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Ron King

The break-things-into-bits mistake we have been making in education for centuries - hap... - 0 views

grantwiggins.wordpress.com/...happening-today-with-standards

shared by Ron King on 29 Apr 13 - No Cached
  • Ron King on 29 Apr 13
     
    In the just-released Math Publisher's Criteria document on the Common Core Standards, the authors say this about (bad) curricular decision-making: "'Fragmenting the Standards into individual standards, or individual bits of standards … produces a sum of parts that is decidedly less than the whole' (Appendix from the K-8 Publishers' Criteria). Breaking down standards poses a threat to the focus and coherence of the Standards. It is sometimes helpful or necessary to isolate a part of a compound standard for instruction or assessment, but not always, and not at the expense of the Standards as a whole.
Troy Patterson

Record & Share your PowerPoint presentations | Present.me - 0 views

present.me

msm msm167 presentations

shared by Troy Patterson on 15 May 11 - No Cached
  • Troy Patterson on 15 May 11
     
    Present.Me is simply the easiest way to record and share your presentation. With Present.Me you just upload your slides, click record, present into your webcam and then publish instantly on the web
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.
Troy Patterson

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 0 views

www.washingtonpost.com/...ing-findings-from-new-research

msm286 homework

shared by Troy Patterson on 04 Oct 14 - No Cached
  •  A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that:  reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.
  • First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.  In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement.  If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.
  • Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.
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  • It’s easy to miss one interesting result in this study that appears in a one-sentence aside.  When kids in these two similar datasets were asked how much time they spent on math homework each day, those in the NELS study said 37 minutes, whereas those in the ELS study said 60 minutes. 
  • it was statistically significant but “very modest”:  Even assuming the existence of a causal relationship, which is by no means clear, one or two hours’ worth of homework every day buys you two or three points on a test.
  • There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”
  • The better the research, the less likely one is to find any benefits from homework.
  • you’ll find that there’s not much to prop up the belief that students must be made to work a second shift after they get home from school.  The assumption that teachers are just assigning homework badly, that we’d start to see meaningful results if only it were improved, is harder and harder to justify with each study that’s published.
  • many people will respond to these results by repeating platitudes about the importance of practice[8], or by complaining that anyone who doesn’t think kids need homework is coddling them and failing to prepare them for the “real world” (read:  the pointless tasks they’ll be forced to do after they leave school).
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