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Alice Barr

Middle School and High School Collaboration Rubric - 0 views

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    "Middle School/High School Collaboration Rubric"
David Pearl

Educational Leadership:Teaching for the 21st Century:Why Creativity Now? A Conversation... - 0 views

  • Really, creativity is a disciplined process that requires skill, knowledge, and control.
    • Molly Kellogg
       
      And we need to include kids in the process of creativity - what structure do they naturally follow? Have them use Bloom's taxonomy to mull over the process of creativity. What is the difference between a wild idea that is outside of the box and a wild idea that is totally out of the realm of possibility? Once the kids establish a process and structure for creative thinking, they can also begin to fill their tool kit with creative thinking tools, like SCAMPER and reverse brainstorming.
    • Annie Ouimet
       
      Three creatvity misconceptions: *only about special people *only about special activities *is about letting go
  • we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems.
    • Molly Kellogg
       
      What else can we do to bring the focus in our school onto the vital importance of creativity and innovation?
  • ...11 more annotations...
  • "We need people who can be innovative, who can think differently."
  • At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Annie Ouimet
       
      I'm not sure about this...there has to be a balance I have said for years that we need more time in school
  • America is now facing the biggest challenge it's ever faced—to maintain it's position in the world economies. All these things demand high levels of innovation, creativity, and ingenuity. At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Molly Kellogg
       
      See Ken Robinson's talk on how schools kill creativity for more on this; I think this is an opportunity to look at all of the amazing things we do in our schools already to encourage creativity and innovation and then to figure out how to expand those things rather than to feel singled out as a cause of creativity's demise.
  • And when you find things you're good at, you tend to get better at everything because your confidence is up and your attitude is different.
    • Annie Ouimet
       
      This idea needs to be bottled and distributed to every educator...confidence is the key to learning
    • Molly Kellogg
       
      Giving kids the chance to find their passion is the most empowering and exciting gift that we can give them!
  • A policy for creativity in education needs to be about everybody, not just a few.
    • Cathy Wolinsky
       
      How do we give students assignments so that they are responding with creativity and not just following directions?
  • We know this because human culture is so diverse and rich—and our education system is becoming increasingly dreary and monotonous
    • Molly Kellogg
       
      We MUST differentiate, differentiate, differentiate - our learning environments, our teaching styles, our materials, our content and our processes to avoid this stiffling conformity. Isn't diversity envigorating?!
    • David Pearl
       
      I agree
  • It's no surprise to me that so many kids are pulling out of it.
    • Molly Kellogg
       
      The number of kids who check out or actually drop out of school is alarming - a noticable portion of whom are gifted learners. This really concerns me.
  • This is one of the great skills we have to promote and teach—collaborating and benefiting from diversity rather than promoting homogeneity. We have a big problem at the moment—education is becoming so dominated by this culture of standardized testing, by a particular view of intelligence and a narrow curriculum and education system, that we're flattening and stifling some of the basic skills and processes that creative achievement depends on.
  • So there's no doubt in my mind that collaboration, diversity, the exchange of ideas, and building on other people's achievements are at the heart of the creative process. An education that focuses only on the individual in isolation is bound to frustrate some of those possibilities.
  • The regime of standardized testing has led us all to believe that if you can't count it, it doesn't count. Actually, in every creative approach some of the things we're looking for are hard, if not impossible, to quantify. But that doesn't mean they don't matter. When I hear people say, "Well, of course, you can't assess creativity," I think, "You can—just stop and think about it a bit."
    • Molly Kellogg
       
      This is where the value of standards based education becomes clear. I want to use meaty criteria based on student actions and products to assess learning and growth, not numbers and letters. Both my students and I can most effectively assess creativity and innovation by using criteria embedded in content standards. For example, a student can look at their brainstorming notes, organized ideas, idea development work and product creation materials to determine whether they have taken their knowledge all the way up to the top of Bloom's Taxonomy. Have they generated multiple ideas to respond to the guiding question or problem? Have they made connections between ideas to generate new thoughts? Have they piggybacked off others' ideas to create new ones? Have they organized their ideas, explored the logistics behind them and selected the best one for the situation? Have them woven their best idea into new content mastery to apply their knowledge in an innovative way? To me a student reflection around these types of questions is a much more authentic and valuable means of assessment that any attempt to put a numerical value on creativity.
    • David Pearl
       
      The Float
Alice Barr

Back to School: 15 Essential Web Tools for Students - 0 views

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    "For much of the world, it's that special time of the year when students head back to school. The good news for students is that even though that means waking up early and doing homework, there are a number of web-based and social tools to help you get through the school year. From staying organized to improving study habits to making sure you reference your research sources properly, the web can help you be a better student."
Alice Barr

