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Ron King

20 Education Technology Tools Everybody Should Know About - Edudemic - Edudemic - 0 views

www.edudemic.com/echnology-tools-everybody-know

shared by Ron King on 09 Dec 13 - No Cached
  • Ron King on 09 Dec 13
     
    Although educators tend to feel like they are left all on their own to deal with students that are getting crazier by the day, there are plenty of technology resources that can make their teaching job more effective. Educators should definitely start using some of the online solutions that are meant to promote modern education and take the classroom organization to the next level. In this article, we will cover 20 education technology tools that educators should start using as soon as possible.
Troy Patterson

20 Strategies for Motivating Reluctant Learners | MindShift | KQED News - 0 views

ww2.kqed.org/...-motivating-reluctant-learners

msm324 studentinvolvement

shared by Troy Patterson on 03 Mar 16 - No Cached
  • Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun.
  • PEREZ’ BRAIN-BASED STRATEGIES
  • 1. Don’t Be Boring
  • ...19 more annotations...
  • 2. Vote
  • 3. Set Goals
  • 4. Form Groups
  • 5. Quick Writes
  • 6. Focus on the ABCs: Acceptance, Belonging and Community
  • 7. Continually change the “state” of the classroom
  • 8. Empathize
  • 9.  Do a BRAIN checklist
  • 10. Simplify
  • 11. Chunk Information
  • 12. Props
  • 13. Breaks
  • 14. Post-Its
  • 15. Make Snowballs
  • 16. Guessing Games
  • 17. Balanced Inquiry
  • 18. Mind-streaming
  • 19. Be Interactive
  • 20. HOPE
Ron King

http://kylenebeers.com/blog/2012/08/20/why-i-hated-merediths-first-grade-teacher-an-ope... - 0 views

kylenebeers.com/...en-letter-to-americas-teachers

shared by Ron King on 11 Sep 13 - No Cached
  • Ron King on 11 Sep 13
     
    When my first born headed off to first grade, 21 years ago, she held my hand as we walked down the hallway of Will Rogers Elementary School in the Houston Independent School District. We walked into Ms. Miner's room and Meredith's steps grew more hesitant. This wasn't the University of Houston Child Care Center, the place she had gone for years while I was a doctoral student at UH. This place looked different - bigger, more official. There were big-kid desks pushed together in clusters. And though there were centers, they were not the dress-up center or the cooking center or nap center or water play center of the Child Care Center.
Ron King

8 Must See TED Talks for Teachers ~ Educational Technology and Mobile Learning - 1 views

www.educatorstechnology.com/...ee-ted-talks-for-teachers.html

shared by Ron King on 13 Nov 13 - No Cached
  • Ron King on 13 Nov 13
     
    I love TED talks and I always look forward for their new releases. You can learn as deep and profound insights from these talks as when reading a non-fiction book. I know we all have our time constraints that would not allow us to sit in front of an iPad or computer for 20 minutes watching a talk but there is always snatches of time to do it particularly in the weekends. Create a list of what to watch , as I do, and bookmark the talks that interest you and watch them later when you have time.
Troy Patterson

Principal: Why our new educator evaluation system is unethical - 0 views

www.washingtonpost.com/...evaluation-system-is-unethical

msm245

shared by Troy Patterson on 30 May 13 - No Cached
  • A few years ago, a student at my high school was having a terrible time passing one of the exams needed to earn a Regents Diploma.
  • Mary has a learning disability that truly impacts her retention and analytical thinking.
  • Because she was a special education student, at the time there was an easier exam available, the RCT, which she could take and then use to earn a local high school diploma instead of the Regents Diploma.
  • ...16 more annotations...
  • Regents Diploma serves as a motivator for our students while providing an objective (though imperfect) measure of accomplishment.
  • If they do not pass a test the first time, it is not awful if they take it again—we use it as a diagnostic, help them fill the learning gaps, and only the passing score goes on the transcript
  • in Mary’s case, to ask her to take that test yet once again would have been tantamount to child abuse.
  • Mary’s story, therefore, points to a key reason why evaluating teachers and principals by test scores is wrong.
  • It illustrates how the problems with value-added measures of performance go well beyond the technicalities of validity and reliability.
  • The basic rule is this: No measure of performance used for high-stakes purposes should put the best interests of students in conflict with the best interests of the adults who serve them.
  • I will just point out that under that system I may be penalized if future students like Mary do not achieve a 65 on the Regents exam.
  • Mary and I can still make the choice to say “enough”, but it may cost me a “point”, if a majority of students who had the same middle school scores on math and English tests that she did years before, pass the test.
  • But I can also be less concerned about the VAM-based evaluation system because it’s very likely to be biased in favor of those like me who lead schools that have only one or two students like Mary every year.
  • When we have an ELL (English language learner) student with interrupted education arrive at our school, we often consider a plan that includes an extra year of high school.
  • last few years “four year graduation rates” are of high importance
  • four-year graduation rate as a high-stakes measure has resulted in the proliferation of “credit recovery” programs of dubious quality, along with teacher complaints of being pressured to pass students with poor attendance and grades, especially in schools under threat of closure.
  • On the one hand, they had a clear incentive to “test prep” for the recent Common Core exams, but they also knew that test prep was not the instruction that their students needed and deserved.
  • in New York and in many other Race to the Top states, continue to favor “form over substance” and allow the unintended consequences of a rushed models to be put in place.
  • Creating bell curves of relative educator performance may look like progress and science, but these are measures without meaning, and they do not help schools improve.
  • We can raise every bar and continue to add high-stakes measures. Or we can acknowledge and respond to the reality that school improvement takes time, capacity building, professional development, and financial support at the district, state and national levels.
Ron King

The break-things-into-bits mistake we have been making in education for centuries - hap... - 0 views

grantwiggins.wordpress.com/...happening-today-with-standards

shared by Ron King on 29 Apr 13 - No Cached
  • Ron King on 29 Apr 13
     
    In the just-released Math Publisher's Criteria document on the Common Core Standards, the authors say this about (bad) curricular decision-making: "'Fragmenting the Standards into individual standards, or individual bits of standards … produces a sum of parts that is decidedly less than the whole' (Appendix from the K-8 Publishers' Criteria). Breaking down standards poses a threat to the focus and coherence of the Standards. It is sometimes helpful or necessary to isolate a part of a compound standard for instruction or assessment, but not always, and not at the expense of the Standards as a whole.
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