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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

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.
Karen Gray

Landmark Decision on Electronic Reserves for Courses - 0 views

  • The judge held forcefully that the use of a work for educational purposes weighs "strongly" in favor of a defendant's claim of fair use
  • the scope for "fair use" of factual, informative copyrighted works is larger than that of fictional, "creative" works.
  • In works of ten chapters or more, the use of one chapter is fair. In works of fewer than ten chapters, it is not fair to use more than 10 percent of the work, counting front and back matter (notes, bibliography, index, etc.) as well as the main body of the work. When instructors stayed within these bounds, the judge found that the third factor weighed in favor of fair use; when they went beyond these bounds, she found the opposite.
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    Interesting review of a decision interpreting Fair Use and e-reserves such as we create on our class webpages.
Karen Gray

Are Digital Media Labs the Libraries of the Future? | Media on GOOD - 0 views

  • While all the technology and resources are great, what makes the space truly work is that the teens aren’t left to their own devices once they walk through the doors. Exploring individual interests is encouraged, but YOUmedia is staffed by mentors from the Digital Youth Network and by experienced librarians who run structured workshops and projects to help students build their critical thinking skills and creativity.
Karen Gray

The False Digital Imperative | Teaching Writing in a Digital Age - 0 views

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    from the text: "Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski."
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.
Beth Miller

http://www.inclusiveva.org/wp-content/uploads/2015/01/2017-2018-Interfaith-Calendar.pdf - 0 views

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    The Virginia Center for Inclusive Communities calendar of holidays and festivals - a resource to encourage awareness of the great diversity of religious and ethnic groups that live in the US.
Karen Gray

A visual guide for installing the Instapaper read later bookmark on the iPad :: Lorenzo... - 1 views

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    If you have Instapaper on your iPad you should read this.
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    Installing the Instapaper read later feature on your iPad.
Karen Gray

Blogs vs. Term Papers - 0 views

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    From the article: Of all the challenges faced by college and high school students, few inspire as much angst, profanity, procrastination and caffeine consumption as the academic paper. The format - meant to force students to make a point, explain it, defend it, repeat it (whether in 20 pages or 5 paragraphs) - feels to many like an exercise in rigidity and boredom, like practicing piano scales in a minor key.
Karen Gray

Apps in Education: Creating Books on the iPad - 1 views

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    The simple way to create your own beautiful iBooks, right on the iPad. Read them in iBooks, send them to your friends, or submit them to the iBookstore. Ideal for children’s picture books, photo books, art books, cook books, manuals, textbooks, and the list goes on.
Beth Miller

At Calhoun School, Longer Classes in 5 Short Terms - NYTimes.com - 1 views

  • Daniel Isquith, who has taught math at Calhoun for eight years, said he was initially “worried the kids would burn out” during the long classes. But he reorganized his lessons into 15-minute chunks, with a little breathing room in case things ran over: a 15-minute lecture, 15 minutes of problem solving, then 15 minutes of group work, capped by a final 15 minutes in which the students have to summarize what they did in class — a gem, he said, that the old schedule did not permit. During two-hour classes he changes things up just as often, to keep the students engaged. “Once you live in this and get a sense of pacing,” Mr. Isquith said, “it’s incredible what you can accomplish in terms of real actual understanding versus proficiency.”
Karen Gray

Why Curation Will Transform Education and Learning: 10 Key Reasons - 0 views

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    Interestingly broad look at resources, research, and classroom materials. Especially interested in the comments on the commercialization of google.
Karen Gray

Clive Thompson on Why Kids Can't Search | Wired Magazine | Wired.com - 0 views

  • students aren’t assessing information sources on their own merit—they’re putting too much trust in the machine.
  • at Northwestern, when 102 undergraduates were asked to do some research online, none went to the trouble of checking the authors’ credentials
  • not only is intelligent search a key to everyday problem-solving, it also offers a golden opportunity to train kids in critical thinking.
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  • One prerequisite is that you already know a lot about the world.
Karen Gray

Harvard Education Letter/Flipping for Beginners - 0 views

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    from the text: "Teacher pioneers in this new practice say that, when flipped, the standard instructional cycle looks something like this: "
Beth Miller

How to activate your brain's ability to learn | Popular Science - 0 views

  • If you’re a teacher and you want to make sure that your students get a foundation in a basic topic before moving onto a more complex, related topic, it may make sense to overlearn the first topic before tackling the second with the goal of revisiting the latter at a later date.
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.
Karen Gray

Teenagers and grammar | TeachingEnglish | British Council | BBC - 0 views

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    Worth sharing. Check out the link mentioned in the introduction.
Karen Gray

Installing "Web Highlighter"in iPad Safari - 0 views

shared by Karen Gray on 13 Sep 11 - No Cached
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    Michele added this to the LS Diigo group. This takes you through the steps of adding the Diigo Highlighter to you bookmarks bar. If younhaven't enabled your bookmarks bar on your iPad you do it in "Settings." let me know if you need help.
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    Step 3 needs to be amended. Once you delete the address, make sure you copy this address before you paste: javascript:s=document.createElement('script');s.type='text/javascript';s.%20%20src='http://www.diigo.com/javascripts/webtoolbar/diigolet_b_h_ipad.js';%20%20document.body.appendChild(s)
Michele Mathieson

Learn to Learn Institute - 0 views

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    Our Google Site for the Learn 2 Learn week. Take a look at the Jump Starts resource page Sara created.
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.
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