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Keith Hamon

Is 'The School of One' the future of schooling? - Dangerously Irrelevant - 1 views

www.dangerouslyirrelevant.org/...e-the-future-of-schooling.html

PLN eLearning social networking

shared by Keith Hamon on 30 Mar 10 - Cached
  • Keith Hamon on 30 Mar 10
     
    Is this school in New York City the future of schooling? Short video presentation that describes how one school is moving students to the center of their own PLNs.
Stephanie Cooper

Memo to Students: Writing Skills Matter - 1 views

www.businessweek.com/...bs20060426_682947.htm

students writing university educational

shared by Stephanie Cooper on 05 Nov 10 - Cached
  • Only 51% of all high school students who took the college entrance exam are prepared for college-level reading, according to a report released last month by the American College Testing Program (ACT). Essentially, anyone deemed "ready" has a 75% chance of earning a grade of C or higher and a 50% chance of a getting a B or higher in reading-intensive college classes.
  • But too often, undergraduates enter -- and leave -- B-school without the basic knowledge needed to write effectively, which can hinder their academic and job success. Now, spurred by low test scores and recruiter demand, some schools are taking action.
  • Strong writing skills are crucial for business majors looking to enter the corporate world. The ability to communicate topped the list of recruiting companies' desired traits this year among college candidates, according to the National Association of Colleges & Employers' 2006 Job Outlook.
  • ...3 more annotations...
  • Some program directors at colleges and universities stress that writing shouldn't be taught in isolation. At Indiana University's Kelley School of Business, all communication classes incorporate writing, speaking, listening, and teamwork, showing business majors that all facets are connected and necessary for successful interactions. Frequently, high schools and other B-schools teach writing as an independent form of communication, says Sue Vargo, director of business communication. "Here students aren't just writing for the sake of writing or speaking for the sake of speaking," she says.
  • Placing students from the get-go into courses that rely heavily on writing is another tactic B-schools use. All Penn State freshmen take a seminar, with specific modules for Smeal College of Business students, on topics including diversity, leadership, and service. Among six writing assignments is a personal-reflection piece, designed to enhance creativity among students who may not be used to using their imaginations in this way. In contrast, the senior capstone, also writing-intensive, focuses more on analyzing business and financial statements.
  • "Students will walk into class and say, 'I don't enjoy reading.' I say it's like the first time they had a beer. It tastes awful. But if you drink it enough, you'll like it," says Hoyle. "Reading, museums, and the theater are acquired tastes." In the process, students may acquire a fondness -- and talent -- for writing as well.
    • Stephanie Cooper
      Stephanie Cooper on 05 Nov 10
       
      I love this quote!! LOL
    • Thomas Clancy
      Thomas Clancy on 06 Nov 10
       
      "Reading served here." This certainly reflects what I see in Dr. Cherry's classes and what I hear Bruce saying, that some students at ASU have very poor reading skills and a deficient vocabulary for college reading.
Keith Hamon

Swift Kick Central: Valedictorian Speaks Out Against Schooling in Graduation Speech - 1 views

blog.swiftkickonline.com/...ling-in-graduation-speech.html

Erica Goldson education elearning social networking writing Education 2.0

shared by Keith Hamon on 05 Aug 10 - Cached
  • Keith Hamon on 05 Aug 10
     
    Erica Goldson graduated as valedictorian of Coxsackie-Athens High School. Instead of using her graduation speech to celebrate the triumph of her victory, the school, and the teachers that made it happen, she channeled her inner Ivan Illich and de-constructed the logic of a valedictorian and the whole educational system.
Keith Hamon

http://www.ncte.org/library/NCTEFiles/Press/WritingbetweentheLinesFinal.pdf - 0 views

www.ncte.org/...ritingbetweentheLinesFinal.pdf

ncte writing 21stcenturyskills education

shared by Keith Hamon on 07 Sep 10 - Cached
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      These fit nicely into the ASU QEP.
  • Keith Hamon on 07 Sep 10
     
