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Deron Durflinger

Are You Ready for Common Core Math? | District Administration Magazine - 0 views

www.districtadministration.com/...are-you-ready-common-core-math

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shared by Deron Durflinger on 02 Mar 12 - No Cached
  • Sovde, a former mathematics teacher and principal in the Bellevue (Wash.) Public Schools, says one of the tests PARCC is developing is a diagnostic assessment for the start of the year. He declares about the optional test, “If I were a district administrator, I would be jumping all over it, because it’s going to give you a good handle right up front about where your kids are.” All the new assessments will measure the abilities of students to solve problems, think conceptually, reason mathematically, and demonstrate more skills than rote memorization. “That’s going to be a shift, a different way of doing business,” says Sovde. The final, end-of-year summative assessment will require students to use computers or handheld devices to solve problems or think about mathematical issues. “It won’t be just a paper-and-pencil test put on a screen,” Sovde explains.
  • SBAC will ask students tailored questions based on their previous answers. It will continue to use one end-of-year test for accountability purposes but will create a series of interim tests to inform students, parents and teachers about whether students are on track.
  • more deeply than assessments do now into what students are learning in math and how they are learning it. “I think we’ll see some questions that apply to real-world settings, and I wouldn’t be surprised if students have to describe in writing how they got an answer rather than just filling in a blank with it
  • ...4 more annotations...
  • questions students are asked will be delivered online and answered online instead of on paper.
  • The assessments will test students on practices such as making sense of problems, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling with mathematics, using appropriate tools strategically, communicating precisely, and looking for and making use of structure.
  • “Students will be assessed on extended problem-solving and performance tasks and will need to show their reasoning
  • “need to help teachers implement the Standards for Mathematical Practice and connect them to math content. That is a big change for them.”
Shannon McClintock Miller

Five Reasons Why YouTube Rocks the Classroom | MindShift - 0 views

mindshift.kqed.org/...hy-youtube-rocks-the-classroom

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shared by Shannon McClintock Miller on 10 Sep 11 - No Cached
  • Shannon McClintock Miller on 10 Sep 11
     
    Five Reasons Why YouTube Rocks the Classroom from @MindShift http://ow.ly/6qtWn #vanmeter
Deron Durflinger

Five Reasons I don't Assign Homework - South Euclid, OH, United States, ASCD EDge Blog ... - 0 views

edge.ascd.org/...127586.html

homework Edchat education van meter learning transformation sbar Competency-Based

shared by Deron Durflinger on 02 Mar 12 - No Cached
  • Homework has nothing to do with teaching responsibility (HW advocates love this claim)
    • Deron Durflinger
      Deron Durflinger on 02 Mar 12
       
      Probably my favorite argument he has listed... Would love to hear everyone's thoughts on this:)
Deron Durflinger

Educational Insights From Shanghai - Top Performers - Education Week - 0 views

blogs.edweek.org/...what_we_saw_in_shanghai.html

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shared by Deron Durflinger on 05 Aug 16 - No Cached
  • he schools were joyous places.  This, he said, seemed to be the foundation for everything else he observed
  • ecause the lessons were beautifully crafted, clearly designed to be as engaging as possible. 
  • were lined with other teachers who were collaborating in the design of these lessons.
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  • worked together over months to build the most effective lessons they could, critiquing each version, adding new ideas, testing them out, until the whole group was satisfied that the lesson was as good as it could be.
  • ratio between prep time and teaching time in the Shanghai schools we visited.  In the U.S., she said, teachers typically have one hour to prepare for five classes.  In the Shanghai schools, they have four hours to prepare for two hours of teaching. This, she said, makes all the difference.  Teachers can use this time to collaborate with other teachers to craft great lessons, to talk with other teachers about particular students' learning needs and how they might work together to address them, or to do the research needed to get ready to do another improvement project. 
  • All teachers are expected to do it, and getting good at is it one of the criteria for moving up the career ladder
  • hat fascinated our team was the way teachers were expected to write short papers about the research they had done and to publish these research papers in a range of juried journals, some published by universities.
  • Of course they did not do well this way.  How could they do well in language and mathematics without a balanced curriculum, without a faculty that showed that they loved them, without music, art and PE?
  • his whole enormous system was on pretty much the same page for the same reasons, not because they had been told to do something in particular, but because the discussions they had been involved in had led them to the same conclusions about the goals and the most effective ways to achieve the
  • One was the clarity of the system's curriculum expectations.  There is a core curriculum that accounts for about 70 percent of the available time that is required for all students. The courses are spelled out and the system approves the textbooks that will be used. 
  • hat it had clearly been honed and then honed again to remove everything that was not essential and to give the connections in the logic of the instruction an air of inevitability that seemed, as he put it, simply elegant.
  • he common thread, he said, was the way teachers were treated, in every way, as professionals.
  • The Shanghai Municipal Education Commission clearly views its teachers, not university researchers, as the main drivers of improvements in student performance. 
  • teachers talked about the importance of constantly getting better, which meant improving their own skills and improving the curriculum and instruction and therefore improving student performance.  Like doctors, engineers and attorneys in the United States, they saw keeping up with the latest developments in their field and changing their practice in the light of those advancements as a core part of their responsibility.  That is why professional development and school improvement are thought of as synonymous by Shanghai officials. 
  • hey accepted the idea that they were not functioning autonomously in their classrooms, but accountable to their peers and colleagues for the quality of their own work and for their contribution to the common enterprise.   These are all hallmarks of a true profession. 
Deron Durflinger

