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kdamiano

Project-Based Learning: Real-World Issues Motivate Students | Edutopia - 0 views

  • engaging students by starting with the concrete and solving hands-on, real-world problems is a great motivator.
    • kdamiano
       
      We know that students learning through experience, which is why I think PBL can really help reshape and reform what education is and means to this nation. If we want to be the leading country in engineering or mathematics or reading, than we need to allow our students to experience and explore these fields. 
  • "Everybody is motivated by challenge and solving problems, and we don't make use of that in schools enough,"
    • kdamiano
       
      We must hold our students to high expectations. I think allowing them to explore their curiosities and struggles is one of the most useful and impacting ways to learn. 
    • kdamiano
       
      This is where I could see teachers currently seeing a problem because with the restraints schools are placed in with time, curriculum, etc this amount of time is filled to the brim with material. I could see this being a big issue because of what is "expected" of teachers today. 
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  • In project-based learning, students try to answer a question -- one that has relevance for them -- that is greater than the immediate task at hand.
  • "One of the major advantages of project work is that it makes school more like real life,"
    • kdamiano
       
      When students have a vested interest in what they are learning, they are more apt to put forth the time. They are more likely try their best. 
  • "in-depth investigation of a real-world topic worthy of children's attention and effort." She advocates a three-phased approach: Phase 1 involves an initial discussion of a project topic, including children's firsthand experiences related to the topic. Phase 2 involves fieldwork, sessions with experts, and various aspects of gathering information, reading, writing, drawing, and computing. Phase 3 is the presentation of the project to an audience.
  • Kids who are excited about what they learn tend to dig more deeply and to expand their interest in learning to a wide array of subjects. They retain what they learn rather than forget it as soon as they disgorge it for a test. They make connections and apply their learning to other problems. They learn how to collaborate, and their social skills improve. They are more confident talking to groups of people, including adults. And, as a number of research reports suggest, project-based learning correlates positively with improved test scores, reduced absenteeism, and fewer disciplinary problems.
    • kdamiano
       
      Isn't it sad that we know this, yet reformer do little to acknowledge the impact of learning like this? 
Jessica Simon

Improve School Culture and Climate " - 10 views

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    High-performing urban schools have climates that nurture the commitment and engagement of teachers, parents, and students. This short video by Dr. Lynne Perez from the National Center for Urban School Transformation and Power Pont detail the perspectives/attitudes of parents, teachers, and students from successful urban schools.
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    I think one of the most important take-aways from this was the info regarding the climate for parents. I believe that parents have a huge role in the success of their student. The ideas presented in the PowerPoint would be great to share with any school system, not just urban.
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    I agree with you Julie. I also think that having an administrator who cares deeply about the students, as well as, the teachers is essential. Teachers want and need that support. If they do not have that security, it can be reflected in their teaching and be absorbed by students and student learning.
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    A few things stood out to me from this video/power point. Successful urban schools have students who are "eager to come to school," "believe that they are likely to succeed academically," and everyone feels "valued, respected, and appreciated." For that to be the case, individual cultures and learning styles must be explored, accepted, and appreciated. If students feel uncomfortable or out of place, they certainly won't feel eager to come to school. Likewise, we need to strive to make students aware of their success and give them role models with whom they can identify who have been successful. Another point that stood out to me was the collaboration and sharing between teachers. I hope that Indiana's new teacher evaluation system does not create competitiveness and animosity between teachers that diminishes sharing between teachers. It seems like it has already begun to do that in my school. Sometimes, I have special situations where I want to cross-team a student or have him/her take a class in a different grade level. Teachers are unwilling to take these "special case" kids next year if they feel are unlikely to make growth in their classes. Others who have found great techniques are not sharing them with other teachers in their department, because they know their growth scores will be compared. Is anyone else experiencing a similar situation in your school?
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    As a guy who teaches high school and does not consider himself a nurturer, I very much wanted to disagree with everything said and believe the "no excuses" tag line of the article that Lauren posted. But I do believe that a large part of the success in schools is students wanting to come to school (whether they'll admit or not) and parents believing the school has their childrens' best interest at heart. This is particularly difficult to do in an economically disadvantaged community where parents tend to be suspicious of schools.
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    I agree that students wanting to come to school is a big part of it's success. I really dislike hearing from students "I hate this school" etc. That is why nurturing them and making them feel wanted is important. If they feel wanted then they will want to be at school. When parents see this and hear from their child how much they enjoy being at school they will also be on board too. Thank you for sharing this!
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    I think the concept of this video is relevant. Brian you said you do not believe you are a nurturer; however, I think all educators are to some degree. I think nurturer is often translated to caudle, which is not the case. Teachers have an obligation to provide their students with the best possible education. This education does not just develop overnight. It takes a variety of components to bring it all together. We know students need to feel safe in their environment. We know that students need to feel accepted in order to collaborate and communicate to the best of their abilities. If students feel stifled, they lose to drive to achieve in a class. A big part of this develops within the social and emotional aspects of school. With this is mind, educators are nurturers. Doesn't mean you can't hold your students to high standards. Doesn't mean you let them make excuses for themselves. No matter traditional or progressive. Strict or lenient. Teachers by nature are nurturers because we help our students. I am a high school teacher too, and I still make sure that my students are comfortable and confident in their classroom because I know they will engage and learn more if I do.
Sarah Livengood