    Recent studies show that literacy practices "are changing so rapidly that educators, students, and parents are unsure about how school literacy learning experiences and out-of-school literacy practices connect." However, "a majority of more than 900 educator-respondents to the NCTE poll indicate that … out-of-school literacy practices are as critical to students' development as what occurs in the classroom."
Keith Hamon

MediaShift . Class, Turn on Your Cell Phones: It's Time to Text | PBS - 0 views

www.pbs.org/...hones-its-time-to-text272.html

Audrey Watters texting writing elearning Education 2.0 social networking PLN

shared by Keith Hamon on 05 Oct 11 - No Cached
  • Keith Hamon on 05 Oct 11
     
    Cell phones are in the hands of the vast majority of adults, and whether schools like it or not, they're in the hands of most students. While many schools still see cell phones as a distraction rather than as an educational tool, it's hard to deny that these devices are quickly becoming the primary means by which we communicate, in or out of schools.
Keith Hamon

Gibbon Fairfax Winthrop - 1 views

www.gfw.k12.mn.us/...clientgenie.cgi

iPad

shared by Keith Hamon on 18 Oct 11 - No Cached
  • Keith Hamon on 18 Oct 11
     
    "This is the second year of the GFW High School One-to-One iPad Initiative where every GFW High School student has access to an iPad tablet to use in their classes. Students can use their iPad: -as an organizational tool to track assignments, homework and class projects. -to access the internet to research information needed for class projects. -to create on-line presentations -to word process class papers and projects -to run a variety of applications to enhance their learning experience in class -to read electronic books, tests, newspapers and magazines"
Keith Hamon

Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 0 views

maryannreilly.blogspot.com/...part-i-learner-as-knowmad.html

Mary Ann Reilly knowmads epistemology time John Moravec #change11 MOOC elearning rhizomatic

shared by Keith Hamon on 22 Mar 12 - No Cached
  • Keith Hamon on 22 Mar 12
     
    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Keith Hamon

Flipped Classroom - 0 views

www.techsmith.com/flipped-classroom.html

flipped classroom edtech elearning Education 2.0

shared by Keith Hamon on 23 Feb 12 - No Cached
  • Keith Hamon on 23 Feb 12
     
    Educators like Greg Green of Clintondale High School are flipping their school's teaching model upside down with TechSmith tools. Discover what the flipped classroom model is and how it can benefit any school.
Stephanie Cooper

Our obligation to prepare students for what is and will be, not what was | Dangerously ... - 1 views

dangerouslyirrelevant.org/...-and-will-be-not-what-was.html

students social networking technology Education 2.0 education educator

shared by Stephanie Cooper on 03 Sep 10 - Cached
  • What's our moral / ethical / professional obligation as school leaders to prepare students for the world as it is and will be, not what was? I think it's pretty high.
  • You note that students aren't using the technology for anything 'meaningful.' Why would they be? Have their schools, teachers, or parents helped them understand the power of using digital technologies for productive work within the relevant discipline of study? Most have not, instead utilizing technology primarily for replicating factory, rather than information age, models of schooling. Absent productive use and modeling by their instructors and/or parents, of course students are going to use technology primarily for social purposes (just like we adults do).
  • In my recent experience of integrating technology into my classroom, I’ve found that the mode of communication changes but several elements of classroom do not change.
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  • What stays the same is the need students have to be engaged as active learners, not passive receptacles. (That’s an old, old idea that still sticks like tar in the minds of too many teachers.) Technology provides ways for students to enrich even the most elaborate and complex presentation a teacher can provide.
  • I guess the bottom line is this: If the content they are expected to learn is not interesting to them, they are not engaged. If they are not being asked to think critically in their learning, they are not engaged. It wont matter what tools or technology you use. However, today’s technology resources are available 24/7 and allow us to reach and engage students in ways we never could before. This is paying off big-time at my school.
Keith Hamon

