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http://textproject.org/assets/tds/text-complexity-and-the-ccss/module-5/Module%25205-Qualitative%2520Measures-Instructor.pdf

http://textproject.org/assets/tds/text-complexity-and-the-ccss/module-5/Module%25205-Qualitative%2520Measures-Instructor.pdf
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Rescooped by Lynnette Van Dyke from Shift Education
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Personalized Learning Pits Data Innovators Against Privacy Advocates

Personalized Learning Pits Data Innovators Against Privacy Advocates | college and career ready | Scoop.it
One of the biggest tensions emerging around the growth of personalized learning involves questions about how to use and protect sensitive student information.

Via Carolyn Wiberg
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Carolyn Wiberg's curator insight, October 30, 12:40 PM

There are some great conversations going on that will drive us to find the right solutions.  There are a number of them already out there that deliver personalized learning without compromising privacy.

Rescooped by Lynnette Van Dyke from Professional Learning for Busy Educators
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Why social media needs to be taught in high school - VentureBeat

Why social media needs to be taught in high school - VentureBeat | college and career ready | Scoop.it
There’s been a lot of discussion recently on what schools should be teaching kids. Just this month, the United Kingdom announced the addition of cybersecurity to its curriculum in response to a lack of education in the field and the rising industry skills gap.

I believe U.S. schools have been hesitant and even neglectful when it comes to how they discuss social media with students, and it’s time for this to change. Social media is a very real and ongoing aspect of our everyday lives: It no longer makes sense that, in 2014, several states still teach cursive writing when many students can text much faster on their smart devices. We need to be educating students on applicable skills for the world that they will interact with, and that means providing them with an understanding of how social media can affect their future. The gaping generational chasm between teachers who grew up before smartphones existed and students who were raised on them has resulted in a trial-and-error model of internet education and exploration, which could potentially wreak havoc on a student’s future. The internet is written in pen, not pencil.

Via John Evans
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Rescooped by Lynnette Van Dyke from Didactics and Technology in Education
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50 Ways to Use Twitter in the Classroom

50 Ways to Use Twitter in the Classroom | college and career ready | Scoop.it
The 50 tips and projects provide you and your students with 50 ways to incorporate Twitter into important and lasting lessons.

Via Kathleen Cercone, Rui Guimarães Lima
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Rescooped by Lynnette Van Dyke from Leading Schools
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4 Ways to Encourage a Growth Mindset in the Classroom

4 Ways to Encourage a Growth Mindset in the Classroom | college and career ready | Scoop.it
Contrary to popular belief, high achievement isn’t merely a product of talent and ability.In fact, our internal beliefs about our own abilities, skills, and potential actually fuel behavioral patterns and predict success. Leading Stanford psychologist Carol Dweck argues that the pivotal quality sepa

Via Mel Riddile
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Mel Riddile's curator insight, October 30, 8:32 AM

1. Think about setting achievable micro-goals to encourage students’ consistent, incremental progress.

2. When students succeed, praise their efforts and strategies as opposed to their intelligence.

3. Help students focus on and value the process of learning.

4. Design classroom activities that involve cooperative--rather than competitive or individualistic--work.

Rescooped by Lynnette Van Dyke from critical reasoning
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Study suggests experiential learning provides increased student engagement along with higher workload

Study suggests experiential learning provides increased student engagement along with higher workload | college and career ready | Scoop.it

Summary by Academica Top Ten 30 October 2014

"A new report released by the Higher Education Quality Council of Ontario (HEQCO) has found that courses that incorporate experiential learning with community organizations resulted in higher student engagement and better outcomes, but they also created more work for students and instructors. The study, conducted by researchers at York University, examined a variety of introductory and upper-level courses that made use of community service learning (CSL), community-based learning (CBL), and other in-course learning activities (ICLA) such as role playing, skits, guest speakers, case studies, and laboratories. Students reported improved engagement with the materials and a recognition of strong educational outcomes, but they also rated CSL and CBL courses lower than ICLA courses due to “increased workload and a lack of clarity on the goals and standards of the course.” Faculty involved in the study reported increased workloads, but recognized that the courses “offered a deeply rewarding and personally transformative student learning experience.” The report’s authors suggest that institutional supports and incentives for faculty can help alleviate some of the increased workload and can help them establish and maintain community partnerships." HEQCO Summary | Full Report


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New Policy Brief: Using Financial Data to Support Student Success | Data Quality Campaign

New Policy Brief: Using Financial Data to Support Student Success | Data Quality Campaign | college and career ready | Scoop.it
New Policy Brief: Using Financial Data to Support Student SuccessCategory:State Policy

Using financial data to support student success? How will that help?

