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Keri-Lee Beasley

Using iPad in Maths - 1 views

ideferrers.com/ivity-and-student-explanations

critical_thinking technology iPad mathematics

shared by Keri-Lee Beasley on 01 Mar 15 - No Cached
  • Keri-Lee Beasley on 01 Mar 15
     
    There is an argument for creating videos as a means of engagement, as an approach involving doing something a little different; something that will hopefully result in a higher likelihood of it being committed to long term memory. These are additional benefits. The real value in these tasks is their requirement for genuine higher order thinking skills, and the resulting assessment of student understanding that can be used in a meaningful way.
Jeffrey Plaman

http://www.getontract.com/ - 0 views

www.getontract.com

data dashboard assessment tool

shared by Jeffrey Plaman on 11 Dec 12 - No Cached
  • Jeffrey Plaman on 11 Dec 12
     
    Ontract is Real-time Analytics for Education. We connect and analyze school data to provide educators with powerful analytics, metrics and tools.
Sean McHugh

http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf - 0 views

myweb.fsu.edu/...GLA%20Dirk%20chapter.pdf

assessment formative gaming games technology professional_development

shared by Sean McHugh on 19 Mar 13 - No Cached
  • Sean McHugh on 19 Mar 13
     
    ... most schools in the U.S. are not adequately  preparing kids for success in the twenty- first century (e.g., Partnership for 21st Century Skills, 2006 ) . Learning in school is still heavily geared toward the acquisition of content within a teacher-centered model, with instruction too often abstract and decontextualized and thus not suitable for this age of complexity and interconnectedness.
Jeffrey Plaman

Infuselearning - 0 views

www.infuselearning.com

assessment tool formative

shared by Jeffrey Plaman on 29 Oct 12 - Cached
  • Jeffrey Plaman on 29 Oct 12
     
    Similar to Socrative as a tool for student response collection, but allows you to use images and video in the questions and allows students to draw and annotate in their answers.
Jeffrey Plaman

Give A Kid A Blog | Intrepid Teacher - 2 views

www.jabizraisdana.com/...give-a-kid-a-blog

blogs literacy technology eportfolio eportfolios portfolio assessment social comment

shared by Jeffrey Plaman on 22 Mar 12 - No Cached
  • I wish her grandparents could watch this, I wish I wasn’t watching it now at this conference, I wish I could have seen this unfold throughout the year and not all presented in one package, I wish I could interact with it and leave comments. I wish others– family friends etc…could also interact with it. You guessed it, I wished this portion of the conference was on a blog, and that I had had access to it months earlier.
Katie Day

Caught red-handed: IB boss plagiarising - News - TES Connect - 0 views

www.tes.co.uk/article.aspx

plagiarism ibo

shared by Katie Day on 21 Sep 10 - No Cached
  • Jeffrey Beard, the head of one of the world's most respected assessment organisations - the International Baccalaureate (IB) - has been caught red-handed passing off someone else's work as his own.The Geneva-based director general of the IB has been publicly named and shamed by an American academic institution where he made a speech that it has discovered "was not original work".Mr Beard gave a talk on "Education for a Better World" last month at the Chautauqua Institution in New York State.
  • It appears that Mr Beard broke one of the golden rules of cheating - if you're going to do it don't be too obvious. In using material from Sir Ken, he picked on a world-renowned US-based British educationalist who has had one of his talks viewed more than 1.5 million times on the internet."Mr Beard neglected to cite his source or reveal the quotations for what they were. Yesterday's speech was not original work," the statement continued.The IB's own guide for schools on academic honesty defines plagiarism as "the representation of the ideas or work of another person as the candidate's own".
  • This week an IB spokeswoman said: "On reflection, Mr Beard thinks that he could have been more explicit about the sources and authors that inspired him for the content of this speech."She said he had drawn from "a number of sources", including Sir Ken Robinson, but "it was never Mr Beard's intent to imply that the ideas were his alone"."If this had not been a speech, but a scholarly or academic paper, he would have made a complete list of all references available," she said.The Chautauqua Institution was not impressed and has withdrawn the speech from its website and bookshop. Its statement ends: "Mr Beard's behavior in this matter is not characteristic of the work done here at Chautauqua and violates the expectations you should have for that work. We acknowledge to you our genuine disappointment in this event."
  • Katie Day on 21 Sep 10
     
