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Ron King

The Stereotypes About Math That Hold Americans Back - Jo Boaler - The Atlantic - 0 views

www.theatlantic.com/...281303

shared by Ron King on 13 Nov 13 - No Cached
  • Ron King on 13 Nov 13
     
    Speed doesn't matter, and there's no such thing as a "math person." How the Common Core's approach to the discipline could correct these misperceptions.
Ron King

Why Malcolm Gladwell Matters (And Why That's Unfortunate) - 0 views

blog.chabris.com/...-gladwell-matters-and-why.html

shared by Ron King on 07 Oct 13 - No Cached
  • Ron King on 07 Oct 13
     
    Malcolm Gladwell, the New Yorker writer and perennial bestselling author, has a new book out. It's called David and Goliath: Misfits, Underdogs, and the Art of Battling Giants. I reviewed it (PDF) in last weekend's edition of The Wall Street Journal. (Other reviews have appeared in The Atlantic, The New York Times, The Guardian, and The Millions, to name a few.) Even though the WSJ editors kindly gave me about 2500 words to go into depth about the book, there were many things I did not have space to discuss or elaborate on. This post contains some additional thoughts about Malcolm Gladwell, David and Goliath, the general modus operandi of his writing, and how he and others conceive of what he is doing.
Ron King

Should Schools Teach Social Media Skills? - 0 views

blogs.kqed.org/...ools-teach-social-media-skills

shared by Ron King on 09 Dec 13 - No Cached
  • Ron King on 09 Dec 13
     
    Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online - and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don'ts of social media?
Ron King

THE NUMBERS PROJECT - 0 views

contrabrand.net/numbers

shared by Ron King on 09 Oct 13 - No Cached
  • Ron King on 09 Oct 13
     
    THE NUMBERS PROJECT IS A DAILY PROJECT TO ELEVATE MY MENTAL PROCESS OF CREATIVE THINKING, AS WELL AS SIMPLY TO CREATE DAILY. TECHNICALLY THE GOAL WAS TO KEEP IT CONCEPTUALLY SIMPLE, WHICH IS WHY NUMBERS BECAME THE SUBJECT MATTER. TO BE EXACT 0- 365 CONSECUTIVELY, 1 A DAY FOR 2013. THE GUIDELINES THAT I HAVE IMPOSED ON MYSELF ARE TO ONLY USE THE SINGLE COLOR OF BLACK, A NOD TO CLASSIC LOGO DESIGN AND I LIMIT MY TIME, 30 MINUTES SKETCHING, 30 MINUTES ON THE COMPUTER, SO AFTER AN HOUR IT GETS POSTED, DONE OR NOT. I'M SURE SOME WILL BE TERRIBLE..HA, BUT THE PURPOSE IS PROCESS NOT NECESSARILY THE OUTCOME.
Troy Patterson

What poor children need in school - 0 views

www.washingtonpost.com/...t-poor-children-need-in-school

msm259

shared by Troy Patterson on 19 Oct 13 - No Cached
  • Most educational policy elites, whether in government or in the nonprofit sector, mean well.
  • Yet policymakers tend to come from a relatively privileged slice of American society.  And they tend to possess a set of beliefs and assumptions distinct to their background. 
  • But in most cases, the fact that decision-makers inhabit a different world from students—and particularly, poor students—is a matter of great significance.
  • ...6 more annotations...
  • Poverty limits opportunity in all senses.  It restricts career paths, as policymakers recognize.  But it also denies young people equal time, resources, and exposure to discover their interests and foster their passions.  It constrains lives.
  • Schools, of course, did not create this problem.  But they do exacerbate it.  Over the past decade, well-intended policymakers concerned with closing the achievement gap have promoted policies and practices that reduce learning to something easily quantified.
  • Reformers need to understand that their narrow efforts to close the quantifiable “achievement gap” are creating another kind of educational inequity.  In other words, as they seek to close one gap they are opening up another.
  • Concerned only with the cultivation of ostensibly job-oriented knowledge and skills, they have neglected everything else that makes schools great. 
  • Our best schools are places where children gain confidence in themselves, build healthy relationships, and develop values congruent with their own self-interest.  They are places of play and laughter and discovery.
  • For contemporary education reformers, improving test scores is the only measure of school quality that matters.  And they have had some modest successes in this regard.  Yet they have merely reshuffled the deck. 
Troy Patterson

Waiting for a School Miracle - NYTimes.com - 0 views

www.nytimes.com/...01ravitch.html

msm msm168

shared by Troy Patterson on 02 Jun 11 - No Cached
  • Troy Patterson on 02 Jun 11
     
    To prove that poverty doesn't matter, political leaders point to schools that have achieved stunning results in only a few years despite the poverty around them. But the accounts of miracle schools demand closer scrutiny. Usually, they are the result of statistical legerdemain.
Troy Patterson

Poor kids who do everything right don't do better than rich kids who do everything wron... - 0 views

www.washingtonpost.com/...h-kids-who-do-everything-wrong

msm287 poverty

shared by Troy Patterson on 19 Oct 14 - No Cached
  • America is the land of opportunity, just for some more than others.
  • it's not just a matter of dollars and cents. It's also a matter of letters and words. Affluent parents talk to their kids three more hours a week on average than poor parents, which is critical during a child's formative early years.
  • Even poor kids who do everything right don't do much better than rich kids who do everything wrong. Advantages and disadvantages, in other words, tend to perpetuate themselves.
  • ...3 more annotations...
  • Specifically, rich high school dropouts remain in the top about as much as poor college grads stay stuck in the bottom — 14 versus 16 percent, respectively.
  • It's an extreme example of what economists call "opportunity hoarding."
  • It's not quite a heads-I-win, tails-you-lose game where rich kids get better educations, yet still get ahead even if they don't—but it's close enough.
anonymous

What teachers need to do, Noam Chomsky on assessment | Teaching using web tools - 0 views

annmichaelsen.com/...-do-noam-chomsky-on-assessment

assessment chomsky

shared by anonymous on 12 Jan 15 - No Cached
  • It doesn’t matter what we cover, it matters what you discover.”
  • That’s what teaching ought to be; inspiring students to discover on their own, to challenge if they don’t agree, to look for alternatives if they think there are better ones, to work through the great achievements of the past and try to master them on their own because they’re interested in them.
  • education is really aimed to just helping students get to the point where they can learn on their own because that’s what you’re going to do for your life, not just to absorb materials given to you from the outside and repeat it.
Ron King

Michael Haberman: Why School Culture Matters, and How to Improve It - 1 views

www.huffingtonpost.com/...-culture-matter_b_3047318.html

shared by Ron King on 29 Apr 13 - No Cached
  • Ron King on 29 Apr 13
     
    From elementary school to high school, school choice is an integral part of U.S. urban education today. In New York City, eighth graders just learned if they'd been accepted into one of their top high school selections, and in the coming weeks, families will learn where their children will be attending kindergarten in the fall.
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