I get it. Thinking about managing finances brings to mind spreadsheets and bank accounts—it doesn’t really suggest instructional support or student learning to me. In reality though, if state and local leaders had better information about the dollars spent on education, they would be able to better support student learning.

All education leaders could tell you how much they spend on instruction, or salaries, or capital outlays. But there is less understanding about how those resources are really making change for kids. Did teachers get the professional development they really needed? In other words, were the dollars we spent on that professional development really worth it? It is time for states and districts to be able to answer that question, and many more like it.

As a first step in that process, the Data Quality Campaign (DQC) has a set of state policy recommendations that ask states to create the framework—including data governance, quality analytics, and better transparency—that will help state and district leaders make smart decisions about how our education resources—including money, time, and people—are used. State policy changes alone will not create the critical culture change that is necessary to use resources in new ways, but it can create a foundation for the work.

To build on this, in partnership with Education Resource Strategies and the Council of Chief State School Officers, DQC is participating in the Partnership for Strategic School Management, which will seek out state policy and practice solutions to enable the effective use of people, time, and money at the district level. Together, we hope to empower a national dialogue that supports district leaders in making tough, but critical decisions about resource use that are foremost targeted at improving student achievement.

Check out our new brief here, and stay tuned for more from the partnership. 

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INFOGRAPHIC: Who Uses Student Data? | Data Quality Campaign

INFOGRAPHIC: Who Uses Student Data? | Data Quality Campaign | college and career ready | Scoop.it
The DQC is a national, collaborative effort to improve the availability and use of high-quality education data to improve student achievement.
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Data Quality Campaign Releases Policy Brief on Student Data Collection -- THE Journal

Data Quality Campaign Releases Policy Brief on Student Data Collection -- THE Journal | college and career ready | Scoop.it
'Student Data Collection, Access, and Storage: Separating Fact from Fiction' is designed to clear up misconceptions and offer guidance to educational leaders

 

Amid growing concern over the privacy of students’ data, the Data Quality Campaign has released a new policy brief designed to clear up misconceptions and offer guidance to educational leaders. Student Data Collection, Access, and Storage: Separating Fact from Fiction points out several key facts about the collection and sharing of student information, including the following:

Employers and the media cannot, by law, access an individual student record.States collect from districts a small subset of student information to evaluate and improve student learning.The U.S. Department of Education is prohibited by law from creating a federal database that includes students’ personally identifiable information.States have policies regarding how long data can be stored and when it must be destroyed.

The brief also offers the following policy suggestions for educational leaders:

Establish governance by clarifying who is responsible for managing data across agencies and over time.Identify where state policy can supplement federal law. For example, establish, implement, and monitor data destruction policies and create consequences for violating such policies.Create robust requirements, model language, and transparency for third-party service provider contracts.Help parents understand how linking student data over time improves their child’s college and career readiness.

Aimee Rogstad Guidera, founder and executive director of the Data Quality Campaign, commented, “The goal of effective education data use is to improve student success, but we can’t reach this goal without assurance that students and their data are safe. Policymakers need to take responsibility and action by building an environment of trust and a culture of ethical data use.”

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Rescooped by Lynnette Van Dyke from College and Career-Ready Standards for School Leaders
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Two Excellent iPad Apps to Help Students with Math Homework

Two Excellent iPad Apps to Help Students with Math Homework | college and career ready | Scoop.it

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Rescooped by Lynnette Van Dyke from Leading Schools
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How to Have a Meaningful Parent-Teacher Conference

How to Have a Meaningful Parent-Teacher Conference | college and career ready | Scoop.it
As a teacher and parent, I've been on both sides of the desk for conferences. Some have been more successful than others, and I've come to the conclusion that it's the preparation beforehand that makes the difference....

Via Mel Riddile
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Rescooped by Lynnette Van Dyke from Teaching, Learning, Growing
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The Modern Workplace Learning Landscape: it's more than telling people what to learn

The Modern Workplace Learning Landscape: it's more than telling people what to learn | college and career ready | Scoop.it
I was recently asked to summarise my view on the evolving modern workplace learning landscape and L&D’s role in it. So here it is Although people learn in many different ways, L&D has for a...

