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John Chandler

Study: High school grades best predictor of college success - not SAT/ACT scores - 0 views

www.washingtonpost.com/...ing-study-about-act-sat-scores

grades college sat act shu17

shared by John Chandler on 15 Mar 14 - No Cached
  • John Chandler on 15 Mar 14
     
    Study: High school grades best predictor of college success - not SAT/ACT scores
  • Gina Cinotti on 16 Mar 14
     
    One of my favorite topics to discuss. And why do we think the SAT is going to be redesigned for Class of 2016? Clearly because we need to align it to the Common Core. More info to come on this....what do you think John?
Kelly OLeary

Dispelling Myths About Internet Safety and Children - 0 views

blogs.kqed.org/...bout-blocking-sites-in-schools

shu17 Internet blocking internet sites

shared by Kelly OLeary on 10 Mar 14 - No Cached
  • Kelly OLeary on 10 Mar 14
     
    CIPA - Child Internet Protection Act - Karen Cator explains that schools blocking websites to protect child is not necessary
Gina Cinotti

Types of Feedback - 1 views

www.ascd.org/...edback-and-Their-Purposes.aspx

feedback assessment teaching

shared by Gina Cinotti on 09 Mar 14 - Cached
  • Figure 2.1. Feedback Timing
  • Purpose: For students to get feedback while they are still mindful of the learning target For students to get feedback while there is still time for them to act on it
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • ...12 more annotations...
  • Figure 2.2. Amount of Feedback Purpose: For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on "teachable moment" points but not an overwhelming number
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • Figure 2.4. Feedback Mode
  • Figure 2.5. Feedback Audience Purpose: To reach the appropriate students with specific feedback To communicate, through feedback, that student learning is valued
  • Examples of Good Feedback Focus Examples of Bad Feedback Focus
  • Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") Making criticisms without offering any insights into how to improve Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")
  • Making comments about the strengths and weaknesses of a performance Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work Making comments that position the student as the one who chooses to do the work Avoiding personal comments
  • Figure 2.7. Kinds of Comparisons Used in Feedback
  • Purpose: Usually, to compare student work with established criteria Sometimes, to compare a student's work with his or her own past performance Rarely, to compare a student's work with the work of other students
  • Examples of Good Kinds of Comparisons Examples of Bad Kinds of Comparisons
  • Purpose (for Formative Assessment): To describe student work To avoid evaluating or "judging" student work in a way that would stop students from trying to improve
  • Examples of Good Feedback Function Examples of Bad Feedback Function
  • Gina Cinotti on 09 Mar 14
     
    ASCD article. Provides charts to define types and give examples. I might print this and give to principals to share with teachers
Lois Whipple

ASCD and CDC Announce Whole School, Whole Community, Whole Child Model - 2 views

www.ascd.org/...nnounce-whole-child-model.aspx

shared by Lois Whipple on 21 Mar 14 - No Cached
    • Lois Whipple
      Lois Whipple on 21 Mar 14
       
      Will a big picture model require BIG funding?
  • The school in blue and green, surrounding the child, acting as the hub that provides the full range of learning and health support systems to each child, in each school, in each community The community, represented in orange, demonstrating that while the school may be a hub, it remains a focal reflection of its community and requires community input, resources, and collaboration in order to support its students The child in the center, at the focal point and surrounded by the whole child tenets: healthy, safe, engaged, supported, and challenged
    • Lois Whipple
      Lois Whipple on 21 Mar 14
       
      Visuals speak a thousand words.
  • Adriana Coppola on 21 Mar 14
     
    ASCD and CDC Announce Whole School, Whole Community, Whole Child Model
Lois Whipple

Think Twice Think Tank Review Project | National Education Policy Center - 0 views

nepc.colorado.edu/think-tank-review-project

#shu17 research policy Feedback

shared by Lois Whipple on 30 Mar 14 - No Cached
  • The Privatization Infatuation In 2007, the second year of our Think Tank Review Project (thinktankreview.org), we reviewed 18 think tank reports about education policy. Time after time, our reviewers identified analyses that led inexorably to a privatization prescription. Even reports that offered a reasonable analysis of the No Child Left Behind Act or the dropout problem suddenly and groundlessly identified as the key policy implication of their findings the need for vouchers or other forms of privatization. ... See the full article by clicking on the above link
  • Barbara Powers on 30 Mar 14
     
    provides the public, policymakers, and the press with timely, academically sound reviews of selected think tank publications. Reviewers for the project apply academic peer review standards to reports from think tanks and write brief reviews for the project website. They are asked to examine the reports for the validity of assumptions, methodology, results, and strength of links between results and policy recommendations.
  • Lois Whipple on 01 Apr 14
     
    The Think Twice Think Tank Review Project provides the public, policymakers, and the press with timely, academically sound reviews of selected think tank publications.  Reviewers for the project apply academic peer review standards to reports from think tanks and write brief reviews for the project website. They are asked to examine the reports for the validity of assumptions, methodology, results, and strength of links between results and policy recommendations. The reviews, written in non-academic language, are intended to help policy makers, reporters, and others assess the merits of the reviewed reports. 
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