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Critical Appraisal and Asian Australian Uni Students - 7 views

search.proquest.com.ezproxy.cu-portland.edu/...14
shared by Krista B on 07 Oct 12 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 12 Oct 12
     
    Krista, you need to have a password to access this article. Can you dodwnload it in pdf form or print it off and send out to those of us interested (Leon & myself for sure...). Thanks.
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Macmillan Webinars - 2 views

www.macmillanenglish.com/BlankTemplate.aspx
shared by Kristina (Kris) Peachey (AAS/NZAS) on 06 Oct 12 - Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 06 Oct 12
     
    Clyde from Macmillan sent this link of webinars. I haven't looked at any yet but some of the titles seem potentially interesting.
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The Thinking Book « The Spicy Learning Blog - 2 views

spicylearning.wordpress.com/...the-thinking-book thinking book
shared by Kristina (Kris) Peachey (AAS/NZAS) on 23 Aug 12 - No Cached
  • The most vital pieces of paper in our class are our individual sketchbooks, something I call the Thinking Book
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How Important Are Grades? - 1 views

momshomeroom.msn.com/...251546305 assessment
shared by Jeremy Snow on 20 Aug 12 - No Cached
  • When graded, children tended to prefer easier assignments and became less interested in learning for learning's sake. Studies also revealed that receiving low grades did not motivate kids to study more.
  • "It's important to remember that grades are a communication tool with a lot of gray area that varies from school to school," says Dr. Russell Hyken
  • Jeremy Snow on 20 Aug 12
     
    This article is aimed at parents of young children, but there are some interesting ideas for educators about putting grades into perspective.
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A nagging doubt about national standards « Granted, but… - 1 views

grantwiggins.wordpress.com/...doubt-about-national-standards
shared by Kristina (Kris) Peachey (AAS/NZAS) on 29 Jul 12 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 29 Jul 12
     
    This is the blog of the Understanding by Design guy, Grant Wiggins.
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We've already done Habits of Mind! | Habits of Mind - 1 views

www.habitsofmind.org/...weve-already-done-habits-mind habits mind
shared by Kristina (Kris) Peachey (AAS/NZAS) on 06 Jun 12 - No Cached
  • When the Habits of Mind are seen as something that can be "covered" then they inevitably are "covered". And once covered they are left behind. To push on with the Habits of Mind in the face of people (students or teachers) seeing them as a topic, is a sure way to build resistance and it will ultimately lead to the Habits being another program that comes through the school. We must approach the Habits of Mind in a similar way as a subject that needs continual development if we are to sustain the work in the classroom.
  • Kristina (Kris) Peachey (AAS/NZAS) on 06 Jun 12
     
    Doing vs. Developing habits of mind...
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Why we're getting the homework question wrong - The Answer Sheet - The Washington Post - 1 views

www.washingtonpost.com/...gIQA1nJGNU_blog.html
shared by Leon Devine on 17 May 12 - No Cached
  • What does all this desk and test time mean for the quality of our kids’ lives, now and for their future?
  • putting in a second shift of homework after seven hours in school does not help my son become a more inquisitive, confident, life-long learner with an intrinsic sense of curiosity and joy in discovery. It does not allow my family to strike a graceful balance between school and home life. It does not leave time for those non-academic pursuits — lying on a blanket under the sky and puzzling out the constellations, peering under rocks, putting a nose in a book for long, lost hours — that can shape a child’s personality, aspirations and dreams.
  • a growing body of scientific data tells us that a brain under chronic stress is a brain that performs less well.
  • ...3 more annotations...
  • Several years ago, a mother wrote an article in the Boston paper, stating that her twins were in pre-med in college and loved it because they "had so much more free time than in high school." I
  • Why not simply eliminate all homework on non-school nights, including weekends, holidays and school breaks, so that these hours can be filled, instead, with the passions and pursuits of our children’s and families’ choosing?
  • selors. She signed up for all the available AP and honors courses at her high school and performed well. She didn’t flinch when homework meant getting five or six hours of sleep a night before “waking up and repeating the cycle all over again.” Haley used to joke, “I’ll sleep when I’m dead.” On
  • Kristina (Kris) Peachey (AAS/NZAS) on 17 May 12
     
