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Troy Patterson

iLearn Technology » Blog Archive » Free Download: Learner Profile Survey - 0 views

ilearntechnology.com/wordpress

msm342

shared by Troy Patterson on 19 Nov 16 - No Cached
  • Troy Patterson on 19 Nov 16
     
    "We get a lot of requests for our Learner Profile template. Today, I'm sharing the first piece: the Learner Profile Survey. These are the questions we ask our students each year to get a better understanding of who they are, what makes them tick, what their vulnerabilities are."
Ron King

ANTI-BULLYING PSA PROJECT [LESSON] - The Tempered Radical - 1 views

blog.williamferriter.com/...ti-bullying-psa-project-lesson

shared by Ron King on 13 Apr 13 - No Cached
  • Ron King on 13 Apr 13
     
    Over the past few years, I've become convinced that today's kids are best motivated as learners when they are tackling a real-world issue in a meaningful way. That's why my #sugarkills blog and my classroom microlending project have been so successful.
Troy Patterson

16 Modern Realities Schools (and Parents) Need to Accept. Now. - Modern Learning - Medium - 0 views

medium.com/...eed-to-accept-now-64b98710e4e9

msm332

shared by Troy Patterson on 23 May 16 - No Cached
  • What’s happened to get people thinking and talking about “different” instead of “better?”
  • The Web and the technologies that drive it are fundamentally changing the way we think about how we can learn and become educated in a globally networked and connected world. It has absolutely exploded our ability to learn on our own in ways that schools weren’t built for.
  • In that respect, current systems of schooling are an increasingly significant barrier to progress when it comes to learning.
  • ...10 more annotations...
  • The middleman is vanishing as peer to peer interactions flourish. Teachers no longer stand between the content and the student. This will change the nature of the profession.
  • Technology is no longer an option when it comes to learning at mastery levels.
  • Curriculum is just a guess, and now that we have access to so much information and knowledge, the current school curriculum bucket represents (as Seymour Papert suggests) “one-billionth of one percent” of all there is to know. Our odds of choosing the “right” mix for all of our kids’ futures are infinitesimal.
  • The skills, literacies, and dispositions required to navigate this increasingly complex and change filled world are much different from those stressed in the current school curriculum.
  • In fact, instead of being delivered by an institution, curriculum is now constructed and negotiated in real time by learner and the contributions of those engaged in the learning process, whether in the classroom our out.
  • “High stakes” learning is now about doing real work for real audiences, not taking a standardized subject matter test.
  • While important, the 4Cs of creativity, collaboration, critical thinking, and communication are no longer enough. Being able to connect to other learners worldwide and to use computing applications to solve problems are the two additional “Cs” required in the modern world.
  • Our children will live and work in a much more transparent world as tools to publish pictures, video, and texts become more accessible and more ubiquitous. Their online reputations must be built and managed.
  • Workers in the future will not “find employment;” Employment will find them. Or they will create their own.
  • Embracing and adapting to change must be in the modern skill set.
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…
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…
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

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

Do's & Don'ts For Teaching English Language Learners | Edutopia - 0 views

www.edutopia.org/...sl-ell-tips-ferlazzo-sypnieski

shared by Ron King on 18 Mar 12 - No Cached
  • Ron King on 18 Mar 12
     
    "Here are a few basic best practices that might help."
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