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James Leslie

Texas board revises history books | News for Dallas, Texas | Dallas Morning News | Texa... - 0 views

  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
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  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
  • Another board member, citing her own experiences in elementary school, called on one writing team to include the Liberty Bell as a historical artifact that should be studied by students.
  • Two of those experts, evangelical minister Peter Marshall of Massachusetts and Wallbuilders president David Barton of Aledo, were asked about their earlier recommendations to drop labor leader César Chávez and former Supreme Court Justice Thurgood Marshall, the first black member of the court, from the standards.
  • Marci Deal, social studies coordinator in the Hurst-Euless-Bedford school district, quickly cooled off one controversy that erupted when the writing team for sixth grade initially recommended that Christmas be dropped from a list of holidays of the major religions in a world cultures and geography course.
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    This article examines how the State of Texas went about designing new standards for history government and social studies. Also, there are comments that people have made for and against the new standards.
Alan Edwards

New Deal Network - 1 views

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    Created by the Franklin and Eleanor Roosevelt Institute and historians, the New Deal Network is a great online resource for the era. Check out the documents sections where they have materials organized by topic. (e.g. Japanese Internment, Tennessee Valley Authority, Anti-Semitism). This could be an important resource for teachers preparing lessons as well as student research.
Debbie Moore

New Deal Network - 2 views

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    The New Deal Network is a site that I am using in preparing my curricular unit. The site has an archive with documents such as the Fire Side Chats with President F. Roosevelt, photographs, and audio tapes. I like this site because it really takes you to that place in time so that you can see and hear what was going on in the culture as well as in the government. The site also has lesson plans and resource links for educators.
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    Alan, that is so funny I just posted and noticed that you too had posted this site. It's great, don't you think? I am actually using a Fire Side Chat from FDR for one of my socratic seminars in my curricular unit. There is also a lesson plan about arts and the depression that I am going to adapt for the unit.
James Leslie

CITE Journal - Social Studies - 1 views

  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
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  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
  • New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).
  • To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).
  • To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).
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    Since more and more schools are using smart and promethean boards, teachers should be trained to use them.
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    This amount of computer literacy, is not enough for today's classrooms.
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    Teachers should have more course work that deals with how to use computers to enhance the learning experience of their students.
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    To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).
Joellen Kriss

IB Program to Replace APs? | The Sag Harbor Express - 0 views

  • The program focuses on a project based, in-depth and multi-cultural curriculum in six main fields: the student’s native language, second language, individuals and societies, experimental sciences, mathematics and computer science, and the arts.
    • Joellen Kriss
       
      This is pretty much what happened in my High School. The only AP "classes" that were offered were AB and BC Calculus.
  • Nichols added, however, that as the school moves to implement the IB program, Advanced Placement classes would most likely be phased out.
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    • Joellen Kriss
       
      More and more colleges ARE counting IB classes toward credit. I came into AU with 18.
  • Eliminating the AP classes would help defray some of the costs associated with establishing an IB program. Nichols added that the exams associated with IB programs are on par with AP tests and recognized by most universities.
  • “In AP courses the students are required to memorize and regurgitate, but in the IB program the students take their knowledge and apply it to new situations. They are asked to problem solve and synthesize information,” continued Nichols
    • Joellen Kriss
       
      This is the MOST IMPORTANT DISTINCTION between an AP course of study and an IB course of study. As my IB coordinator used to put it, "AP is a testing system, IB is a learning system" and it's so true. I'm still using the writing and critical thinking skills I learned as a part of the IB program in my daily life.
  • “With the IB, you can show depth rather than breadth,”
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    Like the other article I posted, this one deals with the IB program, but rather about it's possible implementation in a school district on Long Island (where I'm from.) It highlights all of the benefits of the program, where the other article highlighted the "weak" points of the course of study.
jbdrury

Exhibits In The Windows of 97 Orchard Street - 0 views

    • jbdrury
       
      This tab gives you information on school tours if you can make it to NYC with a class; in addition, it has tabs for different interactive tours that are available centering on different historical families and their varying ethnic backgrounds.
    • jbdrury
       
      This tab is incredible. It links to a number of online resources, including: lesson plans for different age levels, a wealth of primary documents dealing with immigration to the city and others.
    • jbdrury
       
      The tours of these apartments are added to by the telling of the stories of the actual families that lived in these tenements, representing a good representative mix of the ethnicites immigrating to the U.S. at the time.
    • jbdrury
       
      This is the link to the virtual online tour of one of their tenement exhibits. It gives you a virtual walk-through (using photos) of the tiny, cramped spaces that multiple families sometimes had to squeeze into in order to survive in turn-of-the-century NYC.
    • jbdrury
       
      It includes an audio and video tour as well, taking you step-by-step as you move through the museum.
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    This is the official website of the Tenement Museum in NYC. I LOVE this museum, and if you have yet to have seen it, I highly recommend visiting the next time you are in the city. I have added this page mostly because of the "virtual tour" you can take of one of their tenements, which could be used as a resource for teachers who cannot take students there in person. They also have a number of primary document lesson plans available for different age ranges. Their exhibits are revealing of the lives led by immigrants in late 19th and early 20th century New York City.
Maria Mahon

Study Shows New York Charter School Students Score Better - NYTimes.com - 0 views

  • The study’s methodology addresses that issue by comparing charter school students with students of traditional schools who applied for charter spots but did not get them.
    • Maria Mahon
       
