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Doris Reeves-Lipscomb

Evaluating the Impact of Professional Development in Eight Steps / Professional Develop... - 0 views

www.hfrp.org/...nal-development-in-eight-steps

Evaluation PD Harvard NSDC Killion womenslearningstudio

shared by Doris Reeves-Lipscomb on 10 Jul 15 - Cached
  • Using a theory of change1 evaluation model and building on logic models2 that define the transformation process, we developed an eight-step evaluation process that encourages evaluators to build pathways with evidence to measure the impact of professional development on teacher classroom behavior and student learning.
  • An Eight-Step Process for Measuring Impact
  • Doris Reeves-Lipscomb on 10 Jul 15
     
    Volume XI, Number 4, Winter 2005/2006, Evaluation Exchange newsletter, Harvard Family Research Project, Harvard Graduate School of Education.
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech education technology Edweek teach online_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Jun 15 - No Cached
  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
  • ...12 more annotations...
  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • "job-embedded" professional development
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • Doris Reeves-Lipscomb on 24 Jun 15
     
    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

5 Keys of Dealing with Workplace Conflict - 0 views

www.forbes.com/...ealing-with-workplace-conflict

workplace conflict Myatt womenslearningstudio

shared by Doris Reeves-Lipscomb on 01 Apr 15 - No Cached
  • 2 major causes of conflict:
  • lack of information, poor information, no information, or misinformation.
  • Emotions: Another common mistake made in workplace communications which leads to conflict is letting emotions drive decisions.
  • ...5 more annotations...
  • 1. Define Acceptable Behavior:
  • 2. Hit Conflict Head-on:
  • 3. Understanding the WIIFM Factor:
  • 4. The Importance Factor:
  • 5. View Conflict as Opportunity:
  • Doris Reeves-Lipscomb on 01 Apr 15
     
    article by Mike Myatt on five Keys of Dealing with Workplace conflict, 2/22/12.
Doris Reeves-Lipscomb

5 Steps for Creating Healthy Habits | The Chopra Center - 0 views

www.chopra.com/...ps-for-creating-healthy-habits

habits chopra change self-development self-improvement womenslearningstudio

shared by Doris Reeves-Lipscomb on 02 Mar 16 - No Cached
  • Step 1: Set Goals by Baselining Your Health
  • Step 3: Identify Harmful Patterns
  • Visualizing your desired outcome is a useful tool in your journey. “Seeing” yourself as you wish to be has helped smokers quit, obese people lose weight, and sports champions achieve their goals. In order to change the printout of the body, you must learn to rewrite the software of the mind.
  • ...5 more annotations...
  • Step 4: Make Steady Changes
  • One way to break that cycle is to reward ourselves in a different way. Instead of eating cake, we can go play a game or listen to music.
  • Some of the choices that trigger dopamine's release: eating sweet foods, taking drugs, having sex.
  • So begin with a victory you can define and which means something to you.
  • How long does it take to form a new habit? An average of 66 days, according to a 2009 study from University College, London. Repetition and giving yourself time to adjust are the main factors in forming a new behavior pattern.
  • Doris Reeves-Lipscomb on 02 Mar 16
     
    Deepak Chopra offers 5 steps for creating healthy habits
Doris Reeves-Lipscomb

Nuts and Bolts: Positive Deviance: Page 2 : Learning Solutions Magazine - 0 views

www.learningsolutionsmag.com/...page2

Bozarth Learning_Solutions positive_deviance womenslearningstudio

shared by Doris Reeves-Lipscomb on 28 Aug 17 - No Cached
  • The related field of appreciative inquiry offers similar flip-the-question approaches but is more specific, asking us to look for and build on the positive case or “outlier.” Is there someone in the community already exhibiting the desired behavior? What is enabling them to outperform? What resources are they tapping into that others are not? Not “Why are staph infections so high in the hospital?” but “Why are staph infections lower on the third floor?” Not “Why are sales down in Regions 6 and 9?” but “Why are sales up in Region 4?” Not “Why do so few graduates of our leadership academy get promoted?” but “Why did these seven graduates get promoted?” Why is the accident rate lower in _______? Why is the turnover rate lower in ______? Why are there fewer ethics complaints about ______ division?
  • Doris Reeves-Lipscomb on 28 Aug 17
     
    by Jane Bozarth on how to take the positive outliers' practices and export them to other parts of the organization
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