Key Learning Community - 5 views

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    The Key Learning Community is based upon the Theory of Multiple Intelligences developed by Dr. Howard Gardner of Harvard University. I visited Key during my undergraduate work. I am a huge fan of Howard Gardner.
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    Are you familiar with the work of Elizabeth Cohen? She builds on Gardner's work, and moves it into the realm of "assigning competencies," acknowledging and developing students' assets that are often overlooked.
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    More information regarding Elizabeth Cohen. http://www.uvm.edu/complexinstruction/about_ci.html
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    I am also a fan of Dr. Howard Gardner. With my profession, I think it is so important to realize the whole-child and finding ways where all students can succeed. My high school friend did Teach for America with Kipp Indy. She fell in love with the school's mission and commitment to learning. After her 2 years with TFA, she stayed on and is now a coordinator for collegiate education.
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    I really appreciated what Ron Smith, the principal, said: "Children are naturally curious about the world and they have many ways of expressing what they know. They have questions of their own that should be taken seriously by the adults who surround them." I think this applies to all levels of learners. Curiosity and intrigue are so important as students grow academically. This is why probing questions were invented! Heuristic thinking and wonderments from our students allow them to explore and discover new meanings and gain new knowledge. I just really found myself connected to this statement and thought about the applications inside my own classroom.
Jenn Renner