Connectivism - 2 views

www.connectivism.ca

Web 2.0 power hierarchies networks rhizome

shared by Keith Hamon on 21 Mar 10 - Cached
  • Early research results aren’t surprising: - Students are heavy users of computers, but not for education. - Teachers make limited use of computers and other technologies in class - Parents are limited computer users - Teacher training is lacking in utilizing computers effectively in classrooms
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      To my mind, age is the real digital divide, not poverty. Even when given devices, olders will not use them as often or as well as youngers, which says to me that we QEP teachers must device strategies to work around our technological disabilities.
  • At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This is the core question that will bedevil educators for the next decade: do we really want to create and empower independent learners? And if we do, then what role do we teachers assume when we can no longer dictate what happens in a class?
  • Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
  • ...9 more annotations...
  • Most of us in education agree on our needs today: 1. We want good teachers 2. We want good educational content 3. We want to give our learners a bright and hopeful future 4. We want school systems that are relevant to learners and to society 5. We want schools to remedy the social and cultural inequalities that other institutions of society generate
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Nice list, but it omits the most common item listed by American educators: We want students to become productive members of society. Why?
  • We need to surface technology’s hidden ideologies and philosophies. If we don’t surface these aspects, we dance blindly to a tune that we refuse to acknowledge, but still shapes our moves.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      We in QEP cannot assume that introducing computers and writing (both are technologies) into our classes will have no effect on either the content or the conduct of our courses. The tech we introduce will absolutely change what and how we teach. We must accept that and be conscious of it.
  • The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience.
  • In terms of content, learners should create, teachers should curate.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      At least one aspect of this orientation is that teachers can provide the historical context, assuming that they are older or more experienced than their students, that students lack.
  • Technology is, possibly in a positive sense, a lever for change. The systemic innovation that many desire may not be possible through policy decisions alone.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      In a reverse sense, technology can lead to change despite opposing policies. Thus, Web 2.0 will redefine how we think of privacy, regardless of our policy statements.
  • Leadership can be somewhat attended to by the contributions of many. When we distribute control, we distribute responsibility
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      The wisdom of crowds can almost always help, especially in large policy decisions, and especially when the crowd includes those most affected by the decisions.
  • Today, leaders need co-leaders – people who are active in experimenting and exploring future directions.
  • Writing excellent, thorough descriptions of what is happening can be very valuable in coming to understand the nuances of a phenomenon.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Most important observation for QEP. How often do we ask our students to describe, esp. as a gateway to understanding.
  • I have not seen any studies that evaluate the effectiveness of the iPod in listening to music. For end-users, it’s not an issue. They use it because it works. Perhaps research in educational technology should have a similar focus: use it because it exists, because it is a part of society, because it is used in other aspects of their lives. By this metric, simply have computers available and using them for learning is success enough.
Stephanie Cooper

Powerful Learning Practice, LLC » PLP Overview - 1 views

plpnetwork.com/plp-overview

shared by Stephanie Cooper on 05 Apr 10 - Cached
  • Global, online learning communities offer an unprecedented opportunity for teachers and students to follow and connect around their passions. But they also challenge almost every aspect of traditional schooling as we know it. The Powerful Learning Practice cohort model offers a unique approach to introducing educators to the transformative online technologies that are challenging the traditional view of teaching and learning. A PLP cohort for professional development is an ongoing (7-8 month), job-embedded opportunity built around emerging social Web technologies. Each cohort connects: 20 school or district teams from around the state (or world) 5 educators (administrators/teachers) from each school 10- PLP Fellows (Champions) selected from participating districts Within these cohorts, participants are supported in an intensive community building process online and in person by an passionate team of experienced educators. Outcomes for participating Administrators and Teacher Leaders By participating, you can expect your team and your leadership to gain: Knowledge: An understanding of the transformative potential of emerging technologies in a global perspective and context and how those potentials can be realized in schools Pedagogy: An understanding of the shifting learning literacies that the 21st Century demands and how those literacies inform teacher practice. Connections: The development of sustained professional learning communities and networks for team members to begin experimenting, sharing and collaborating with each other and with online colleagues from around the world. Sustainability: The creation of long term plans to move the vision forward in participating districts at the end of the program. Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change.
    • Stephanie Cooper
      Stephanie Cooper on 05 Apr 10
       