    Still thinking about our daytime programs and our expectations of out of class work. Are we killing the desire and ability to learn?
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Assessment is Instruction and Instruction is Assessment: Using Rubrics to Promote Thin... - 1 views

www.lookstein.org/...hetero_edu_rubrics.htm education feedback rubrics thinking assessment
shared by Kristina (Kris) Peachey (AAS/NZAS) on 21 Sep 12 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 21 Sep 12
     
    This is a great article that supports how rubrics can support the learning process.
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Education Week Teacher: Boost Teacher Learning With Video Clubs - 0 views

www.edweek.org/...tln_repass.html video peer feedback group
shared by Kristina (Kris) Peachey (AAS/NZAS) on 01 Sep 12 - No Cached
  • I really thought about my husband's question—and realized my colleagues and I were missing out on opportunities to improve our practice together. I would love the chance to visit my colleagues' classrooms, to observe firsthand how they managed stations or how they taught writing. But how, when school schedules make it nearly impossible?
  • We decided to ask each participating teacher to record two lessons: one that he or she was proud of and wanted to share with the group and one that he or she felt needed improvement. We created a recording sheet to focus the group and guide our discussions. Using the sheet, participants took notes on events they noticed while watching the video, key comments made during our discussion, and takeaways for their own classroom.
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Sugata Mitra: The child-driven education | Video on TED.com - 0 views

www.ted.com/...he_child_driven_education.html education technology ted.com
shared by Kristina (Kris) Peachey (AAS/NZAS) on 21 Sep 12 - No Cached
  • Sugata Mitra's "Hole in the Wall" experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they're motivated by curiosity and peer interest.
  • Kristina (Kris) Peachey (AAS/NZAS) on 21 Sep 12
     
    Interesting TED Talk about how we don't need a teacher, but we need interest and collaboration to learn.
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Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century - 4 views

www.usdla.org/...article01.html professional development
shared by Kristina (Kris) Peachey (AAS/NZAS) on 31 Aug 12 - Cached
  • Troy Babbitt on 11 Dec 12
     
    I enjoyed how he started, but he lost me when he used Newton under an apple tree and Moses in the wilderness to point out integrated learning. It may have been an homage to myth, but it missed the mark. Also, he conflates the oral tradition with Aristotelian poetics. In general, his interpretation of myth and narrative denies any acknowledge of postmodernity and post-structuralism. It is like he never left his cave after reading Levi-Strauss. I think you could learn more about 21st C. metaphors of cyberspace by skimming a Cory Doctorow novel.
  • ...2 more comments...
  • Troy Babbitt on 11 Dec 12
     
    Oop! *acknowledgment
  • Kristina (Kris) Peachey (AAS/NZAS) on 11 Dec 12
     
    Hi Troy- Good to meet you here. I haven't reread the article recently but wonder if we approach it in different ways. This reminds me of our conversation about Parker Palmer's writings (in the sense of our different approaches). I found the three metaphors useful in thinking about how/where I find places to develop professionally spurred further reflection. I have no idea who Cory Doctorow is nor can I comment on Aristotelian poetics, postmodernity or post-structuralism. However, I like the images of a campfire, a wateringhole, and a cave. Perhaps someone else can engage with you on the level of deeper discussion ...
  • Troy Babbitt on 11 Dec 12
     
    No worries, Kris. I did enjoy his metaphors, but I think he took a bit of license with his appropriation of Native American oral stories. I get heated about this because it is what I have dedicated my life to, especially narrative theory. I have spent hours upon days with people fighting for their narratives - poststructural/postcolonial movement - and who believe a narrative, and all it tropes or figures of speech, unbinds truth, which allows for not just malleability but multiplicity. Cory Doctorow is the new William Gibson or Ursula Le Guin, so might put him in the same league as Philip K. Dick, but all in all, he is a cyberpunk writer cultivating a community neocyberpunks. His literary website is craphound.com, and he is the co-founder of the tech blog boingboing. He has help redefine narrative fiction in the cyber age.
  • Troy Babbitt on 11 Dec 12
     
