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Stephen Davis

Straight from the DOE: Dispelling Myths About Blocked Sites | MindShift - 0 views

mindshift.kqed.org/...bout-blocking-sites-in-schools

CIPA blocking education Internet DOE filter filtering

shared by Stephen Davis on 30 Jun 11 - No Cached
  • Stephen Davis on 30 Jun 11
     
    Very useful!
Ron King

Response: Using -- Not Misusing -- Ability Groups In The Classroom - 0 views

blogs.edweek.org/...y_groups_in_the_classroom.html

shared by Ron King on 13 May 13 - No Cached
  • Ron King on 13 May 13
     
    This week's "question of the week" is: "What does research say about use of ability groups/tracking, and how have you seen it used or misused? What are workable alternatives?"
Ron King

How to Apply Design Thinking in Class, Step By Step | MindShift - 0 views

blogs.kqed.org/...thinking-in-class-step-by-step

shared by Ron King on 01 Jul 13 - No Cached
  • Ron King on 01 Jul 13
     
    or educators ready to try the idea of design thinking, you'll be glad to know it does not require extensive transformation of your classroom. That said, it can be a transformative experience for all involved. Here, we try to answer your questions about integrating different components of a design learning experience into familiar, pre-existing scenarios that play out in every school.
Ron King

Examples of Formative Assessment (West Virginia DOE) - 0 views

wvde.state.wv.us/...plesofFormativeAssessment.html

shared by Ron King on 13 Apr 13 - No Cached
  • Ron King on 13 Apr 13
     
    When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.
Troy Patterson

Teachers must ditch 'neuromyth' of learning styles, say scientists | Education | The Gu... - 0 views

www.theguardian.com/...entists-neuroscience-education

msm353 neuroscience pedagogy learningstyles

shared by Troy Patterson on 23 Mar 17 - No Cached
  • Teaching children according to their individual “learning style” does not achieve better results and should be ditched by schools in favour of evidence-based practice, according to leading scientists.
  • They say it is ineffective, a waste of resources and potentially even damaging as it can lead to a fixed approach that could impair pupils’ potential to apply or adapt themselves to different ways of learning.
Shawn McGirr

What does it cost to use Eventbrite? - 0 views

www.eventbrite.com/fees

msm210 event planning eventplanning

shared by Shawn McGirr on 29 Jun 12 - No Cached
  • Shawn McGirr on 29 Jun 12
     
    Helps you plan and ticket an event complete with credit card service.
Troy Patterson

The Test of the Common Core | E. D. Hirsch, Jr. - 0 views

www.huffingtonpost.com/...mmon-core-tests_b_3824859.html

msm258 commoncore

shared by Troy Patterson on 12 Oct 13 - No Cached
  • Here's the follow-up post to "Why I'm For the Common Core." It explains why we should be leery of the forthcoming "core-aligned" tests -- especially those in English Language Arts that people are rightly anxious about.
  • These tests could endanger the promise of the Common Core.
  • The first thing I'd want to do if I were younger would be to launch an effective court challenge to value-added teacher evaluations on the basis of test scores in reading comprehension. The value-added approach to teacher evaluation in reading is unsound both technically and in its curriculum-narrowing effects. The connection between job ratings and tests in ELA has been a disaster for education.
  • ...6 more annotations...
  • My analysis of them showed what anyone immersed in reading research would have predicted: The value-added data are modestly stable for math, but are fuzzy and unreliable for reading.
  • Math tests are based on the school curriculum. What a teacher does in the math classroom affects student test scores. But reading-comprehension tests are not based on the school curriculum. (How could they be if there's no set curriculum?) Rather, they are based on the general knowledge that students have gained over their life span from all sources -- most of them outside the school.
  • The whole project is unfair to teachers, ill-conceived, and educationally disastrous. The teacher-rating scheme has usurped huge amounts of teaching time in anxious test-prep. Paradoxically, the evidence shows that test-prep ceases to be effective after about six lessons.
  • the inadequate theories of reading-comprehension that have dominated the schools -- mainly the unfounded theory that, when students reach a certain level of "reading skill," they can read anything at that level.
  • The Common Core-aligned tests of reading comprehension will naturally contain text passages and questions about those passages. To the extent such tests claim to assess "critical thinking" and "general" reading-comprehension skill, we should hold on to our wallets. They will be only rough indexes of reading ability -- probably no better than the perfectly adequate and well-validated reading tests they mean to replace.
  • The solution to the test-prep conundrum is this: First, institute in every participating state the specific and coherent curriculum that the Common Core Standards explicitly call for. (It's passing odd to introduce "Common Core" tests before there's an actual core to be tested.)
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