Cell Phones as Classroom Tools | Teachinghistory.org - 0 views

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    Cell phones are in our schools and classrooms. According to data recently gathered by the Pew Research Center, 88% of teen cell phone users text message. While schools have taken various approaches towards student cell phones, from banning and storing in lockers, to lunchtime use, there are free online resources available that can transform cell phones into handheld classroom response systems.
Alice Barr

School Library Journal's 10 Best Digital Resources for 2009 - 6/1/2009 - School Library... - 0 views

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    School Library Journal's 10 Best Digital Resources for 2009 The must-have products for next fall
Alice Barr

Teacher Professional Development and Teacher Resources by Annenberg Media - 0 views

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    Advancing Excellent Teaching in American Schools Annenberg Media uses media and telecommunications to advance excellent teaching in American schools. This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinated Web and print materials for the professional development of K-12 teachers. It is part of The Annenberg Foundation and advances the Foundation's goal of encouraging the development of more effective ways to share ideas and knowledge.\n\nAnnenberg Media's multimedia resources help teachers increase their expertise in their fields and assist them in improving their teaching methods. Many programs are also intended for students in the classroom and viewers at home. All Annenberg Media videos exemplify excellent teaching.
Alice Barr

Education Week: A Special Report on Multimedia in Schools - 0 views

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    In science and math classes across the country, digital tools are being used to conduct experiments, analyze data, and run 3-D simulations to explain complex concepts. Language arts teachers are now pushing the definition of literacy to include the ability to express ideas through media. This report, "Multimedia Transformation," examines the many ways multimedia tools are transforming teaching and learning as schools work to raise achievement and prepare students for careers that require increasingly sophisticated uses of technology.
Alice Barr

TechLearning: 21st Century Student Handbook: Teaching Today's Web-Centric Kids - 0 views

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    Lots of schools are talking about the importance of preparing their students for an increasingly inter-connected, Web-centric world. Here are some districts that are "doing" it. Some of their advice may be able to help the reader avoid mistakes, etc.
Alice Barr

MIT BLOSSOMS | MIT BLOSSOMS - 1 views

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    Math and Science Videos for High School
Alice Barr

Technology Tidbits: Thoughts of a Cyber Hero: 50 Web 2.0 Sites for Schools - 1 views

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    curation sites that are beneficial to creating and sharing lists.
Catie Wooten

Educational Leadership:Literacy 2.0:Plagiarism in the Internet Age - 8 views

  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
    • Emily Davison
       
      I tell my students to use their own words but perhaps I should model this directly with them.
    • Caitlin Ruthman
       
      I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
    • Caitlin Ruthman
       
      This strikes me as someting teachers in many learning areas could work on with kids rather than defaulting to Language Arts as the place where kids learn about plagiarism
  • The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
    • Caitlin Ruthman
       
      I'm not sure that I see the evil/missteps in this example. It doesn't say the student was punished it says the teacher & librarian used it as an opportunity to teach about proper attribution...
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  • alternative final projects like creating a brochure
    • Caitlin Ruthman
       
      In the are of copy and paste alternative assessments like these aren't plagiarism-proof
    • Amy Sanders
       
      Testing reply to Caitlin's post.
  • K–16 teachers must spend more time teaching students how to read critically and how to write about their sources.
    • Emily Davison
       
      I agree.
    • Stephen Fox
       
      Ditto
  • Such instruction might begin with techniques of paraphrase.
    • alan hall
       
      What happened to the sticky that I had written here?
    • alan hall
       
      Don, are you out there in cyberspace somewhere?
    • Emily Davison
       
      I'm here
    • Stephen Fox
       
      Hello Emily
    • Don Simms
       
      I'm here now
  • A writer who works only at the sentence level must always quote or paraphrase.
    • Stephen Fox
       
      Interesting concept
  • Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
    • Don Simms
       
      Being able to write about things that you are passionate about will bring even more importance to students' writing.
  • it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
    • Sara Petrovek
       
      groovy
    • alan hall
       
      Hi Sara. We're glad to see that you exist.
  • She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.
    • Stephen Fox
       
      Methodology for NOT plagarizing
  • Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
    • David Pearl
       
      This is the main point
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple.
    • David Pearl
       
      This is important
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  • A student who plagiarizes is undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity. That student is missing an opportunity to become a better researcher and writer and is probably not learning whatever the assignment was designed to teach.
    • Stephen Fox
       
      Rationales NOT to plagarize - but do students understand or care?
  • Many of us must first learn methods of online research ourselves. We know the principles of good research, but we may not be experienced in applying those principles to an online environment, and we can't assume that students are, either.
  • Plagiarism in the Internet Age
    • Emily Davison
       