      This sounds mighty close to the aims of our QEP program. We might be able to get some ideas from this blog.
Keith Hamon

Top Web 2.0 Tools for Learning for the New School Year - 1 views

learningonlineinfo.org/...tools-learning-new-school-year

Roger Elmore elearning Web 2.0 Education 2.0 edtech

shared by Keith Hamon on 05 Jan 11 - No Cached
  • Keith Hamon on 05 Jan 11
     
    Here are a few suggestions both for the bigger picture and for the apps you can use that can help you ensure a school year that's both academically satisfying and technologically savvy.
Keith Hamon

A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Par... - 0 views

peterpappas.blogs.com/...ents-teachers-principals-.html

Peter Pappas reflection critical thinking Bloom's Taxonomy writing elearning Education 2.0

shared by Keith Hamon on 26 May 11 - Cached
  • Keith Hamon on 26 May 11
     
    Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning - patterns, connections and progress. Likewise teachers and principals need encouragement and opportunities to think more reflectively about their craft.  In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection." - modeled on Bloom's approach.
Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I 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.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Keith Hamon

How Khan Academy Is Changing the Rules of Education | Magazine - 0 views

www.wired.com/...ff_khan

Clive Thompson flipped classroom khan academy math Education 2.0 Web 2.0

shared by Keith Hamon on 13 Oct 11 - No Cached
  • Keith Hamon on 13 Oct 11
     
    Thordarson thought Khan Academy would merely be a helpful supplement to her normal instruction. But it quickly become far more than that. She's now on her way to "flipping" the way her class works. This involves replacing some of her lectures with Khan's videos, which students can watch at home. Then, in class, they focus on working problem sets. The idea is to invert the normal rhythms of school, so that lectures are viewed on the kids' own time and homework is done at school. It sounds weird, Thordarson admits, but this flipping makes sense when you think about it. It's when they're doing homework that students are really grappling with a subject and are most likely to need someone to talk to. And now Thordarson can tell just when this grappling occurs: Khan Academy provides teachers with a dashboard application that lets her see the instant a student gets stuck.
Stephanie Cooper

Seven Bad Writing Habits You Learned in School | Copyblogger - 3 views

www.copyblogger.com/bad-writing-habits

writing teaching education

shared by Stephanie Cooper on 11 Apr 12 - Cached
  • Stephanie Cooper on 11 Apr 12
     
    This guy has some very interesting thoughts, but can teachers really afford to follow some of his advice??  
  • Mary Ann Scott on 12 Apr 12
     
    His sense of audience is ridiculous. I'm all about creativity, even in academic writing. My students have a variety of creative opportunities, but the fact remains that they need to learn how to put thoughts together effectively. I just looked at two essays that had absolutely no coherent point, even though they featured personal experiences. He made a comparison between essays and novels. Dude! They are two completely different forms of writing. They have different goals and different parameters. Yes, the 5-paragraph essay is a stilted, inauthentic form of writing and it is largely on its way out, but at the secondary level, it is the training wheels some students need to learn how to organize their thoughts coherently. No matter how they write, they still have to say SOMETHING.
  • Thomas Clancy on 15 Apr 12
     
    He does exaggerate for effect, e.g. his claim that students are told to write in a style similar to classic literature--ridiculous! No one is told to copy any writing style previous to 1950, unless it is graduate students being told to mimic the horrible jargon of academic journals, but I think that's a different "bad" than what he means here. He avoids what should be his real topic--truly bad writing; I mean incompetent, to the point of being an effort to follow, poorly structured writing. We see this writing from the strongest cases of ESL students and from students who seem to have skipped several grades in school or who have never read a great deal in their school years. He leaves off the most important tool for teaching writing, and that is frequency. Anyone who only writes by email, Facebook, and twitter, and only writes something for a class once or twice a semester, will never break into a "conversational" form of writing (with complete sentences and paragraphs) that will be recognized as literate, normal, and natural. We recommend starting with short, non-graded writing and, by writing 2-3 times a week, working up to something more substantial. If teachers can do that, then college student writing will improve, but the plan requires patience and consistency from the teacher.
Nicolette Elzie