The Limits of School Reform - NYTimes.com - 10 views

  • Going back to the famous Coleman report in the 1960s, social scientists have contended — and unquestionably proved — that students’ socioeconomic backgrounds vastly outweigh what goes on in the school as factors in determining how much they learn.
  • Yet the reformers act as if a student’s home life is irrelevant. “There is no question that family engagement can matter,” said Klein when I spoke to him. “But they seem to be saying that poverty is destiny, so let’s go home.
  • Demonizing teachers for the failures of poor students, and pretending that reforming the schools is all that is needed, as the reformers tend to do, is both misguided and counterproductive.
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    The article, by Jonathan Mahler, was about the heroic efforts of Ramón González, the principal of M.S. 223, a public middle school in the South Bronx, to make his school a place where his young charges can get a decent education and thus, perhaps, a better life.
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    Before reading this article, I did not realize that reformers tend to avoid the issue of students' home lives when considering reform--now I understand why Kennedy only focuses on teachers and the classroom environment when discussing reform. However, with all of the research done that tells us how much impact a child's home life can play in their education, why isn't there more focus on this issue? I can only assume it is because it is easier to reach schools and teachers rather than the communities and families, but this method does not seem to be working, in my opinion.
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    "Demonizing teachers for the failures of poor students, and pretending that reforming the schools is all that is needed, as the reformers tend to do, is both misguided and counterproductive." I think this is a good point. Although good teaching is the most essential part of school reform, it's not the only factor that makes children successful. Like Gonzalez, there have been times that I have really worked with a particular student and gotten them started toward success, only to have them move back into a bad situation, drop out of school to work, or some similar situation that is largely beyond my control. I'm not trying to make excuses, but just as I get frustrated when a student does poorly on one test and is judged by a single measure, it can be frustrating as a teacher when one or two statistics are used to judge your entire career.
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    Jenn and Jill, I made a sticky note of the same quote: "Demonizing teachers for the failures of poor students, and pretending that reforming the schools is all that is needed, as the reformers tend to do, is both misguided and counterproductive." I think it is important for schools and reformers to see that school reform is all encompassing with many counterparts and players. I also liked how the article ended with that reform should be handled with a "dose of humility". Fingers shouldn't be pointed when school reform needs to be analyzed by what it has and doesn't have. Thanks for sharing this NYT article - I really enjoyed it.
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    I think this also brings up a good point about exactly where reform efforts can be best put to good use. It's obviously not intended to simply write off students given their socio-economic background or home life. Yet as Joe Nocera highlights from the article that affected him, a single teacher working closely with a student begins to yield results. It would be interesting to see if it's just considered to be from the academic-related help his teacher is giving him, or from the other support - mainly that there is now an adult taking interest in what he does with his life (texts in the mornings to encourage him to attend class, taking the time to show that he has someone to emotionally support him while his mother "comes across as indifferent to his schooling") that he is being shown. It is likely a tremendous combination of both the emotional and academic support, which I think would help to shed light on some ways that reform efforts would be most effective. This piece indicates that a positive influence providing stability could bring just as much (or more) results than anything done to renovate efforts in front of a class of students (which, as Kennedy pointed out, frequently don't get implemented as reformers envision).
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    I think Nocera has some very valid points about why present-day school reform doesn't lead to more immediate changes. It seems as though reformers have been focused on important issues, but ones that are not attacking the problem. While socioeconomic status has been proven capable of overcoming obstacles, it does play a huge factor in the success of students. With that being said, simply attacking the teachers or the instruction isn't the answer either. As Nocera states, "Demonizing teachers for the failures of poor students, and pretending that reforming the schools is all that is needed, as the reformers tend to do, is both misguided and counterproductive." I absolutely agree.
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    Educational reforms are rarely about students and while they typically boast the mission of "student success" the majority of teachers and educators I have come into contact with feel a great disconnect between those enacting reforms and the needs they have in the classroom. One of Abraham Lincoln's strongest leadership principles was to "ciculate among the troops" however, it is a very rare event for central office leaders in a school district and the legislators that pass reforms actually set foot in a school much less engage with the teachers who are "on the front lines" in order to learn what the struggles are in today's educational environments.
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    I think while us (teachers) are wanting reformers to take a "walk in our shoes" with what goes on a day-to-day basis, we teachers have to stop and think no matter what we judge, or want to believe, we have no idea what goes on from the time our students leave in the afternoon until the time they come back the next day. This article goes to show that "yes," 80% of a student's learning comes from school, but then there is that 20% that needs to come from the home.
Jill Hamilton

