The elementary school version of the college preparatory program emphasizes the idea that all students can go to college.
Richardnell, 8, attends Machado Elementary School in Lake Elsinore, where teachers are using the college preparatory program AVID, or Advancement Via Individual Determination, for the first time this year. The program is designed to help students develop good study habits and a mindset for college, with the hope that it also will boost academic achievement.
Every child in America deserves an education that prepares them for success in college and careers and a rich, fulfilling life. Unfortunately, our antiquated school calendar is too limiting to provide millions of children with the breadth and depth of educational experiences they will need to thrive.
But schools that have broken from the bounds of the conventional calendar and schedule offer promising alternatives to the status quo. NCTL has documented the practices of high-performing, high-poverty schools that have expanded time in order to…
In preparation for my mLearnCon 2012 presentation I recorded my presentation. Here is the course description:
Apple recently announced their reinvention of the textbook. With this, they noted a new piece of software that could not only revolutionize the way we think about textbooks, but the way we build interactive mobile material as well. With the newly announced free and easy-to-use iBooks Author, the questions are, “How do we use it?,” “How can we implement this in our mLearning Strategy?,” and “Is it even worth doing?”
Prezi, the zooming presentation software that has liberated the world from boring, static presentations, has furthered its mobile reach with today’s launch of a new iPhone app and expanded editing capabilities on the iPad. You can now start your prezi in the cloud, work offline on Prezi Desktop, finish it on the iPad, and show it on the iPhone.
What pathways are being designed in today's schools to personalize the learning experience?
This has been a very busy fall with many requests for our process to build sustainable personalized learning environments for the Race to the Top - District proposals. On top of that, we are leading webinars, participating in panels, speaking in keynote addresses, doing workshops, creating eCourses, setting up Communities of Practice (CoP), interviewing thought leaders, and important research on motivation, engagement, and voice. This means we continue to create new resources, refine the process, and personalize our services to meet your needs.
Last night, the #edchat topic was, "How should teachers deal with colleagues who are comfortable with 19th century and punitive measures for non-compliant students?" Judging by the responses, many teachers either felt they could gently prod this colleague to changing his or her practice. Others did not see this their responsibility at all. They saw it as the responsibility of the administrator.
Project Red Produced These Informative Findings and is Working to Transform Them 'From Research to Results'.
Continuing with the theme of measurable successes in education technology implementations that we’ve explored in a number of articles over the last few months, today we take a look at Project Red. Project RED conducted a national study of education technology focused on student achievement and financial implications. The coalition of three research organizations surveyed and studied nearly 1,000 schools and uncovered a replicable design for successfully introducing technology into the classroom, improving student performance, and yielding cost benefits.
When recently presenting at the Annual Conference for Middle Level Education, I was struck by how much things have not changed, especially in terms of professional development models. In discussions around education reform, we have begun to recognize that a one-size-fits-all model doesn’t work for all of our students, yet there’s little conversation about differentiating PD for teachers, despite differences in experience, content areas taught, and learning preferences.
Technology in the classroom is no longer a choice but rather a necessity if educators wish to develop college- and career-ready students. We can no longer afford to teach youngsters the same way that we've taught them for the past 100 years; we must meet and teach our students in the technological media they live in on a daily basis. If we do not, they will begin to see us as relics of the past who are irrelevant to their changing world and will tune us out completely.
Running the numbers ON THE face of it, American higher education is still in rude health. In worldwide rankings more than half of the top 100 universities, and eight of the top ten, are American. The scientific output of American institutions is unparalleled. They produce most of the world’s Nobel laureates and scientific papers. Moreover college graduates, on average, still earn far more and receive better benefits than those who do not have a degree.
For the past several years, new teachers joining the Bartholomew (Ind.) Consolidated School Corporation have been encouraged to watch a video introducing the preferred method of teaching in the district. Rather than highlighting a single approach, however, the video is all about encouraging teachers to use varied ways and materials to present new information and to assess learning, be it aurally through talking iPads, visually through doodles on whiteboards, creatively through art projects and games, or by using old-fashioned pen and paper. That’s because the preferred method of teaching in Bartholomew County is UDL, or Universal Design for Learning.
Have you done a school or district iPad implementation? Now that all the logistics are somewhat under control, are your teachers struggling with how to effectively utilize iPads in the classroom? Join this webinar to learn how to set your teachers up for success by providing them resources on: - 21st Century Student Assessment using Filmmaking - 21st Century Student Assessment using Animation - 21st Century Student Assessment using Podcasting workshop - Authentic Assessment using iPads
ABOUT THE SPEAKER: Brad Flickinger has been an elementary, middle, and high school teacher, as well as director of technology, which gives him a perspective of teaching all ages of students and what it is like at both the classroom and district levels.
MIND Reseach Institute instructional programs and education initiatives are revolutionizing math education in America. We offer an entirely new way to learn math through coceptual visualizations that leads to increased comprehension.
In the Silicon Valley Distortion Field, it can seem like everyone is learning to code — that coding has become cool. Either way you slice it, talented programmers are in demand, and, as a result, there is now a litany of platforms and tutorials that propose to help anyone and everyone become a code-slinger, often from the comfort of their favorite sofa (and browser).
Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce: Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council.
They must know how to fail so they can get back up again and learn from their failure.
As a mechanical engineering professor at Northwestern University, I believe that that's precisely what we should be teaching our students in STEM (science, technology, engineering, and mathematics) subjects: how to fail. Right now, we do not explicitly teach our students how to fail so that they can get right back up. That's in direct conflict with our goal: to prepare students to play competitively upon graduation. If our students are going to stop deadly pandemics, solve the energy crisis, and cure world hunger and poverty, they will have to be prepared to fail, over and over—and more important, they will need to know how to learn from those failures. STEM innovator Albert Einstein recognized that falling is an inevitable part of innovation; he's quoted as having said, "A person who never made a mistake never tried anything new." Another STEM innovator, Marie Curie attributed her success the fact that, as she put it, "I was taught that the way of progress was neither swift nor easy."
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