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Teachers Without Borders

Reflective Practice and Inquiry in Professional Development for Online Teaching - 3 views

jolt.merlot.org/...eliason_0610.htm

online_learning assessment teacher development reflection reflective practice

shared by Teachers Without Borders on 17 Jun 10 - Cached
  • Teachers Without Borders on 17 Jun 10
     
    This article is a resource for those new to online professional development. It describes professional development training for faculty preparing to teach online. The primary focus of the training is on pedagogical rather than technical skills. This focus is central for encouraging reflection and inquiry to improve teaching practices. The discussion and summary of results provide an overview of the training and evidence of reflection and inquiry. Keywords: Faculty development, online teaching and learning, assessment, student-centered learning, constructivism
Emily Vickery

Assessment Cyberguide for Learning Goals and Outcomes - 0 views

www.apa.org/new_blooms.html

assessment blooms

shared by Emily Vickery on 15 Nov 08 - Cached
  • Using the New Bloom's Taxonomy to Design Meaningful Learning Assessments Kevin Smythe & Jane Halonen
Emily Vickery

Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

bloom assessment

shared by Emily Vickery on 15 Nov 08 - Cached
  • During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.
Teachers Without Borders

New York Regents May Expand Ways to Certify Teachers - NYTimes.com - 1 views

www.nytimes.com/...16teach.html

pd teacher education certification

shared by Teachers Without Borders on 16 Nov 09 - Cached
  • The State Board of Regents will consider letting alternative teacher training programs certify teachers, expanding the role that for decades has been exclusively performed by education schools
  • Another would change the requirements for teacher certification, like having more difficult content exams and classroom demonstrations.
  • While New York has had some alternative certification programs in place for years, like Teach for America and New York City Teaching Fellows, students are still required to take classes at education schools during the summer, nights and weekends to earn a teaching certificate.
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  • Arne Duncan said that schools should focus more on hands-on classroom work, similar to medical residencies that aspiring doctors must complete.
  • “Upwards of 90 percent of teachers pass the test for certification, they go on to course work and very, very few don’t make it through,” Dr. Steiner said. “I don’t think anybody thinks that’s the right model. It’s very focused on course work and the quality is varied.” The idea, he said, is to focus the core of preparation on practice teaching.
  • “It enables us to have a complete paradigm shift, where we go from passive learned knowledge that is received from a university to active absorbed knowledge that is seen and experienced in the classroom,” he said.
  • William J. Baldwin, the vice provost at Teachers College, said that in expanding the certification process, the state would be treating teaching as something to be trained for, rather than a sophisticated profession.
  • The commissioner is also proposing to develop a new assessment for professional certification, which teachers receive after at least three years in the classroom. The new assessment could also include a way to measure teacher effectiveness based on student test scores.
Teachers Without Borders

Standardized Test Scores Can Improve When Kids Told They Can Fail, Study Finds - 1 views

www.huffingtonpost.com/...s-can-improve-w_n_1343020.html

teacher development bestpractices Math activities classroom teaching assessment formative_assessment

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • As it turns out, Alcala's students aren't the only ones who can benefit from exercises like "my favorite no." A new study by two French researchers published in the Journal of Psychology: General shows how telling students that failure is a natural element of learning -- instead of pressuring them to succeed -- may increase their academic performance.
  • "We wanted to show that even if you put children in a situation where there's no pressure, the simple fact that they're confronted with difficulty could trigger a disruption in their performance."
  • To verify this hypothesis, Croizet and Autin conducted three studies among sixth graders in their city, Poitiers. In one experiment, they gave 111 sixth graders an impossible set of anagrams to solve. Then Autin told one group of kids that "learning is difficult and failure is common," but hard work will help, "like riding a bicycle." Autin asked a second group of kids how they attacked the problems after the test. When both groups, plus a control group, then took an exam that measured working memory -- a capacity often used to predict IQ -- the students Autin had counseled performed "significantly better" than both groups, especially on the tougher questions.
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  • He noted that similar studies in the U.S. have found that college students perform better after reading positive messages, and that he replicated the experiment by having older students tell younger students that they should "expect middle school to be difficult but doable" -- and found that state test scores increased dramatically.
  • The researchers also found that test relaxation techniques that seem obvious to most teachers, such as telling students that they can perform well, can actually make kids more anxious -- and thus perform at lower levels. "It makes sense to me," Alcala, the Berkeley teacher, said of the study. "I've been doing it [my favorite no] for four years now, and my kids' understanding is significantly better than before, as measured by test scores."
Teachers Without Borders

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professional_development teacher professional development report teacher education

shared by Teachers Without Borders on 13 Feb 09 - Cached
  • United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work
  • Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
  • embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
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  • the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
  • Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,”
  • “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”
  • U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.
  • Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts
  • Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad
  • Teachers are not getting adequate training in teaching special education or limited English proficient students
  • United States is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities. Those opportunities allow teachers to work together on instructional planning, learn from one another through mentoring or peer coaching, conduct research on the outcomes of classroom practices, and collectively guide curriculum, assessment, and professional learning decisions
  • other nations provide: • Extensive opportunities for formal and informal in-service development. • Time for professional learning and collaboration built into teachers’ work hours. • Professional development activities that are ongoing and embedded in teachers’ contexts. • School governance structures that support the involvement of teachers in decisions regarding curriculum and instructional practice. • Teacher induction programs for new teachers that include release time for new teachers and mentors, and formal training of mentors.
  • U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation
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