Waukee parents frustrated with grading system | The Des Moines Register | desmoinesregi... - 0 views

www.desmoinesregister.com/...ents-frustrated-grading-system

sbg Competency-Based grading learning waukee

shared by Deron Durflinger on 30 Aug 12 - No Cached
  • There used to be a huge focus on teaching, and now we’re focused on learning,” he said. “Now it’s a simple statement but has huge implications for the classroom.”
  • The top three reasons for advocating the traditional letter grade among parents were: “like the old way,” “afraid kids won’t be prepared” and “can’t compare students.”
    • Deron Durflinger
      Deron Durflinger on 30 Aug 12
       
      Parents focus is on ranking. Teacher focus is on individualized instruction. Student focus is on learning. Which is most important?
  • 91 percent said they agree or strongly agree with the phrase “overall I have an understanding of where I am in my learning and the areas that I need to continue to learn.”
    • Deron Durflinger
      Deron Durflinger on 30 Aug 12
       
      Should be enough proof that it is better for students right there.
Deron Durflinger

7 Habits of Highly Effective Tech-leading Principals -- THE Journal - 0 views

thejournal.com/...e-tech-leading-principals.aspx

21st-century effectiveness vanmeter van meter transformation learning leadership

shared by Deron Durflinger on 11 Jun 12 - No Cached
  • Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. Principals must be consistent in their decisions and expectations about integrating learning technology in the school. The principal's communication about the pace and process of integrating learning technology needs to be clear and reasonable. The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology. The principal must support early adopters and risk takers. The principal must do whatever it takes to ensure that all staff has early access to the very same digital tools that students will be using in their classrooms. As the educational leader, the principal must make it clear to the technology leader that all decisions relating to learning technology will be made by the educational leaders with input from the technology leaders, not the other way around. The principal must set and support the expectation that student work will be done and stored using technology. Principals must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource. The principal must be an active and public champion for all students, staff members, and the school in moving the vision of fully integrating learning technology for the second decade of the 21st century.
    • Deron Durflinger
      Deron Durflinger on 14 Feb 13
       
      How does this translate into leadership characteristics?
Deron Durflinger

Education Week: What Is 'Excellence for All'? - 0 views

www.edweek.org/...19schneider.h29.html

van meter transformation reform education edchat

shared by Deron Durflinger on 26 Jan 10 - Cached
  • ids are different, for a variety of reasons, and ignoring those differences means failing to meet their real needs.
  • As one new study shows, responsibly recognizing those differences can drive achievement for all kids involved. Looking particularly at Massachusetts middle schools, most of which have abandoned the practice of tracking, the Brookings Institution’s Tom Loveless found something surprising. Schools that tracked students had significantly more math pupils performing at the “advanced” and “proficient” levels, and fewer students at the “needs improvement” and “failing” levels. And the opposite was true of schools that had “un-tracked.” In short, students did better when they were in classes tailored to their needs.
Deron Durflinger

Educational Leadership:Expecting Excellence:Seven Reasons for Standards-Based Grading - 1 views

www.ascd.org/...r_Standards-Based_Grading.aspx

SBG standards standardsbasedgrading educational SBAR assessment vanmeter van meter grading

shared by Deron Durflinger on 09 Aug 11 - Cached
  • An A means the student has completed proficient work on all course objectives and advanced work on some objectives.
    • Deron Durflinger
      Deron Durflinger on 09 Aug 11
       
      This is why grades are meaningless.
Deron Durflinger

Privacy and Security - Google Apps Iowa - 0 views

sites.google.com/...privacy-and-security

privacy security google google apps apps

shared by Deron Durflinger on 29 Sep 11 - No Cached
  • The school district will make all reasonable efforts to ensure that all Google Apps users (staff and students) are made aware of the district's acceptable use guidelines.  Students who will have Google Apps accounts created must not only agree to the "Google Apps terms of service" (presented to them the first time they log in, see below), but they, along with their parent or legal guardian, should also initial and sign the District's Acceptable Use Policy.
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