ABCNews - What Makes Great Teachers - 02-26-2010.ASF - YouTube - 5 views

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    A very simple video about what makes teachers great
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    That video is a nice reminder that there really are a lot of GREAT teachers out there. A lot of our articles and especially Kennedy's book have focused a lot on the negatives, which makes sense since we are studying reform and the reasons we need change, but it is nice to see a very positive side as well. Thanks for sharing, Jill!
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    I agree with Leah. This is a video that is uplifting, especially in a time where teachers get the brunt of the negativity in education. It is so easy to only see the negative, and there is a reason for that. There is a problem with our reform. However, videos like this shed light on how teachers are doing what they should be doing. It reminds us that the hard work and dedication that goes hand in hand with teaching is still alive. I think it is easy to have a warped view of education. I get it. I sometimes get this way too, but the reminder of great teaching is always reassuring and appreciated. We can do it!
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    I feel like this video is very inspiring to show how teachers really have to think outside the box to make sure all students are "getting it" It is so important to catch the kids are are falling through the cracks. What I really enjoyed about this video is how creative these teachers were to reach their students and keep them excited about education. Kids get bored and therefore don't stay on task. Great video!
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    This was a simple, yet enjoyable video. I love it when great teachers make the national news. It seems like teachers only make the news these days when its a negative. I agree with Leah, in reading Kennedy's book we are being reminded of how much change the education system needs. Its nice to hear that some things we are doing work. I love it that these teachers showed the class when something they worked on didnt work. I think it is important to show students that we make mistakes too. I think this makes us more approachable to students.
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    What's this? A reformer going into a classroom? After reading Kennedy, I proposed that closing the gap between teachers and reformers could begin with reformers going into failing classrooms for a semester at a time before making any proposals. Although these classrooms are far from failing, the idea remains the same. Now reformers can take what they learn in thriving classrooms and apply it to the others.
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    Wow, awesome video! It is so refreshing to see that great teachers don't need to have Masters Degrees or many years of experience to be the best educators for our nation's students. I especially liked watching how much the students enjoyed learning. Making learning engaging and fun, as well as setting high expectations and following through with them are what, in my opinion, makes teachers "great." After reading Kennedy's book, it put a lot into perspective about how school reform will take place. While great teaching is not the only piece of the puzzle, it is that much more of a help.
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    I think the strongest piece of the video is setting strong goals or setting high expectations. In my experience as an educator and the principal of a successul "A" rated school, students will rise to the expectations we set for them.
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    To me this video just shows that matter what your qualifications are (highly qualified, effective, ineffective, etc) when you are truly listening to your students, you are a great teacher. Very refreshing. I needed this.
Edward Touloukian

Math reform in Chicago Schools - 3 views

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    This is an article about how some Chicago schools are using a math software to give students a more individualized curriculum that they can work through at their own pace. We piloted a similar type program at our school for our lower level math classess and it seems to work well for them.
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    The news release from Apangea Learning is pretty interesting, in that it highlights another method in which reforms are being implemented to improve student performance. I am curious to see how many more of these sorts of endeavors in recent years have been these kinds of public-private partnerships, where private organizations or companies have teamed with public schools to pilot new programming to improve students' efforts. The CEO's comment makes it seem that the model extended to Chicago was already one implemented and seeing success in other major cities across the U.S. I'd be curious to see if this is sort of a business model that the company is pursuing (focusing on partnerships with public schools in major cities).
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    This is interesting to me because it ties in technology to drive differentiated instruction for students. Makes me wonder if, as this becomes increasingly more popular, other subject matters will be handled in the same way?
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    Edward, I work in a district that switched from Apangea to an online, personalized instruction program called ALEKS ( http://www.aleks.com/ ). 6th through 8th grade teachers use this program as a supplement to their lessons. The students take a pretest to find out their strengths and weaknesses. The program will then create a pie that contains topics in which the students to more practice. Many teachers have students meet a topics goal. One teacher has used this program almost exclusively to teach math. The teacher that uses it almost exclusively float around the classroom assisting students as necessary. As you may think, it has been controversial among teachers in the building.
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    I JUST came from a math training today and it seemed very relevant to this article. My district is thinking of adopting EQUALS curriculum. EQUALS was also developed by the same company as ALEKS. My school is currently using ALEKS as a math intervention for 4th-5th resource students. They love this computer program because it can be very individualized to meet kids' needs. EQUALS uses this same notion with their math curriculum. Many demos and videos were shown of students with moderate and severe disabilities and took place in an urban setting. These students faced many challenges but the curriculum was leveled and differentiated for every student. A teacher testimony revealed that her student's abilities were originally misjudged until this program. She was an ENL student and the math program help prove her math knowledge was a lot higher than perceived. I think this shows how important curriculum, design, and instruction is!
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    This sounds like a very promising and exciting program. It combines two very relevant topics to our current day and age and those are math and technology. It's also a very creative way to tailor education to each student, and hopefully, students would find it as entertaining or fun as playing a game on the computer.
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    Our school also uses ALEKS. I like it a lot as a supplement to the classroom. It helps differentiate instruction and allows students to work on the skills that they need. I become nervous, however, when classrooms use this exclusively and completely take the teacher out of the equation. Students can learn very easily how to manipulate programs in order to rush through them with very little knowledge gained.
Julie Chambers