    The head of the IBO has been caught not attributing ideas in a speech which came from Sir Ken Robinson... and has been reprimanded.... Interesting example to show students.
Katie Day

Daily Walkthroughs with GoogleApps and the iPad - Practical Theory - 0 views

practicaltheory.org/...index.php

teachers principals assessment ipad google_apps

shared by Katie Day on 08 Oct 10 - No Cached
  • One of the mandates for high school principals in the School District of Philadelphia is to give more frequent written feedback to teachers based on the teaching and learning we see on a daily basis on our walk-throughs. It is one of those mandates that is pretty much indefensible in theory, but the devil, as always, is in the details. For me, the trick is to create a way to give teachers feedback that is useful, as observational and non-judgemental as possible, easy to manage, both for teachers and me, and something that can be more than just sheets of paper that are put into a binder and then forgotten about. So I am going to be using my iPad and a GoogleForm (and Spreadsheet) to get feedback to teachers quickly and (hopefully) wisely and well.
Katie Day

The End of Education Is the Dawn of Learning | Stephen Heppel interview | Co.Design - 0 views

www.fastcodesign.com/...cation-is-the-dawn-of-learning

teaching schools future 21stcenturylearning

shared by Katie Day on 18 Oct 10 - No Cached
  • I have a simple rule of three for third millennium learning spaces: • No more than three walls so that there is never full enclosure and the space is multifaceted rather than just open. • No fewer than three points of focus so that the "stand-and-deliver" model gives way to increasingly varied groups learning and presenting together (which by the way requires a radical rethinking of furniture). • Ability to accommodate three teachers/adults with their children. The old standard size of about 30 students in a box robbed children of so many effective practices; these larger spaces allow for better alternatives.
  • Schools are full of things that our descendants will look back on and laugh out loud at: ringing a bell and expecting 1,000 teenagers to be simultaneously hungry; putting 25 children together in a box because they were born between two Septembers; assessing children based on how well they work alone; and so on.
Katie Day

My vision for history in schools | Simon Schama | Education | The Guardian - 0 views

www.guardian.co.uk/...future-history-schools

education history teaching uk

shared by Katie Day on 05 Dec 10 - No Cached
  • once he realised – or was made to realise – how much more work it would take both for his pupils and himself to satisfy the time-lords of assessment, "I collapsed back on Hitler and the Henries."
  • My own anecdotal evidence suggests that right across the secondary school system our children are being short-changed of the patrimony of their story, which is to say the lineaments of the whole story, for there can be no true history that refuses to span the arc, no coherence without chronology.
  • A pedagogy that denies that completeness to children fatally misunderstands the psychology of their receptiveness, patronises their capacity for wanting the epic of long time; the hunger for plenitude. Everything we know about their reading habits – from Harry Potter to The Amber Spyglass and Lord of the Rings suggests exactly the opposite. But they are fiction, you howl? Well, make history – so often more astounding than fiction – just as gripping; reinvent the art and science of storytelling in the classroom and you will hook your students just as tightly. It is, after all, the glory of our historical tradition – again, a legacy from antiquity – that storytelling is not the alternative to debate but its necessary condition.
Keri-Lee Beasley

Classroom Walkthrough - iPad and MacBook Template | Database Templates For Bento | Bent... - 0 views

solutions.filemaker.com/...detail.jsp

ipad classroom walkthrough assessment looking4learning template bento technology professional_development

shared by Keri-Lee Beasley on 26 Jan 11 - No Cached
  • Keri-Lee Beasley on 26 Jan 11
     
    This template was made by Tyler Sherwood, principal of Chatsworth East: With so many expensive classroom walkthrough software solutions, I decided to make something simple and easy to use for my own school. I can use this to get in and out in under 10 minutes (walkthroughs are intended to be 3-5).
Katie Day

