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Kristina (Kris) Peachey (AAS/NZAS)

A Picture Of Language: The Fading Art Of Diagramming Sentences : NPR Ed : NPR - 0 views

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    I remember doing this in Junior High English and then in Linguistics at uni. Does it serve any purpose in helping students understand sentence structure?
Kristina (Kris) Peachey (AAS/NZAS)

Zabaware - Text-to-Speech Reader - 0 views

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    I saw May had this on her laptop and everything typed would be read out. What uses could this have for our students?
Kristina (Kris) Peachey (AAS/NZAS)

How Google Impacts The Way Students Think - 0 views

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    I agree with the theme of this argument but not the points used to present it. I believe students have become less adept when it comes to forming and framing questions for research, and because of that, they either misunderstand their goals or readily lose sight of them, especially as a process. However, the argument that because a question is able to be google means it's a bad question is both a logical fallacy and a specious claim. Also, the interdependence position effaces the culture of criticism students use to derive context in even the most trivial situation because that's what Google is - trivia. I think the writer misses the phenomenon that Google, and social media, act as both a closed and open narrative, but either way, it's continuous and interdependent.
Troy Babbitt

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 1 views

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    IL search article
Kristina (Kris) Peachey (AAS/NZAS)

22 Easy Formative Assessment Techniques for Measuring Student Learning - 2 views

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    Last year about this time in an AAS/NZAS meeting an article about 10 short assessments was looked at. The team then created some suggested applications of these. This article has extended that list and has some good ideas for wrapping up the term. PS If anyone wants a copy of the concrete ideas from last year, let me know.
Kristina (Kris) Peachey (AAS/NZAS)

Why Do Americans Stink at Math? - NYTimes.com - 0 views

  • Teachers learn to teach primarily by recalling their memories of having been taught, an average of 13,000 hours of instruction over a typical childhood.
  • Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process.
  • how rarely teachers discussed their teaching methods
  • ...3 more annotations...
  • More distressing to Takahashi was that American teachers had almost no opportunities to watch one another teach.
  • Of all the lessons Japan has to offer the United States, the most important might be the belief in patience and the possibility of change. Japan, after all, was able to shift a country full of teachers to a new approach.
  • Most policies aimed at improving teaching conceive of the job not as a craft that needs to be taught but as a natural-born talent that teachers either decide to muster or don’t possess. Instead of acknowledging that changes like the new math are something teachers must learn over time, we mandate them as “standards” that teachers are expected to simply “adopt.” We shouldn’t be surprised, then, that their students don’t improve.
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    Some interesting thoughts about teachers and change.
Kristina (Kris) Peachey (AAS/NZAS)

Using a foreign language changes moral decisions | UChicago News - 0 views

Jeremy Snow

Why Do I Teach? - NYTimes.com - 1 views

  • Overall, college education seems a matter of mastering a complex body of knowledge for a very short time only to rather soon forget everything
  • I’ve concluded that the goal of most college courses should not be knowledge but engaging in certain intellectual exercises.
  • We should judge teaching not by the amount of knowledge it passes on, but by the enduring excitement it generates. Knowledge, when it comes, is a later arrival, flaring up, when the time is right, from the sparks good teachers have implanted in their students’ souls.
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    A nice little essay by a university professor about what he sees as the goals of teaching.
Kristina (Kris) Peachey (AAS/NZAS)

How do you plan? On templates and instructional planning « Granted, but… - 3 views

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    Thinking about unit / lesson planning.... I have a book about Understanding by Design if anyone is interested in seeing it.
Troy Babbitt

Teaching Students to Ask Questions Instead of Answering Them by Matthew H. Bowker - 2 views

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    This is pretty direct, and it hits on the point of education as transformative instead of distributive or directive. I think his reference to Winnicot's "holding environment", and it's awkward maternalism could be supplemented by good ol' Vygotsky's ZPD, Zone of Proximal Development, and his general theory of intersubjectivity, which provides us with the common term "scaffolding". Plus, I like that both Vygotsky and Piaget regard this portion of cognitive development as continuous and culturally recursive.
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