Suburban Schools Are Getting the Urban Experience - Finding Common Ground - Education Week - 7 views

  • Students walk in shaped by their parents' ideas and school is a place where those ideas converge. Given the right circumstances, schools can be a great experience for students.
  • Many would agree that schools need to change, but the present situation is forcing schools to change for the worse, not the better. Public schools are in the midst of a perfect storm.
  • During a time when one big initiative would be a lot for schools, many are the middle of three. Those three are adopting the Common Core State Standards, teacher and administrator evaluation and budget cuts. All three together could have devastating effects on the public school system and we seem to be surrounded by people who really don't care.
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  • As the political game is controlling the education students receive, it is time for suburban, urban and rural teachers, parents and administrators to show that they are the true lobbyists for children.
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    This article highlights some of the changes that suburban schools are just now facing, that urban schools have been facing for years. 
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    It's interesting to see how these suburban schools are handling what urban schools have been dealing with for many years. Residency has always been a huge issue where I teach. Students who live in the district move out, and continue to attend the same school without any type of notification to the teacher or school. In so many cases it is not discovered until there is a problem with a student's attendance.
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    Interesting article. It's a good debate. It is frustrating to see schools who have everything: 4 star rating, award winning sports, academics, and music teams, and all the best equipment, while others have holes in the ceiling and technology that is severly outdated. Is it fair, however, to take some of these things away from them in order to level the playing field? To stop having great and less than great schools and make them all equally mediocre.
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    The first paragraph in this article touches on "teachable moments". This was a key point that I disagreed with in Kennedy's book. She wrote so much about how distractions in the school setting take away from their learning time. That the time we have students should be focused completely on the academic content. Her stance doesn't take in account the valuable "teachable moment" times-sometimes the content instruction needs to stop in order to address an issue that just pops up. Our students are still learning from these moments, even though they are not tested over them.
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    "If you ever take the time to get on Twitter and see some of the comments going back and forth between educators, consultants and educational historians, you will notice that they are at their breaking point, which if done right can lead to a better place." In my most optimistic moments, I like to believe that all the chaos and change in education will eventually work out for the best. I like to believe that even though I disagree with most of the political discourse, there are too many good people in and around schools working too hard for us not to eventually be in "a better place".
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    Brain, I wish I could "like" your comment! I have the same thought and hope for education as well. So many people want to make schools better for students and are working towards that goal; unfortunately, it seems like most of them are working against each other (reformers, government, teachers, administration, etc.). I just have to think that everyone will eventually figure out what is best for the students and start working together...
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    I thought the first section you highlighted about kids and their parents perceptions is valuable. It is a 2 way street between home and school and it has to be united for student success. If parents are not supportive and can not help their students, clearly there is going to be decrease in student performance. I think families are the most important relationship to establish. There are so many different groups that need to come together in order to fix this crisis...the thought seems difficult...almost impossible.
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    One point that I thought Kennedy left out of her arguments was parent support. Oftentimes, students are coming to schools with their parents' view of school, both positive and negative. If parents had trouble in school or have negative feelings toward schooling, they are less likely to be positive about it with their kids. The amount of support at home can make or break a student. Furthermore, reforms can come and go, but parent support is often the determining factor of success. This trend may begin to exemplify that notion as both urban and suburban schools face the same issues. I will be interested to see if the parents of the students in suburban schools are much more supportive and the difference that will make when the playing field is evened.
kdamiano