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 1 views

chronicle.com/...128789

attention teaching differentiation assessment digital

shared by Katie Day on 26 Aug 11 - No Cached
  • We used a method that I call "collaboration by difference." Collaboration by difference is an antidote to attention blindness. It signifies that the complex and interconnected problems of our time cannot be solved by anyone alone, and that those who think they can act in an entirely focused, solitary fashion are undoubtedly missing the main point that is right there in front of them, thumping its chest and staring them in the face. Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction. It always seems more cumbersome in the short run to seek out divergent and even quirky opinions, but it turns out to be efficient in the end and necessary for success if one seeks an outcome that is unexpected and sustainable. That's what I was aiming for.
  • had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse. There was still a lot of criticism about the lack of peer review in Wikipedia entries, and some professors were banning Wikipedia use in the classroom. I didn't understand that. Wikipedia is an educator's fantasy, all the world's knowledge shared voluntarily and free in a format theoretically available to all, and which anyone can edit. Instead of banning it, I challenged my students to use their knowledge to make Wikipedia better. All conceded that it had turned out to be much harder to get their work to "stick" on Wikipedia than it was to write a traditional term paper.
  • Katie Day on 26 Aug 11
     
    Cathy N. Davidson on experiments at Duke University in instigating digital devices and teaching ..... what the students learned and what she learned....
Katie Day

New site tracks science misconceptions in middle/high school students - 0 views

www.scientificamerican.com/...post.cfm

science literacy teacher_resources assessment

shared by Katie Day on 21 Apr 11 - No Cached
  • Katie Day on 21 Apr 11
     
    The American Association for the Advancement of Science's Project 2061 (an imitative to improve science, math and technology literacy) -- "A new Web site is taking aim at this challenge, providing educators with quick lists of scientific statements broken down by subject matter, highlighting concepts that tend to be misunderstood by students.... The site (which is accessible after free registration) also provides teachers with some 600 multiple choice questions for tests that could help pinpoint conceptual sticking points. Multiple-choice tests have drawn criticism for being too reductive, and DeBoer acknowledges that "too often test questions are not linked explicitly to the ideas and skills that the students are expected to learn." So to figure out just what kids know-or think they know-researchers involved in the seven-year-long project tested more than 150,000 students in some 1,000 classrooms and conducted interviews with many of them to try to figure out how well the questions were getting at the underlying understandings."
Sean McHugh

Learning Through Reflection - 1 views

www.ascd.org/...arning-Through-Reflection.aspx

reflection learning self-assessment

shared by Sean McHugh on 31 Oct 14 - No Cached
  • A defining condition of being human is that we have to understand the meaning of our experience
  • we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection
  • Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
  • ...14 more annotations...
  • Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I (or we) learned from doing this activity?"
  • The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it,
  • Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
  • in written and oral form
  • To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
  • and journals
  • Habits of Mind
  • ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations
  • the quality of students' reflections changes as children develop their reading and writing skills. When kindergartners were asked to reflect orally, they gave rich descriptions of their work. But as they developed their writing ability and were encouraged to write their own reflections, the reflections became less descriptive. This change puzzled the teachers until they realized that students are more concerned about spelling, punctuation, and other aspects of editing when they first learn to write. Because students do not have a great deal of fluency with their writing, they are more limited in what they describe. In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily.
  • stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best." Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?"
  • Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience.
  • Students might collect work throughout the year as part of a portfolio process. Every quarter they can review the work in their collection folders and choose one or two pieces to enter into their portfolio. When they make those choices, they can take the opportunity to reflect on the reasons for their choices and to set goals for their next quarter's work.
  • superficial to in-depth reflections. Indicators of in-depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.
  • Sentence Stems Sentence stems can stimulate reflections. Use them in conferences (where reflection can be modeled), or put them on a sheet for students who choose writing to jump-start their reflections. Here are examples of possible sentence stems: I selected this piece of writing because … What really surprised me about this piece of writing was … When I look at my other pieces of writing, this piece is different because … What makes this piece of writing strong is my use of … Here is one example from my writing to show you what I mean. What I want to really work on to make my writing better for a reader is …
Keri-Lee Beasley

Rubric CreatorTeach with Video.com - 3 views

www.teachwithvideo.com/movie-rubrics

video rubric assessment howto stevekatz

shared by Keri-Lee Beasley on 02 Feb 14 - No Cached
  • Keri-Lee Beasley on 02 Feb 14
     
    Rubric creator for those looking to make rubrics for student videos, made by our good friend Steve Katz!
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