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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.
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.
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.
Troy Patterson

Learning Myths And Realities From Brain Science : NPR Ed : NPR - 0 views

www.npr.org/...yths-take-our-quiz-to-find-out

msm353 brain learning

shared by Troy Patterson on 22 Mar 17 - No Cached
  • The idea that individuals have different learning styles, such as auditory or kinesthetic, is a pernicious myth. Boser compares it to the flat-earth myth — highly intuitive, but wrong.
  • Almost 90 percent of respondents agreed that simply re-reading material is "highly effective" for learning. Research suggests the opposite.
  • On the topic of "growth mindset," more than one-quarter of respondents believed intelligence is "fixed at birth". Neuroscience says otherwise.
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  • Nearly 60 percent argued that quizzes are not an effective way to gain new skills and knowledge. In fact, quizzing yourself on something you've just read is a great example of active learning, the best way to learn.
  • More than 40 percent of respondents believed that teachers don't need to know a subject area such as math or science, as long as they have good instructional skills. In fact, research shows that deep subject matter expertise is a key element in helping teachers excel.
  • "Parents' opinions are important, but teaching is a real craft," Boser says. "A lot of science goes into it. And we need to do more to respect that."
Troy Patterson

Technology is Still the Wrong Answer, In My Humble Opinion : 2¢ Worth - 0 views

davidwarlick.com/2cents

msm msm167 21stcentury 21stcenturylearning

shared by Troy Patterson on 15 May 11 - No Cached
  • but what impressed me was things that I saw here that I didn’t know about — how classroom teachers and their tech facilitators are playing with emerging technologies — and I use the term play with the most respectful and admiring intent
  • I honestly believe that these educators are seeking new ways to use new information and communication (literacy) technologies in teaching and learning for the very best reasons.
  • I continue to maintain that the little box is not what engages them. it is what happens through that box. It is the information experience that…
Troy Patterson

BBC - Future - Psychology: A simple trick to improve your memory - 0 views

www.bbc.com/...-hack-your-memory-learn-faster

msm291 studying studyskills

shared by Troy Patterson on 20 Dec 14 - No Cached
  • One of the interesting things about the mind is that even though we all have one, we don't have perfect insight into how to get the best from it.
  • Karpicke and Roediger asked students to prepare for a test in various ways, and compared their success
  • On the final exam differences between the groups were dramatic. While dropping items from study didn’t have much of an effect, the people who dropped items from testing performed relatively poorly: they could only remember about 35% of the word pairs, compared to 80% for people who kept testing items after they had learnt them.
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  • dropping items entirely from your revision, which is the advice given by many study guides, is wrong. You can stop studying them if you've learnt them, but you should keep testing what you've learnt if you want to remember them at the time of the final exam.
  • the researchers had the neat idea of asking their participants how well they would remember what they had learnt. All groups guessed at about 50%. This was a large overestimate for those who dropped items from test (and an underestimate from those who kept testing learnt items).
  • But the evidence has a moral for teachers as well: there's more to testing than finding out what students know – tests can also help us remember.
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