Not on the test - 3 views

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    I am sure most of you have already seen this video. Although it does not make the distinction between urban schools or suburban schools, it is one of those videos that is funny because it is sadly so true. It focuses on testing, and well, I will let the video speak for itself.
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    I hadn't seen this before. It is funny yet sad. "When thinking's not on the test"...
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    That's pretty creative. Beyond the catchy lyrics, the video displays plenty of kids/students. Throughout all the scenes or clips in the video, the only ones who are smiling are the kids who are mimicking the arguing politicians. All the students in the classroom setting have stern looks on their faces. One of the many messages filtering through is that we've lost the "learning is fun" idea that we at least used to try to sell to young ones. Now, it's high stakes "learning" at a very young age. Thanks for posting this one Krystal.
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    I had never seen this before! Thanks for sharing. These lyrics caught my attention the most: "Remember your teachers, their jobs are at stake. Your score is their score, but don't get all stressed. They never teach anything not on the test." This reinforces my beliefs that teacher evaluations should not be based solely on student performance. For older students that may be aware if that were the case, I can picture some being so stressed because they really like the teacher, and I can picture some taking advantage of a way to get back at a teacher they don't like.
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    Love it! Scary, yet true. Arts are so important. In high school especially, these are the classes where students build the best relationships with the teacher. These relationship are so importnat and when the pressure is off because the students are in a class they enjoy then they are open to conversation with the teacher. Sometimes students just need someone to listen.
Jordan Perry

Big Study Links Good Teachers to Lasting Gain - NYTimes.com - 2 views

  • Elementary- and middle-school teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ lives beyond academics, including lower teenage-pregnancy rates and greater college matriculation and adult earnings,
  • “That test scores help you get more education, and that more education has an earnings effect
  • metrics hold teachers accountable and can help improve the educational outcomes of millions of children.
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  • Critics particularly point to the high margin of error with many value-added ratings, noting that they tend to bounce around for a given teacher from year to year and class to class. But looking at an individual’s value-added score for three or four classes, the researchers found that some consistently outperformed their peers.
  • a student with one excellent teacher for one year between fourth and eighth grade would gain $4,600 in lifetime income
  • The student with the excellent teacher would also be 0.5 percent more likely to attend college.
  • Replacing a poor teacher with an average one would raise a single classroom’s lifetime earnings by about $266,000
  • But controlling for numerous factors, including students’ backgrounds, the researchers found that the value-added scores consistently identified some teachers as better than others, even if individual teachers’ value-added scores varied from year to year.
  • the effect of a good teacher mostly fades after three or four years. But the broader view showed that the students still benefit for years to come.
  • “The message is to fire people sooner rather than later,”
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    This article discusses how teachers who work to improve students test scores are leaving a lasting impression on their students. The more education they are getting by "good teachers" increases the students chances of succeeding. Teachers are working to improve these students test scores and while they are doing this the students are learning more than just what is needed to pass the tests. Schools need better teachers to help students in the long run.
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    I think it makes sense that "good" or "excellent" teachers are able to leave such lasting impressions on students well into adulthood, however, I'd be interested in seeing exactly how this study was conducted (sample size, research design, ethical considerations, etc.). I just finished a research methodology course so these types of studies really make me stop and think now. There is no denying that all children should have "good" teachers, but I don't think test scores are always an accurate measure of a teacher or even a student for that matter. For example, a school may have 4 second grade classrooms--3 of the classes are inclusion classrooms while the fourth class has the middle range and higher-level students; I don't know how it could be fair to compare the test scores or teachers in this situation. I feel that there has to be a better and more accurate way to determine whether or not a teacher is doing a "good" job.
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    "Mr. Jones might regularly help raise test scores more than Ms. Smith, but maybe that is because his students are from wealthier families, or because he has a harder-working class - factors that can be difficult for researchers to discern. " This quote stood out to me because it is similar to the argument against merit based pay for teachers in Indiana. We all know that students come to us with an array of prior knowledge, much of which is based on previous experiences and their environment. However, all students are capable of academic growth. What's the harm in evaluating teachers based on the growth their students made during the school year?
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    I knew I want to be a teacher since fourth and fifth grade when I had Mr. Cearfoss. He was one of those effective teachers who changed my life by making me feel successful on a daily basis and believe that I could be successful on a daily basis if I saw value in everything I did. Kind of deep for a fourth and fifth grade teacher, but I remember him attending my baseball games late in the evenings and calling home when he thought I was slacking. He made it clear to me, and the rest of the students, that while he cared about our education in his classroom, he cared even more that we used our education to make the right decisions in our lives after we left his classroom. The average effect of one teacher on a single student is modest. I did not find it surprising that, according to the article, "All else equal, a student with one excellent teacher for one year between fourth and eighth grade would gain $4,600 in lifetime income, compared to a student of similar demographics who has an average teacher. The student with the excellent teacher would also be 0.5 percent more likely to attend college." This is the power that vested, compassionate teachers can have on a student's life. While some of my students will say they like me and others will say the exact opposite, all my students would say that I care about them and care about their success. When a student feels that a person, especially a teacher, cares and believes in them, that student will strive to retain that faith others have in him/her.
Jill Hamilton