Via Elaine Roberts, Ph.D
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Elaine Roberts, Ph.D's curator insight, October 28, 1:24 PM

I don't know why we think learning and development in the work place is so different from learning elsewhere. Maybe because there are no papers and no grades, per se, and yet there are merit and performance reviews, customer satisfaction surveys, etc., so clearly there are criteria for competency-based learning in the work place. Which, to me, reinforces the importance of those long vertical conversations between K-12, university, and the work place. And which, in my opinion, reinforces the importance of thinking so much differently about how we assess in K-12 and university.

Rescooped by Lynnette Van Dyke from 21st Century Literacy and Learning
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» Interleaved Practice: A Secret Enhanced Learning Technique j2jenkins

» Interleaved Practice: A Secret Enhanced Learning Technique j2jenkins | college and career ready | Scoop.it

Via Les Howard
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Rescooped by Lynnette Van Dyke from Leadership, Innovation, and Creativity
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How We Learn: The Surprising Truth About When, Where, and Why It Happens by Benedict Carey « Dr. Doug Green

How We Learn: The Surprising Truth About When, Where, and Why It Happens by Benedict Carey « Dr. Doug Green | college and career ready | Scoop.it

Via CECI Jean-François, Mark E. Deschaine, PhD, Ivon Prefontaine
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CECI Jean-François's curator insight, October 28, 9:01 AM
des modes de fonctionnement de notre cerveau importants a connaitre pour mieux se connaître et mieux apprendre à apprendre !
Ivon Prefontaine's curator insight, October 28, 11:00 AM

From a phenomenological perspective, recalling something as a memory is an event separate from the event being remembered. This changes the original memory.

Rescooped by Lynnette Van Dyke from Positive futures
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Tomorrow’s Leaders Need Diverse Challenges Today

Tomorrow’s Leaders Need Diverse Challenges Today | college and career ready | Scoop.it

Cynthia D. McCauley, coeditor of Experience-Driven Leader Development, introduces a career development lesson from It’s Not the How or the What but the Who by Claudio Fernández-Aráoz.


She draws attention to examples of how good companies rotate high-potentials through different experiences early in their careers to avoid one dimensional leaders dominating the upper echelons of the company


Via Matthew Farmer, David Hain
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Matthew Farmer's curator insight, October 30, 3:13 AM

Strong companies already have good talent management processes that enable them to provide more junior high potentials with varied experiences.  However these experiences need to vary more than they used to because the world is becoming more complex and business' role in society is becoming more integrated.


In addition, we need to find ways to expose more established leaders to experiences where they can broaden their perspectives. This can be more difficult because the roles they have are demanding, the salaries they command are more significant and lateral moves can be harder to identify and 'sell' into people.  Shorter, more intense, complex experiences with supported reflection and learning may be the answer.

David Hain's curator insight, October 30, 4:22 AM

Check out http://www.emergingworld.com/ for amazing developmental experiences that work both ways. @matfarmer

Rescooped by Lynnette Van Dyke from Eclectic Technology
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Speedometry – Learn Math and Science | Hot Wheels

Speedometry – Learn Math and Science | Hot Wheels | college and career ready | Scoop.it

"USC Rossier School of Education, in collaboration with the Mattel Children’s Foundation, has launched “Speedometry™,” a free-to-use curriculum that utilizes Hot Wheels® toys to teach elementary-age students science, technology, engineering and mathematics (STEM). “Speedometry” is tailored for children in fourth grade and emphasizes hands-on discovery and learning."

(Quoted from press release from USC Rossier School of Education, http://rossier.usc.edu/usc-rossier-and-mattel-childrens-foundation-launch-innovative-stem-curriculum-for-fourth-graders/)


Via Beth Dichter
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Beth Dichter's curator insight, October 30, 7:55 AM

Here is a new free program offered through USC Rossier School of Education and the Mattel Children's Foundation that provides a curriculum geared to Grade 4 that will help students engage in STEM. The program is called Speedometry and will have students learning about scientific concepts like velocity, gravity, kinetic energy and more. Most exciting is that you can put in a request for a free kit that will provide:

  • 40 Hot Wheels® diecast cars
  • 16 orange loops
  • 16 track clamps
  • 64 track connectors
  • 100+ feet of orange track

This link will take you the page where you can apply, and you can also download the lesson plans. What a great opportunity!