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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

Annotating PDF's is a Bad Lesson Plan | Teacher Tech - 0 views

www.alicekeeler.com/...ting-pdfs-is-a-bad-lesson-plan

techcoach msm314

shared by Troy Patterson on 31 Oct 15 - No Cached
  • I am constantly asked how to annotate PDF’s. This is flat out a question I refuse to answer. Annotating PDF’s is not an engaging lesson plan. Trying to fill out a PDF on a computer is WORSE than just filling it out on paper. We should not be using tech for the sake of using tech.
Troy Patterson

Why Aren't There More Podcasts for Kids? - The Atlantic - 2 views

www.theatlantic.com/...476157

msm329 podcasting

shared by Troy Patterson on 30 Apr 16 - No Cached
  • “A podcast aimed at 3-10-year-olds that parents could actually tolerate—if you could do it right—would be an unbelievable hit,”
  • NPR saw a 75 percent increase in podcast downloads
  • while adults and teens could easily fill their waking hours with audio, kids would struggle to fill a few.
  • ...8 more annotations...
  • The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful.
  • Not only are children listening and responding creatively, observations suggest they’re also learning.
  • When it comes to using public radio in the classroom, Brady-Myerov believes three-to-five-minute segments are most effective, leaving the teacher significant time to build a lesson around the audio.
  • That said, a number of schools have already begun incorporating longer podcasts into their curricula, to great success.
  • high-school teachers in California, Connecticut, Chicago, and a handful of other states have been using Radiolab, This American Life, StoryCorps, and, overwhelmingly, Serial.
  • TeachersPayTeachers.com (a site where educators can purchase lesson plans) saw a 21 percent increase in downloads of plans related to podcasts in 2014, and a 650 percent increase in 2015.
  • Research further supports the benefits of audio learning for children. When words are spoken aloud, kids can understand and engage with ideas that are two to three grade-levels higher than their reading level would normally allow.
  • Aural learning is particularly helpful for students who have dyslexia, are blind, or for whom English is their second language, who might struggle with reading or find it helpful to follow a transcript while listening.
Troy Patterson

Activity: Feedback Action Planning Template | - 0 views

blog.williamferriter.com/...dback-action-planning-template

msm326 feedback

shared by Troy Patterson on 02 Apr 16 - No Cached
  • Troy Patterson on 02 Apr 16
     
    "I've been doing a ton of tinkering this year with the way that I give students feedback in my classroom.  My goal is to steal Dylan Wiliam's idea that our goal should be to turn feedback into detective work.  That just feels right to me."
Ron King

Science of NFL Football: Pythagorean Theorem - 0 views

www.nbclearn.com/...51220

shared by Ron King on 10 Apr 12 - No Cached
  • Ron King on 10 Apr 12
     
    NBC Learn, in partnership with the National Science Foundation and National Football League, unravels the science behind professional football. For lesson plans and activities, visit our partner at Lessonopoly.
Troy Patterson

eSchoolNews.com » Expert: Federal school reform plan is wrong » Print - 0 views

www.eschoolnews.com/...print

msm msm168 education educationreform

shared by Troy Patterson on 30 May 11 - No Cached
  • Troy Patterson on 30 May 11
     
    The president is wrong. Arne Duncan is wrong. The media are wrong. Many state administrators are wrong: This was the message on the current state of school reform in a Feb. 18 keynote session at the American Association of School Administrators [2]' National Conference on Education.
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…
Ron King

Tips on reducing teacher stress from the 'happiest school on earth' | Education | The G... - 2 views

www.theguardian.com/...g-crisis-school-what-keep-them

shared by Ron King on 05 Apr 16 - No Cached
  • Ron King on 05 Apr 16
     
    With news that half of England's teachers plan to leave in the next five years, what can be done to keep them?
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.
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