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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

3 Steps To Implement Data-Driven Instruction (2/3): Whole Group and Small Group Plannin... - 0 views

www.blendedlearners.com/?p=244

steps instruction group planning blended learners

shared by Ron King on 08 Mar 16 - No Cached
  • Ron King on 08 Mar 16
     
    In my last post, I described how to get a data-driven program off the ground by encouraging and enticing students to answer questions on an online platform that stores and organizes their responses…
Ron King

Grades that mean something - 4 views

kyp20nxgla.wikispaces.com/...Grades+That+Mean+Something.pdf

shared by Ron King on 04 Apr 13 - No Cached
  • Ron King on 04 Apr 13
     
    KENTUCKY DEVELOPS STANDARDS-BASED REPORT CARDS A group of teachers, school leaders, and education researchers create report cards that link course grades to student progress on mastering state standards. By Thomas R. Guskey, Gerry M. Swan, and Lee Ann Jung
Troy Patterson

Two months in, Eli Broad's new foundation president still learning the ropes | Pass / F... - 0 views

www.scpr.org/...ead-of-philanthropic-education

msm270

shared by Troy Patterson on 08 Mar 14 - No Cached
  • “It would look like a national system,” said Broad, describing what he would see as a perfect education infrastructure. “Rather than having 14,000 school boards across America, it would get governors involved, big city mayors involved, and it would have a longer school day and a longer school year.”
  • It's been a direction fueled by lots of money. In the past 13 years Broad has donated $800 million to education initiatives. A lot of it has gone to charter schools. In 2012, the KIPP charter school group got more than $2 million and Green Dot received $775,000 to supplement public funding. The online tutoring group Khan Academy received $1 million that year, too.
  • Broad has known all along he needs allies in public office to carry out his vision. He's generously donated to elections — from school boards to the U.S. presidency. He leans Democrat in Washington but anti-union on school boards.
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  • After three decades in Washington, Reed says he was ready to leave the political gridlock and lead a results-driven effort such as the Broad Foundation.
  • Troy Patterson on 08 Mar 14
     
    Two months in, Eli Broad's new foundation president still learning the ropes
Ron King

What Colin Taught Me: Questions, Mentors and Race During Math Time - 0 views

millsscholars.org/tors-and-race-during-math-time

shared by Ron King on 07 Oct 13 - No Cached
  • Ron King on 07 Oct 13
     
    Each year our kindergarten classrooms fill with eager children. Some students come with quiet dispositions; others are overflowing with things to say. Often the talkative group is told to be a little quieter. Sometimes, particularly if the students are boys of color, their talkative behavior is seen as disruptive and their identity as burgeoning mathematicians is at risk though it has scarcely begun to form. But what happens when we raise the status of talkers during math time?
Ron King

Teaching along the Edge - 0 views

cindirigsbee.com/teaching-along-the-edge

shared by Ron King on 09 Dec 13 - No Cached
  • Ron King on 09 Dec 13
     
    A few weeks ago I had the opportunity to serve as a discussant after a group of panelists, all teachers in the "spring" of their careers (even one first year teacher), spoke on transforming classrooms and schools. The panel discussion was part of the University of North Carolina at Chapel Hill School of Education's symposium called "Education for a New Era." This particular session was entitled "Teaching Along the Edge," and the moderator, Dr. Jocelyn Glazier (a former high school English teacher and current associate professor at UNC), shared that she wanted "to find the places where there is light" in education. She shared that "education is a practice of freedom," and she hoped the panelists would look at current inequities and move students "beyond basic skills."
Troy Patterson