      I find this to be an effective way to measure the success of charter schools. By comparing students to students who wished to attend charter schools but were not admitted, the study deals with the issue of student and parent motivation.
  • Ms. Hoxby did not reach any conclusions about what practices at the schools caused the jump, but she noted that many charter schools had extended school days and school years, many required students to attend classes on Saturdays and most paid teachers based on their performance and responsibility, rather than the traditional teachers’ union salary scales.
  • Ms. Hoxby did not reach any conclusions about what practices at the schools caused the jump, but she noted that many charter schools had extended school days and school years, many required students to attend classes on Saturdays and most paid teachers based on their performance and responsibility, rather than the traditional teachers’ union salary scales.
    • Maria Mahon
       
      While I find the practices of charter schools to be exciting (in that the requirements do seem to be making a difference), this still leaves the disturbing issue of the gap between charter schools and traditional schools. While Bloomberg and Klein can praise the charter schools, the reality is that most students are still in traditional schools and are not helped by these improvements. I would like to know if there is a way for these practices to be implemented on a more wide-spread scale.
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    Students who entered charter schools performed better on state exams compared to students who wished to attend charter schools but were not admitted based on a lottery.
Erin Power

CNN.com - Millennium: A Perspectives Series - 0 views

    • Erin Power
       
      This website relies on CNN's news and history sources. Although a bias to the left in general reporting must be considered when viewing most CNN articles, the information presented here is historical, and mostly evenly presented.
    • Erin Power
       
      If I was teaching World history, I would provide this site to my students to give them a general overview of subject matter - basically giving them a big picture before divulging into the specifics. I would probably create an assignment requiring the students to use and explore this website very early on in the year.
    • Erin Power
       
      I think this site is valuable to Social Studies teachers because it includes a great deal of information in a condensed, thematic, easily to follow manner.
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    This website, made at the turn of the millennium, goes through the major themes of the past millennium, and organizes them based on timeline, location, major players, popular food, and basic overview.
Erin Power

New to English - Interactive Graphic - NYTimes.com - 0 views

    • Erin Power
       
      This map takes statistics from the National Clearinghouse for English Language Acquisition and Language Instruction Education Programs and maps it out so it is more meaningful.
    • Erin Power
       
      A teacher could use this site to understand the reality that they will most definitely teach to students who do not speak English, and deciding a plan for how they will approach this situation. Also, they could use it in a social studies classroom as a visual demonstration of a widespread social change.
    • Erin Power
       
      I think this site is valuable because its a great example of what can be done with the internet, its an interactive map that shows social change on both a widespread and small level.
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    • Erin Power
       
      The rise in English learners is a remarkably fast growing trend in the past few years - one that teachers need to be ready to deal with.
    • Erin Power
       
      Its important to Note the information in DC - there is a very high population of English Language Learners.
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    This map shows the growing population of English Language Learners (students who are not fluent English speakers) in the American school system.
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    This interactive graph is so interesting! I like these kinds of web tools.
James Leslie

Considerations in Teaching Culturally Diverse Children :: Educational Resources :: ADD,... - 2 views

  • There has been growing concern about how best to meet the educational challenge of learner diversity. Some researchers (National, 1991) have raised questions about the efficacy of teacher education programs which attempt to deal with learner diversity and which explore changes in prospective teachers' roles in modifying instruction. However, other researchers (i.e., Banks & Banks, 1989; Bennett, 1990; Sleeter & Grant, 1988) have recommended that the following be included within the teacher education curriculum: At least one course in multicultural education that takes into consideration the needs of all students Information about the history and culture of students from a wide number of ethnic, racial, linguistic, and cultural backgrounds Content about the contributions made by various groups Information about first- and second-language acquisition and effective teaching practices for working with students from limited English proficient (LEP) backgrounds Field experiences and student teaching opportunities with students from varying backgrounds
  • This background is important for the teacher to have in order to understand the rights and responsibilities of students as well as of teachers and parents. While having this information may not eliminate the stereotypes or misconceptions that teachers have about groups, it can serve to inform more directly future instructional decisions which they will make.
  • Many African Americans, Hispanics, Native Americans, and Asian Americans have had educational experiences where they suffered as a result of negative social, economic, and educational policies (Banks & Banks, 1989). Practices such as referral of these students in disproportionate numbers to special education classes continue even today. With additional information, teachers may be able to ask further questions or request technical assistance in providing appropriate instruction before a referral is considered.
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  • Communication can be increased by using the home language for conferences and providing written notices in both languages for those parents who have difficulty with English. Community liaisons, aides, translators, or volunteers who are bilingual can assist in this area. The teacher can solicit more participation and cooperation from parents if the message is communicated appropriately.
  • The incorporation of information about first- and second-language acquisition and effective teaching practices for working with students from LEP backgrounds is critical for teacher planning. Information about the language strengths and needs of students will be helpful for working with special personnel such as bilingual teachers and English as a second language teachers.
  • here is a need for field experiences and student teaching opportunities to work with diverse students. Prospective teachers can benefit interacting with these students before they enter the field and while they are still able to dialogue with teacher educators and teachers in the field. It can be a time to design instructional activities which can be applied within a variety of contexts and with different learners. With changes in school populations projected within this decade, it is important for prospective teachers to also have contact with the populations which they will ultimately serve.
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    This is an article on the challenges that can occur in teachings classrooms of diverse children.
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