      Why don't students read this article as a springboard to a class discussion around plagiarism? Or, is there another, more student friendly article around plagiarism?
  • Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so
  • With well-practiced paraphrasing skills, students are ready to work on summarizing.
  • many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear.
  • MEMBER SIGN IN
  • designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure;
  • This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
  • Students don't need threats; students need pedagogy.
  • undermining his or her community's ethics, jeopardizing his or her authority, and erasing his or her identity
  • Educators should also communicate why writing is important.
  • students don't know how to find good sources online, they will enter a search term in Google and look only at the first few sources that come up. Consulting only general sources, and therefore going no deeper than a general understanding of the topic, students "can't think of any other way to say it,
  • begin with Wikipedia but then guide them in how to find more varied, deeper sources of information using library databases such as EBSCO, LexisNexis, or ProQuest to verify Wikipedia's claims.
  • none of the 18 papers contained any summary of the overall argument of a source.
  • none of them used fresh language
  • A writer who works only at the sentence level must always quote or paraphrase.
  • Teachers often forget how difficult summarizing another writer's argument is.
  • Such instruction might begin with techniques of paraphrase
  • She begins by explaining that inserting synonyms is not paraphrasing
  • How much unattributed copying from online sources, for example, derives from poor source selection?
  • students who cannot summarize are the students most likely to plagiarize.
    • David Pearl
       
      This is the key point
  • assumption that if students are working from hard-copy sources only, the problem will disappear.
    • David Pearl
       
      This is the key point
  • We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources. This instruction should focus on the supposedly simple technique of summarizing sources, whic
    • David Pearl
       
      This is cool.
  • ally plagiarizing since at least the 19th century. Doris Dant's 1986 survey of high school students, conducted well before the Internet became a cultural phenomenon, confirms this finding: Eighty percent of the high sc
    • Caitlin Ruthman
       
      Emily- is this making an email for you?
  • The solution is teaching skills, not vilifying the Internet.
    • Emily Davison
       
      Caitlin, stop vilifying the Internet!
  • We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent pla
    • David Pearl
       
      Very very very cool
  • March 2009 | Volume 66 | Number 6 Literacy 2.0    Pages 64-67 Plagiarism in the Internet Age Rebecca Moore Howard and Laura J. Davies Using sources with integrity is complex. The solution is teaching skills, not vilifying the Internet. Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism again unless students are caught copying, when this term is dragged out once more to accuse and punish the guilty. Teachers warn students not to copy—or else—and present them with citation guides and the trinity of techniques to write using others' research without plagiarizing: quoting, paraphrasing, and summarizing. The onus then falls on the students, who are expected to use these techniques well, assuming that they know how to do so. In an age when students gravitate to online sources for research—and when tremendous amounts of both reputable and questionable information are available online—many have come to regard the Internet itself as a culprit in students' plagiarism. Some teachers go so far as to forbid students from researching online, in the mistaken assumption that if students are working from hard-copy sources only, the problem will disappear. We believe that an approach far different from either warnings and punishment or attempts to curtail online research is warranted. Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of
    • David Pearl
       
      I love this idea
  • Many teachers see plagiarism as a simple, black-and-white issue. Teachers often bring up the topic at the beginning of a research paper unit, discuss it in one classroom period, and never say the word plagiarism again unless students are caught copying, when this term is dragged out once more to accuse and punish the g
    • David Pearl
       
      The key
  • Discuss intellectual property and what it means to "own" a text.
    • Emily Davison
       
      This is a floating sticky note. Wow, fun!
  • ts gravitate to online sources for research—and
    • Amy Sanders
       
      I'm cool
  • coauthored articl
    • Catie Wooten
       
      Coauthored articles might help with plagiarism in classes.
  • If we fail to teach these skills, our students will always be in peril of plagiarism,
    • Catie Wooten
       
      Isn't this the message we all need to hear?
    Alice Barr

    BBC - Schools - Primary History - 0 views

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      Primary History Timeline
    Alice Barr

    100 Best Blogs for Tech-Savvy Teachers - Online Courses - 0 views

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      While there are still some educators who dispute the importance of technology in the classroom, there is no dispute over the fact that technology is here to stay in schools. Whether you are one of those tech-savvy teachers who can't get enough of technology news and ideas or you are a teacher just learning to embrace technology in the classroom, these blogs offer a wealth of information straight from teachers and other professionals in the education field themselves.
    Cathy Wolinsky

    The Teen Brain | Harvard Magazine Sep-Oct 2008 - 0 views

    • Human and animal studies, Jensen and Urion note, have shown that the brain grows and changes continually in young people—and that it is only about 80 percent developed in adolescents. The largest part, the cortex, is divided into lobes that mature from back to front. The last section to connect is the frontal lobe, responsible for cognitive processes such as reasoning, planning, and judgment. Normally this mental merger is not completed until somewhere between ages 25 and 30—much later than these two neurologists were taught in medical school.
    • the part of our brain that processes information expands during childhood and then begins to thin, peaking in girls at roughly 12 to 14 years old and in boys about two years later. This suggests that girls and boys may be ready to absorb challenging material at different stages, and that schools may be missing opportunities to reach them.
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