    Oop! *has helped
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No More "Think, Pair Share"! | Habits of Mind - 0 views

www.habitsofmind.org/...no-more-think-pair-share
shared by Kristina (Kris) Peachey (AAS/NZAS) on 29 Aug 12 - No Cached
  • A while back I wrote a blog titled "Don't Say Think!" In it I talk about how the word "Think" is a vague term, one that lacks clarity and precision and how students are likely to engage in many different forms of "Thinking" when directed to simply "think"  It's a term that encompasses many other, more specific, terms. And it's these terms I believe we should be using when we ask students to "Think, Pair Share"
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What schools need: Vigor instead of rigor - The Answer Sheet - The Washington Post - 0 views

www.washingtonpost.com/...e1-8487-64e4b2a79ba8_blog.html rigor vigor
shared by Kristina (Kris) Peachey (AAS/NZAS) on 24 Aug 12 - No Cached
  • Since I believe it is time for a better word and a better concept to drive American education, I recommend “vigor.” Here my dictionary says, “active physical or mental force or strength, healthy growth; intensity, force or energy.” And my mental association is to all the Latin-based words related to life.
  • Now, more than ever, “rigor” is being used to promote the idea that American students need advanced course work, complex texts, stricter grading, and longer school days and years in order to be ready for college or the workplace.
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Recipes for Reflection - Reflection for Learning - 0 views

sites.google.com/...recipes-for-reflection reflection
shared by Kristina (Kris) Peachey (AAS/NZAS) on 03 May 12 - Cached
  • Here are some generic "recipes" for scaffolding reflection,
  • First Order/Second Order Model
  • Cognitive, Affective, Psychomotor (CAP) Model
  • ...2 more annotations...
  • Countdown Model
  • What?  So What?  Now What?  Model
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Harvard University says it can't afford journal publishers' prices | Science | The Guar... - 0 views

www.guardian.co.uk/...sity-journal-publishers-prices publishing education openaccess
shared by Kristina (Kris) Peachey (AAS/NZAS) on 03 May 12 - No Cached
  • University wants scientists to make their research open access and resign from publications that keep articles behind paywalls
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Don't say "Think"! | Habits of Mind - 0 views

www.habitsofmind.org/...dont-say-think think habits mind
shared by Kristina (Kris) Peachey (AAS/NZAS) on 03 May 12 - No Cached
  • It may seem counter intuitive, but the word “think” is something that should only rarely be used in a classroom. The reason: students don’t know how to think, and you can’t teach them to do it!
  • My suggestion: Don’t say think, say what you mean!
  • So next time someone asks you if students think in your class you can respond with, “Of course not! They are too busy questioning, describing, analysing, judging, hypothesising, predicting, generating, using their 6 Hats, performing PMI’s, drawing mindmaps and so much more!
  • Kristina (Kris) Peachey (AAS/NZAS) on 03 May 12
     
    How many times in a class do you say the word 'think"?
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Dreams and Realities: Developing Countries and the English Language | TeachingEnglish |... - 0 views

www.teachingenglish.org.uk/...ing-countries-english-language development english language
shared by Kristina (Kris) Peachey (AAS/NZAS) on 26 Apr 12 - No Cached
  • Global demand for English is continuing to grow. Governments increasingly recognise the importance of English to their economies and societies, and individuals see English as a tool that can help them to fulfil their personal aspirations. However, there are complex issues and challenges associated with this scenario.
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Cultures of Thinking Resources - 0 views

www.ronritchhart.com/COT_Resources.html thinking
shared by Kristina (Kris) Peachey (AAS/NZAS) on 14 May 12 - Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 14 May 12
     
    Some great resources if you are interested in making thinking visible. I have a copy of the book "Intellectual Character" if anyone is interested.
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