Urban Schools Aiming Higher Than Diploma - New York Times - 6 views

    • Jill Hamilton
       
      When a school doesn't offer AP classes, it's saying that there's no one there smart enough to take one. What does that communicate to students?
    • Jill Hamilton
       
      I think it's important that we don't BEGIN the process of talking to students about college when they're in high school. It has to start much earlier. It has to be something they see themselves doing for a long time.
    • Jill Hamilton
       
      When schools are "tracking" students, do these figures linger in the back of their minds? Do they lead to a type of educational racial profiling?
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    • Jill Hamilton
       
      My parents read over my college essays, and they encouraged me to have my teachers read over them, too. They didn't go to college, but they knew how to get me moving in the right direction. We can't assume that all parents have those skills, and we, as educators, might need to fill in the gaps.
    • Jill Hamilton
       
      That's a really familiar refrain amongst the parents of my ESL students! :)
    • Jill Hamilton
       
      Here's an Indianapolis non-profit that does this! http://www.youtube.com/watch?v=G-S5VteR36U
  • college tours for students as early as seventh grade
  • Fewer than 18 percent of African-Americans and just 11 percent of Hispanics earn a bachelor’s degree, compared with almost a third of whites, ages 25 to 29
  • opportunity to take college courses for credit, to devoting senior English classes to writing college application essays, and holding parties to celebrate students who complete them.
  • Advanced Placement classes to every high school,
  • “Parents are coming home every day and saying, ‘I’m working and sacrificing so that you can do better than me,’ ”
  • We believe that every kid can learn at a high level and that college is for every child.”
  • freshman
  • nonprofit programs where they get extra help with tutoring, and with their college applications.
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    Jill, I really enjoyed this article! It is an interesting perspective for me, an elementary teacher, who never gets a chance to witness the great things that are being done at the high school level. Like you, I think it's truly important for higher education discussions to begin earlier than high school...the earlier, the better. Students need to have the mentality that they CAN and WILL go to college because it is their educational right, despite any hardships they may have to face. Building excitement in school based on school spirit days (Represent Your Alma Mater Day) or field trips to see what is available can instill the excitement and motivation of higher education. Thanks for sharing!
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    I agree that talking about going to college needs to start much earlier. I teach second grade and I discuss with my students what college and why it is important. Students need to understand that they can all have they opportunity to attended and that it is an exciting thing!
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    I also enjoyed this article as it connects very well to the YouTube video I found last week--the video profiled a set of charter schools in California that emphasized and pushed "college for certain" upon its students. They begin in kindergarten by teaching students the importance of a college education and even have each classroom named after a college or university. They also take one day a week where every student and staff member wears college attire (they are normally in uniforms). I think it is very interesting to see the type of impact this practice can have in urban schools.
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    I work for an urban summer enrichment program for grades 1-6, and we take a field trip each of the six weeks we meet. One of them is always to a college campus, and we try to do a lot of build-up and reflection around that trip.
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    Wow! Jill what a great program to be a part of. How do your students react to this experience? Are they open to asking questions? Do they show genuine interest and intrigue? Also, I agree that there needs to be a "YES I CAN" attitude. This takes more than just a teacher though. It takes a the school as a community to instill these ideas into students. By teaching students the possibilities and starting their intrigue in higher education earlier, I think there can be a change in mind-set. At the high school level, I see many of my ELL students doubt their abilities or chances of attending college, so they never allow that dream to come into their minds. With the right encouragement and guidance, this can change.
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    Great article Jill. Pike started a really neat college initiative this year that involved the elementary, middle and high schools. It involved teachers discussing colleges during academic advisory times, decorating classrooms and wearing college gear on certain days. Although I do not have college bound students in my classroom, we still decorated my door and I had several students come in my classroom asking about IU. I was able to share my experience with them. This initiative was able to provide students with a chance to talk with teachers about real life experiences. I don't know what they were doing at the elementary level, but I would be interested to see what activities took place, as I think early exposure is necessary. It would be worthwhile to also have parents involved at an early age, especially for students whose parents did not attend college.
Sarah Livengood