Writing in College - 1. Some crucial differences between high school and college writing - 1 views

writing-program.uchicago.edu/...high_school_v_college.htm

Writing College university composition critical thinking

shared by Nicolette Elzie on 17 Jan 14 - Cached
  • You get no credit for asserting the existence of something we already know exists.
  • You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.
  • In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • ...2 more annotations...
  • Most of us begin our research with a question, with a puzzle, something that we don't understand but want to, and maybe a vague sense of what an answer might look like. We hope that out of our early research to resolve that puzzle there emerges a solution to the puzzle, an idea that seems promising, but one that only more research can test.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Nicolette Elzie on 17 Jan 14
     
    I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.
Thomas Clancy

The 21st-Century Digital Learner: How Tech-Obsessed iKids Would Improve Our Schools| Th... - 2 views

www.committedsardine.com/blogpost.cfm

shared by Thomas Clancy on 10 Jun 10 - Cached
  • I've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school. Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
    • Stephanie Cooper
      Stephanie Cooper on 10 Jun 10
       
      Stone's definition of "continuous partial attention" hits the whole philosophy behind connectivism and rhyzomes on the head!
    • Thomas Clancy
      Thomas Clancy on 11 Jun 10
       
      The sub-text here, forgive the pun, is that the primacy of the textbook in class (and a lecture derived from the textbook) is deadly. As an out-of-class reference, ok, but as the focus of a class period, NO.
Stephanie Cooper

100+ Google Tricks That Will Save You Time in School | Online Colleges - 0 views

www.onlinecolleges.net/...t-will-save-you-time-in-school

Google Tricks Google Tricks Education search technology

shared by Stephanie Cooper on 18 Mar 10 - Cached
  • Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Use this specialized Google search to get results from scholarly literature such as peer-reviewed papers, theses, and academic publishers. Use Google Earth’s Sky feature. Take a look at the night sky straight from your computer when you use this feature. Open your browser with iGoogle. Set up an iGoogle page and make it your homepage to have ready access to news stories, your Google calendar, blogs you follow in Google Reader, and much more. Stay current with Google News. Like an electronic clearinghouse for news, Google News brings headlines from news sources around the world to help you stay current without much effort. Create a Google Custom Search Engine. On your own or in collaboration with other students, put together an awesome project like one of the examples provided that can be used by many. Collect research notes with Google Notebook. Use this simple note-taking tool to collect your research for a paper or project. Make a study group with Google Groups. Google Groups allows you to communicate and collaborate in groups, so take this option to set up a study group that doesn’t have to meet face-to-face. Google Code University. Visit this Google site to have access to Creative Commons-licensed content to help you learn more about computer science. Study the oceans with Google Earth 5. Google Earth 5 provides information on the ocean floor and surface with data from marine experts, including shipwrecks in 3D. Learn what experts have to say. Explore Knol to find out what experts have to say on a wide range of topics. If you are an expert, write your own Knol, too.
  • Stephanie Cooper on 18 Mar 10
     
    There's so much Google can do that most of us aren't even aware of! Some of these might come in handy for yourself as well as your students.
Stephanie Cooper

About 1 in 5 Students Need Remedial Help in College - TheApple.com - 1 views

theapple.monster.com/...-need-remedial-help-in-college

writing remedial college classes student

shared by Stephanie Cooper on 09 Mar 10 - Cached
  • Just 18% of last year’s high school graduates in Michigan were prepared for college-level English, writing, reading, mathematics and science, according to the ACT’s Profile Report for the Class of 2009.
  • Nationwide, it has been estimated that one in five students at universities enroll in a remedial class. At community colleges, which do the heavy lifting in remedial work, it has been estimated that 60% of first-time students need at least one remedial course. Many of those students, certainly, are returning adults who left high school years ago. Others are students who have mild developmental disabilities. But what bothers educators and policy-makers is this: Many are also recent graduates who have left the high school stage with a diploma, only to find out a few months later that they’re not ready for even basic college work.
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