven different stages of feelings and perceptions that educators experience when they are implementing a new program or practice Levels of Use – Eight behavioral profiles that describe a different set of actions and behaviors that educators engage in as they become more familiar with and more skilled in using an innovation or adopting a change Innovation Configurations – Different ways an innovation may be implemented, shown along a continuum from ideal implementation or practice to least desirable practice
  • Michelle Krill on 14 Aug 09
     
    The Concerns-Based Adoption Model, or CBAM, is a conceptual framework that describes, explains, and predicts probable teacher concerns and behaviors throughout the school change process. The three principal diagnostic dimensions of CBAM are: * Stages of Concern - Seven different stages of feelings and perceptions that educators experience when they are implementing a new program or practice * Levels of Use - Eight behavioral profiles that describe a different set of actions and behaviors that educators engage in as they become more familiar with and more skilled in using an innovation or adopting a change * Innovation Configurations - Different ways an innovation may be implemented, shown along a continuum from ideal implementation or practice to least desirable practice
Michelle Krill

UDL Spotlight - 0 views

udlspotlight.wordpress.com

udl

shared by Michelle Krill on 04 Feb 10 - Cached
  • Michelle Krill on 04 Feb 10
     
    UDL Spotlight aims to * Recognize and celebrate implementations of UDL features -whether or not they are called by the UDL name * Educate web visitors about UDL by making explicit connections between the featured work and the UDL Guidelines-Version 1.0 * Stimulate conversation* about what constitutes "best practices." * Foster new UDL-based relationships, partnerships, and innovations Each featured Spotlight illustrates some of the CAST UDL Guidelines. Taken as a group, the Spotlights build a vision for a future of learning environments that are truly universal.
Michelle Krill

ISTE/CEO Forum: STaR chart - 0 views

www.iste.org/...index.cfm

techassessment iste survey ipd

shared by Michelle Krill on 11 Apr 10 - Cached
  • Michelle Krill on 11 Apr 10
     
    "Welcome to the CEO Forum's Interactive School Technology and Readiness (STaR) Chart, a self-assessment tool designed to provide schools with the information they need to better integrate technology into their educational process. Here, you can complete an online, multiple-choice questionnaire that will provide you with instant feedback on how well your school is doing in this process. The STaR Chart identifies and defines four school profiles ranging from the "Early Tech" school with little or no technology to the "Target Tech" school that provides a model for the integration and innovative use of education technology. The STaR Chart is not intended to be a measure of any particular school's technology and readiness, but rather to serve a benchmark against which every school can assess and track its own progress."
Michelle Krill

Apple - ACOT2 - About ACOT2 - 0 views

ali.apple.com/principles

acot2

shared by Michelle Krill on 21 Aug 09 - Cached
  • Rethinking what we teach must come before we can rethink how we teach.
  • applying what we know about how people learn and adapting the best pedagogy to meet the needs of this generation of learners.
  • Curriculum should apply to students’ current and future lives and leverage the power of Web 2.0 and ubiquitous technologies.
  • ...4 more annotations...
  • Assessments used in the classroom should increase relevant feedback to students, teachers, parents, and decision-makers and should be designed to continuously improve student learning and inform the learning environment.
  • schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems.
  • Gives appropriate recognition to the personal, professional, and familial relationships that determine the health, growth, and cognitive development of a child within the family, school, and community.
  • Underscores the essential role technology plays in 21st century life and work and, consequently, the role that it must play in learning.
  • Michelle Krill on 21 Aug 09
     
    The six design principles for the 21st century according to ACOT2.
Michelle Krill

The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals - 0 views

www.nas.edu/backg4a.htm

cbam change innovation

shared by Michelle Krill on 14 Aug 09 - Cached
  • Michelle Krill on 14 Aug 09
     
    Another framework that has implications for the practices of professional development acknowledges that learning brings change, and supporting people in change is critical for learning to "take hold." One model for change in individuals, the Concerns-Based Adoption Model, applies to anyone experiencing change, that is, policy makers, teachers, parents, students
Michelle Krill

A town hall on No Child Left Behind : The Gazette - 0 views

gazette.jhu.edu/...n-hall-on-no-child-left-behind

nclb

shared by Michelle Krill on 25 Feb 10 - Cached
  • bill that advances standards-based education reform and emphasizes improvement in reading and writing.
  • proponents of the bill, which reauthorized the Elementary and Secondary Education Act of 1965, say that there has been measurable improvement in student achievement in reading and math and an increased accountability of schools,
  • detractors argue that NCLB has caused states to lower achievement goals and motivates teachers to “teach to the test,” putting far less attention to subjects—like art, music and social studies—not represented in the standardized exam.
  • ...8 more annotations...
  • No Child Left Behind is largely based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education. The act requires states to develop assessment tests in basic skills to be given to all students in certain grades if those states are to receive federal funding for schools. The act does not set a national achievement standard but rather leaves standards to each state.
  • Kanter said that the administration will seek, among other things, to elevate the status of teachers, decrease high school dropout rates (currently 1.2 million students per year), promote early learning (birth to age 3) initiatives and drive reform to push for higher school standards.
  • he reauthorization needs to focus on education research, specifically in relation to recent neuroscience advances, teaching excellence, early childhood education, common core high standards, expansion of subject areas to be evaluated and the development of strong school leaders.
  • No Child Left Behind, there is very little reference to the role of principals and the importance of that role to school success and academic success,”
  • Alonso said that while the goals of NCLB were bold, the means to get there were modest. Too little attention, he said, was placed on pedagogy and methodology.
  • They said that curricula have been dangerously trimmed because schools are teaching to narrow tests.
  • ed that the current tests create “bubble students,” those who fall just below the standard and are given an inordinate amount of attentio
  • any reauthorization needs to promote and reward innovation in education.
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