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Ron King

Policy Analysis for California Education (PACE) - 0 views

www.stanford.edu/...atters-how-technology-can-help

shared by Ron King on 22 Feb 12 - No Cached
  • Ron King on 22 Feb 12
     
    Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of California - Berkeley, and the University of Southern California. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California's education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California's leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.
Troy Patterson

This Week In Education: Thompson: How Houston's Test and Punish Policies Fail - 0 views

scholasticadministrator.typepad.com/...-and-punish-policies-fail.html

msm307 educationreform

shared by Troy Patterson on 06 Jun 15 - No Cached
  • I often recall Houston's Apollo 20 experiment, designed to bring "No Excuses" charter school methods to neighborhood schools. Its output-driven, reward and punish policies failed.  It was incredibly expensive, costing $52 million and it didn't increase reading scores. Intensive math tutoring produced test score gains in that subject. The only real success was due to the old-fashioned, win-win, input-driven method of hiring more counselors.
  • Michels finds no evidence that Grier's test-driven accountability has benefitted students, but he describes the great success of constructive programs that build on kids' strengths and provide them more opportunities.
  • With the help of local philanthropies, however, Houston has introduced a wide range of humane, holistic, and effective programs. Michels starts with Las Americas Newcomer School, which is "on paper a failing school." It offers group therapy and social workers who help immigrants "navigate bureaucratic barriers—like proof of residency or vaccination records." He then describes outstanding early education programs that are ready to be scaled up, such as  the Gabriela Mistral Center for Early Childhood, and Project Grad which has provided counseling and helped more than 7,600 students go to college.
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  • Children who attended the Neighborhood Centers' Head Start program produce higher test scores - as high as 94% proficient in 3rd grade reading.
  • It agreed with the program's chief advocate, Roland Fryer, that the math tutoring showed results but doubted that the score increases were sustainable."
  • but who says, “At the end of the day, you need to show up on time, you need to have the right mindset for work and you probably need to read, write and understand science." In other words, test scores might be important, but it is the immeasurable social and emotional factors that really matter.
  • What if we shifted the focus from the weaknesses of students and teachers to a commitment to building on the positive?
  • Grier's test and punish policies have already failed and been downsized. Of course, I would like to hear an open acknowledgement that test-driven reform was a dead end. But, mostly likely, systems will just let data-driven accountability quietly shrivel and die. Then, we can commit to the types of  Win Win policies that have a real chance of helping poor children of color.
Troy Patterson

Interactive teaching methods double learning in undergraduate physics class - 0 views

www.sciencedaily.com/...110512150817.htm

msm msm167 learning teaching

shared by Troy Patterson on 15 May 11 - No Cached
  • Interactive teaching methods significantly improved attendance and doubled both engagement and learning in a large physics class,
  • students in the interactive class were nearly twice as engaged as their counterparts in the traditional class
  • scored nearly twice as well in a test designed to determine their grasp of complex physics concepts (average score 74 per cent vs. 41 per cent, with random guessing producing a score of 23 per cent). Attendance in the interactive class also increased by 20 per cent during the experiment.
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  • During the experimental week, Deslauriers and Schelew gave no formal lecturing but guided students through a series of activities that had previously been shown to enhance learning, such as paired and small-group discussions and active learning tasks, which included the use of remote-control "clickers" to provide feedback for in-class questions
  • These activities require more work from the students, but the students report that they feel they are learning more and are more vested in their own learning,"
Troy Patterson

Helping Students Navigate the World of Texting - 1 views

www.amle.org/...gate-the-World-of-Texting.aspx

msm313 compapps

shared by Troy Patterson on 29 Oct 15 - No Cached
  • Texting offers some interesting challenges for middle school students as they develop and practice social and emotional interactions with one another.
  • Starting a classroom conversation about texting can help students share and learn together the best ways to navigate the world of texting. Teachers could Have students discuss texting in "pair shares" Visit with students asking for pros and cons from every student (if you have a small enough group) Include as an essay topic the things students like or don't like about texting
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
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  • 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
Troy Patterson

Curiosity Is a Unique Marker of Academic Success - The Atlantic - 0 views

www.theatlantic.com/...534573

msm365 motivation teaching

shared by Troy Patterson on 27 Jul 17 - No Cached
  • Yet in actual schools, curiosity is drastically underappreciated.
  • The power of curiosity to contribute not only to high achievement, but also to a fulfilling existence, cannot be emphasized enough.
  • When Orville Wright, of the Wright brothers fame, was told by a friend that he and his brother would always be an example of how far someone can go in life with no special advantages, he emphatically responded, “to say we had no special advantages … the greatest thing in our favor was growing up in a family where there was always much encouragement to intellectual curiosity.”
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  • They initiated their study in 1979, and have been assessing the participants based on a wide range of variables (e.g., school performance, IQ, leadership, happiness) across multiple contexts (laboratory and home) since.
  • Cognitive giftedness matters.
  • While intellectually gifted children were not different than the comparison group with respect to their temperament, behavioral, social, or emotional functioning, they did differ in regards to their advanced sensory and motor functioning starting at age 1.5, their ability to understand the meaning of words starting at age 1, and their ability to both understand and communicate information thereafter.
  • Parents of intellectually gifted children reported similar observations and were more likely than those of average children to say that their kids actively elicited stimulation by, for example, requesting intellectual extracurricular activities.
  • The researchers also measured what they described as academic intrinsic motivation and identified the top 19 percent of the 111 adolescent participants as “motivationally gifted,” displaying extreme enjoyment of school and of learning of challenging, difficult, and novel tasks and an orientation toward mastery, curiosity, and persistence.
  • Interestingly, they found very little correspondence between intellectual giftedness and motivational giftedness.
  • Students with gifted curiosity outperformed their peers on a wide range of educational outcomes, including math and reading, SAT scores, and college attainment. According to ratings from teachers, the motivationally gifted students worked harder and learned more.
  • suggest that gifted curiosity is a distinct characteristic that contributes uniquely to academic success.
  • “Motivation should not be considered simply a catalyst for the development of other forms of giftedness, but should be nurtured in its own right,”
  • All in all, the Fullerton study is proof that giftedness is not something an individual is either born with or without—giftedness is clearly a developmental process.
  • “giftedness is not a chance event … giftedness will blossom when children’s cognitive ability, motivation and enriched environments coexist and meld together to foster its growth.”
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