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Eric Calvert

Author: 'iGeneration' requires a different approach to instruction | eSchoolNews.com - 0 views

www.eschoolnews.com/...ferent-approach-to-instruction

middle school iGeneration Rosen generation gap

shared by Eric Calvert on 01 Mar 11 - Cached
  • Today’s middle and high school students learn much differently from students just a few years older—and that’s mainly because they’ve never known a world without the internet or cell phones, says psychology professor and author Larry D. Rosen, whose research could give educators valuable insights into the needs of today’s learners.
  • Rosen said teenagers’ desire for individualized experiences is something they expect will carry over into their education.
  • Rosen agreed that iGeners are constantly connected to their mobile devices. He noted that iGeneration students don’t look at the technology as a tool, the way it’s viewed by older generations—even the so-called Millennial generation that preceded today’s teens—but as an expectation. And this affects the way these students learn.
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  • “If we look at kids who spend their entire day online multitasking, in many ways teachers are still asking them to learn one task at a time and in an old-fashioned way,” he said.
  • Andy Petroski, director of the Learning Technologies Master of Science program at Harrisburg University of Science and Technology in Pennsylvania, said engagement is a key to connecting with today’s students. “These kids are highly engaged and active in their personal world. Traditional school is so far on the other end of the spectrum for them,” he said. “More than any other generation, they are pleading, ‘Engage me,’ … because to sit and listen and do one thing for long periods is so foreign to their daily lives.”
Eric Calvert

The Answer Sheet - How to help African-American males in school: Treat them like gifted... - 0 views

voices.washingtonpost.com/...o-help-african-american-m.html

gifted remediation african-american

shared by Eric Calvert on 01 Mar 11 - No Cached
  • I wanted to cry when I read about the recent widely publicized report from the Council of Great City Schools about the underachievement of African-American males in our schools. Its findings bear repeating: African-American boys drop out at nearly twice the rate of white boys; their SAT scores are on average 104 points lower; and black men represented just 5 percent of college students in 2008.
  • Driven by the intense focus on accountability, schools and teachers used standardized test scores to help identify and address student weaknesses. Over time, these deficits began to define far too many students so that all we saw were their deficits – particularly for African-American males. As a result, we began losing sight of these young boys’ gifts and, as a consequence, stifled their talents.
  • We need to shift from remediation focused on weaknesses to mediation that develops strengths.
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  • Finally, students must be enabled to be more active in their own education. Schools should give students opportunities to participate in teachers’ professional development aimed at enriching curriculum, improving teaching and expanding the range of materials students create.
  • In this way, student strengths will be illuminated. Teachers will get meaningful feedback on their instruction. Numerous ideas for creative classroom activities will be generated, and new bonds between teachers and students will develop. We must embrace a new approach to African-American males that focuses less on what they aren’t doing and builds on what they can and want to do as the path to improving their academic performance.
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