BBC - Future - Psychology: A simple trick to improve your memory - 0 views

www.bbc.com/...-hack-your-memory-learn-faster

msm291 studying studyskills

shared by Troy Patterson on 20 Dec 14 - No Cached
  • One of the interesting things about the mind is that even though we all have one, we don't have perfect insight into how to get the best from it.
  • Karpicke and Roediger asked students to prepare for a test in various ways, and compared their success
  • On the final exam differences between the groups were dramatic. While dropping items from study didn’t have much of an effect, the people who dropped items from testing performed relatively poorly: they could only remember about 35% of the word pairs, compared to 80% for people who kept testing items after they had learnt them.
  • ...3 more annotations...
  • dropping items entirely from your revision, which is the advice given by many study guides, is wrong. You can stop studying them if you've learnt them, but you should keep testing what you've learnt if you want to remember them at the time of the final exam.
  • the researchers had the neat idea of asking their participants how well they would remember what they had learnt. All groups guessed at about 50%. This was a large overestimate for those who dropped items from test (and an underestimate from those who kept testing learnt items).
  • But the evidence has a moral for teachers as well: there's more to testing than finding out what students know – tests can also help us remember.
Troy Patterson

Updating Data-Driven Instruction and the Practice of Teaching | Larry Cuban on School R... - 0 views

larrycuban.wordpress.com/...n-and-the-practice-of-teaching

msm292 reform data

shared by Troy Patterson on 27 Dec 14 - No Cached
  • I am talking about data-driven instruction–a way of making teaching less subjective, more objective, less experience-based, more scientific.
  • Data-driven instruction, advocates say, is scientific and consistent with how successful businesses have used data for decades to increase their productivity.
  • Of course, teachers had always assessed learning informally before state- and district-designed tests. Teachers accumulated information (oops! data) from pop quizzes, class discussions, observing students in pairs and small groups, and individual conferences.
  • ...10 more annotations...
  • Based on these data, teachers revised lessons. Teachers leaned heavily on their experience with students and the incremental learning they had accumulated from teaching 180 days, year after year.
  • Teachers’ informal assessments of students gathered information directly and  would lead to altered lessons.
  • In the 1990s and, especially after No Child Left Behind became law in 2002, the electronic gathering of data, disaggregating information by groups and individuals, and then applying lessons learned from analysis of tests and classroom practices became a top priority.
  • Now, principals and teachers are awash in data.
  • How do teachers use the massive data available to them on student performance?
  • studied four elementary school grade-level teams in how they used data to improve lessons. She found that supportive principals and superintendents and habits of collaboration increased use of data to alter lessons in two of the cases but not in the other two.
  • Julie Marsh and her colleagues found 15 where teachers used annual tests, for example, in basic ways to target weaknesses in professional development or to schedule double periods of language arts for English language learners.
  • These researchers admitted, however, that they could not connect student achievement to the 36 instances of basic to complex data-driven decisions  in these two districts.
  • Of these studies, the expert panel found 64 that used experimental or quasi-experimental designs and only six–yes, six–met the Institute of Education Sciences standard for making causal claims about data-driven decisions improving student achievement. When reviewing these six studies, however, the panel found “low evidence” (rather than “moderate” or “strong” evidence) to support data-driven instruction. In short, the assumption that data-driven instructional decisions improve student test scores is, well, still an assumption not a fact.
  • Numbers may be facts. Numbers may be objective. Numbers may smell scientific. But we give meaning to these numbers. Data-driven instruction may be a worthwhile reform but as an evidence-based educational practice linked to student achievement, rhetoric notwithstanding, it is not there yet.
Ron King

Is Student-Centered Learning Like Opening Pandora’s Box? | Blended Learners - 0 views

www.blendedlearners.com/?p=269

learning pandora box blended learners

shared by Ron King on 08 Mar 16 - No Cached
  • Ron King on 08 Mar 16
     
    I recently met with a group of veteran teachers from “traditional” schools to discuss student-centered learning. Perhaps because most of the educators in my Personal Learning Network al…
Ron King

3 Steps to Implement Data-Driven Instruction (Part 3/3) | Blended Learners - 0 views

www.blendedlearners.com/?p=281

steps instruction part blended learners

shared by Ron King on 08 Mar 16 - No Cached
  • Ron King on 08 Mar 16
     
    In parts 1 and 2, we looked how to get started collecting data for DDI and then how to use that data to plan for whole and small group lessons. In this third and final section, we’ll consider…
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