sbisd early adopters

I gave a final exam designed to do just that - provide the opportunity for students to see, touch, and feel that information is cheap and freely available and therefore, there is little inherent value in finding it and especially in spitting it back!. Either my mission was flawed (no surprise), or the deck is seriously stacked against the effort. The result: MUST FIND ANSWERS! Wow, look at me, I have the answers....Couldn't apply it if my life depended on it, but man, just look at my answers! I was preaching the Problem Solver, PBL mantra in a recent conversation and was told bluntly, providing that opportunity in the real isolation of 1 45 minute period out of 7 is a complete waste of time. Man, that stung and I continue to resist it, but there is a very large kernel of CAP T Truth present there.

This seems right up the Early Adopters alley. It appeaars the fundamental concepts of this course are what Dan Pink would classify as "High Concept". The score regarding the astounding volume of what has been written, staff developed, and high dollar conferenced over the past two decades regarding technology integration seems to be a solid D. We focus our time, talent, and treasure on hardware, connectivity, applications, and platforms and mostly loose sight of THE question: To what end? What I see in my experience is still very much a knowledge acquisition based, "covering the curriculum" approach. I see it in my own practice even as I claim rebellion from it! Why? Pressure from every aspect of the edu-enterprise: from high stakes testing to pedagogy by bus schedule, to campus administration initiatives. No matter the innovative gift wrap, the message is the same: Cover the material and pass the test! Streamlining efforts in terms of curriculum don't streamline anything - they just rearrange chairs on the same size deck. "Every Second Counts" but we aren't going to change a single thing. Do not even consider the shape, size or capacity of the Edu-Plate, just keep piling new initiatives on top of the old and wonder why increases in nutritional value are static....Perhaps this course might allow us to take a real hard look at practice to get to the point, the end, the goal of creating critical thinking deep learners.I hope you'll join me!

Blog devoted to higher order thinking and questioning with good resources.

Depressing

Standardilzed tests and growth mindset... 

Great argument on why we place so much emphasis and credibility on letter grades. All of my students need more time, so this is a great article I will share with all my inclusion teachers.

"As the information landscape shifts to offer far more information in an often befuddling manner that some have called "data smog," many schools are learning that traditional approaches to student research are inadequate to meet the essential learning goals set by most states or provincial governments. With hundreds of computers and dozens of classrooms connected to extensive electronic information resources, schools are recognizing the importance of reinventing the way they engage students in both questioning and research. "

"This is the first post in a dialogue between Patrick Honner and me concerning rigor, testing, and the new Common Core Math Standards. Each installment in this series will be cross-posted both here and at MrHonner.com. We invite readers to join the conversation. Please post any comments at Patrick's site so that they are all in one place."

"It's been around for a few years now and had plenty of interest from around the world already, but Mr G Online has only just discovered Maths Maps. From first impressions, I am absolutely blown away by the idea. The brainchild of leading UK educator Tom Barrett, (now based in Australia), Maths Maps uses Google Maps as the launching pad for Maths Investigations. Barrett's vision was for teachers around the world to collaborate on building Maths Maps, examples of some seen in the screenshots on the left. Here is a brief description of how it works from the Maths Maps website. Elevator Pitch Using Google Maps. Maths activities in different places around the world. One location, one maths topic, one map. Activities explained in placemarks in Google Maps. Placemarks geotagged to the maths it refers to. "How wide is this swimming pool?" Teachers to contribute and share ideas. Maps can be used as independent tasks or group activities in class. Maps can be embedded on websites, blogs or wikis. Tasks to be completed by students and recorded online or offline."

Infographic showing the effects of cyberbulliying and what to do when you encounter it online.