If Schools Are Broken, What Is the Solution? Answer: Urban School Reform-WRONG! - 18 views

"An urban portfolio of choices is sensible policy when you are uncertain which ways are best to get low-income children to learn and achieve in school." Deborah Meier would agree that choices are ...

kdamiano

Crisis & Hope: Transforming America 's Urban Schools « NJSACC Afterschool FLASH - 2 views

shared by kdamiano on 16 May 12 - No Cached
    • kdamiano
       
      This is so true, and yet, it is the most overlooked fact. The saying, "The rich get rich, and the poor get poorer" is so prevalent when it comes to gaining education. It seems like the more we try to apply standards and accountability, the more we continue to tell disadvantaged students that we believe their future is failure. 
  • In social terms, many of these young people constitute a dependency class overrepresented in prison populations, welfare rolls, broken households and homeless shelters. At the same time, the vast investment of tax dollars in education with seemingly minimal return strains the nation’s collective purse strings at a time of severe economic dislocation.
    • kdamiano
       
      If we know this, why are we not doing more about this!? Is anyone else baffled by the chaos that continues to ensue and the little "we" do to stop it. There needs to more. There need to be more people willing to fight and be the voice for these students. 
    • kdamiano
       
      Standardized tests only contribute to their demise and downfall. 
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    The article brings up a good point about all the different efforts and fads. While on the one hand it's commendable that a number of initiatives are attempted to improve student learning and students' experiences (and they all likely have various degrees of success), this does beg the question of how much might be TOO much. For instance, if multiple efforts are piloted within a school district, how long is it before there is pressure at other schools to adopt one model that shows promise? If there is struggle with one pilot program, how long does it take before there is pressure to abandon it in favor of another endeavor? There are a variety of questions that can come up, and it can just add to the layers of complications that students and educators face. With the world of standardized testing, deadlines and results-based outcomes, I think there are times that certain initiatives may be hindered simply by the pressures of a certain expectation of immediate results that fail to fully take into account the students and educators properly.
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    I can only imagine what it must feel like to take those standardized tests over and over...failing everytime. No wonder students are giving up. Why do we need to put so much stock in standardized tests? Still our government is throwing more and more money into making these tests more technological...is that really going to make a difference?
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    Austin and Jenn- The immediacy for results is true. We are a nation of we want it fast, and we want it now; however, this is not possible nor is it reliable. The need for answers only causes stress and irritability in our school systems. Sadly, the pressure to perform on tests and other assessments negates students overall comprehension and engagement within a class. It also limits a teachers ability to teach. It is complicated. I do not think there is one answer. I don't think there is an easy answer. However, I do think that there needs to be a bigger fight for students. It is my belief that this fight starts with eliminating the presence of instant failure, otherwise known as standardized tests.
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    I have spent many of my research classes studying the effect positive parenting has on education. With all of the fad ideas that have come and gone, reaching parents has been an initiative that has made a significant difference. Now we come to the dilemma. Unfortunately, we can't control what happens to the students away from our care, so how can we replicate the same results? I have no doubt that reformers will continue coming up with new ideas to try.
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