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Beth Miller

Educational Leadership:Working Constructively with Families:When Students Lead Parent-T... - 2 views

  • During the conference, the students asked their parents to write any questions they had on an index card and to hold their questions until the end. This gave the students uninterrupted time to make their presentations.
  • I feel the student-led conferences empowered students and helped them claim ownership of their education. In our case, it was a responsibility that our student enjoyed.
  • parents attended the conference without their child and discussed their child's performance with the advisor, who served as an advocate for the student.
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  • (1) a guiding structure for the conference; (2) a way to prepare students to run their own conferences; (3) a method of communicating the new format to parents and colleagues; and (4) the procedural operations that we would need to develop.
  • select only a few items for discussion during the conference
  • The students learned that they would do all the talking and that the advisor was there basically for moral support. (The team instructed the advisors to intervene only when students became bogged down or if parents overshadowed them.)
  • Once their portfolios were complete, students rehearsed the script three times with classmates as stand-in parents.
Beth Miller

Who Benefits From the Expansion of A.P. Classes? - The New York Times - 0 views

  • These success-against-all-odds stories are captivating. It’s hard to overstate how much “Stand and Deliver” — the 1988 movie about an A.P. calculus teacher who overcame the odds when all his low-income Latino students passed the exam — has influenced many advocates’ perceptions about what an A.P. class can do. And things like this do happen; “Stand and Deliver” is based on real events. But they’re anomalous. Yom credits his success to a number of things: a math department that lays out clear expectations from ninth grade on about what students need to know to get to A.P. calculus, a mentor who has taught A.P. calculus at Lincoln High for 16 years and his own ability to devote countless hours to his students. But once Yom is married and has children, he told me, it simply won’t be sustainable to continue spending so much time with his classes.
  • Even if students don’t pass the test, there is reason to believe that simply taking A.P. courses is valuable. After all, many students receive passing grades in their courses while still failing the A.P. exam. But because so much focus is on the test — the College Board tracks only participation and outcomes from the tests, not the classes — and because numbers are so much easier to measure than the far more intangible benefits of teaching and learning, the real value of A.P.s can be hard to assess. It seems logical to assume that taking a more rigorous course can have benefits in and of itself: by opening horizons, by sending a message to students that they are capable. And many teachers and students feel that way. Calid Shorter, 17, who was in Fuchs’s A.P. government class this past year, says she was one of his best teachers. “They really care,” he says. “Pushing me into classes has been a benefit — it’s given me more of a go-getter mind-set.”
  • Is it effective to be investing the time and resources in a program whose benefits seem so difficult to pin down?
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  • Klopfenstein argues that the A.P. program should remain accessible, but that it must be accompanied by regular classes in which students learn skills like note-taking, outlining and intellectual discipline. Others think the mandates on the number of A.P. classes must go, that districts should instead look at which subjects might benefit the most students, rather than arbitrarily drawing a line. Some even advocate for keeping the classes but getting rid of the high-stakes tests at the end.
Beth Miller

Education World: Student-Led Conferences Hold Kids Accountable - 1 views

  • * Students assume greater control of their academic progress. * Students accept personal responsibility for their academic performance. * Parents, teachers, and students engage in open and honest dialogue. * Parents attend conferences at increased rates. * Students learn the process of self-evaluation. * Students develop organizational and oral communication skills.
Beth Miller

Using Student-Led Parent-Teacher Conferences to Build Relationships | Edutopia - 2 views

  • A powerful student-led parent-teacher conference focuses on student learning goals we can set by examining the student's work. This is an active event in which the learner and those responsible for supporting her education identify her strengths and areas of growth and make plans to address these areas.
Karen Gray

Student Blogs: Learning to Write in Digital Spaces | Langwitches Blog - 2 views

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    This teacher resource could be useful for anyone interested in teaching students how to blog well.
Beth Miller

Why Students Should Be Taking Notes - 0 views

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    Though this article focuses on college-aged students, I found the 3-part note-taking strategy to be very interesting as a follow up to the article Meg shared (and I posted to this group) last week.
Beth Miller

Education World: Student-Led Conferences: A Growing Trend - 2 views

  • "From a teacher's perspective, we were able to get a better picture of each child. It forced us to sit down with each student and review strengths and weaknesses. This conversation often told us the students learned more than perhaps we had measured through conventional assessments."
Karen Gray

ISTE | NETS for Students - 0 views

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    Check out the links on this page for an introduction to the NETS-Students standards.
Beth Miller

Why Students Should Take the Lead in Parent-Teacher Conferences | MindShift - 1 views

  • he asks them to choose three examples that help them tell their parents a deeper story: one that shows they have recognized both a personal strength and an area in which they are struggling. Most students, he says, have never thought about their learning in this way. Nor have most of their parents.
  • kids learn to advocate for themselves
  • “What do I do well?” and “How can I build on this?”
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    Chris found this article.  Great suggestions for when our 9th and 10th grade advisees lead their parent-advisor conferences in December.
Beth Miller

EDpuzzle - 0 views

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    Save time Take already existing videos from Youtube, Khan Academy, Crash Course, etc. or upload your own. Engage students easily Enable self-paced learning with interactive lessons, add your voice and questions along the video. Reinforce accountability Know if your students are watching your videos, how many times and see the answers they give.
Beth Miller

Student-Led Conferences - 2 views

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    A collection of mediocre videos focused on student-led conferences. Good for someone who prefers to see and hear about the conferences as opposed to reading about them.
Michele Mathieson

Step 7: Images, copyright, and Creative Commons | Edublogs Teacher Challenges - 0 views

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    A good site for information on copyright & Creative Commons. As we are using content from the internet, we need to both be aware and make our students aware of these concepts. AND it is a good example of the use of Edublog.
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    A good site for information on copyright & Creative Commons. As we are using content from the internet, we need to both be aware and make our students aware of these concepts. AND it is a good example of the use of Edublog.
Karen Gray

Plagiarism: Stopping word thieves - CBS News - 1 views

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    Worth sharing with students. This video puts a real-life voice to plagiarism.
Karen Gray

Learning and Leading - September/October 2012 - 0 views

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    Respecting intellectual property
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    Students often use images they find on line without thought as to intellectual property. These sites can be introduced to students and used to access fair-use photos.
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