"It’s the season of decision for American families and their young high school near-graduates looking to head off to college. Where will they go? And what will it cost? The two are all mixed up together. The cost of college is truly daunting for most families in this country now. And figuring out real costs, financial aid and the bottom line is a challenge. Colleges can be anything but transparent. Financial aid letters are marketing documents. “Need” and “aid” can mean all kinds of things. This hour On Point: paying for college, and college financial aid. How it really works. Who gets what, and why."
"Stories of cheating in schools often make national headlines and are frequently met with widespread shock. How could such actions occur on the campuses of elite colleges and high schools? What's going on with kids these days?"
"Since taking the plunge and adding multiple-choice questions to my assessment repertoire, I’ve found they have refreshing and unexpected advantages. They make assessment more reliable, marking less labour-intensive, pupil understanding and misconceptions more visible, and allow a wider breadth of knowledge to be assessed across a unit than just using essays or complex, holistic end-of-unit assessments. They save countless hours of marking downstream, and get pupils thinking deeply about subject content. Both Alex Quigley and Cristina Milos have written perceptively about how tricky they are to create. How can we ensure that the advantages outweigh the limitations? Research from Little, Bjork, Bjork and Angello (that Alex cites) suggests not only that they are as effective as short-answer tests for retention, but they also have an important advantage over them – that pupils have to think through incorrect alternatives. The key insight is that these alternatives must be plausible enough to enable pupils to retrieve why correct alternatives are correct and incorrect options are incorrect. I’ve found these eight principles helpful in multiple-choice design:"
"The technologies of the Internet and the Web are reshaping where, when, and from whom we learn--and even how we think about learning. The Learning Revolution Project highlights our own virtual and physical events and those of our more than 200 partners. We also highlight good conversations about learning taking place between educators, learners, leaders, and others from the school, library, museum, work, adult, online, non-traditional and home learning worlds. The Internet is shifting the boundaries of these worlds, and we believe that as they increasingly overlap and integrate they will be critical to framing and preparing for the learning revolution starting to take place.
" First of all, I am going to challenge my own title in this writing as the qualities that I am about to list are not usually people with influence, but people with tittles and authority. Leadership and administration are sometimes not synonymous and if an administrator does not make those around them better, they are not leaders, they are bosses. Working with many different organizations, I have heard either the frustration from educators within the organization that feel like they are running on the spot, while also working with administrators that are more focused on holding down the fort as opposed leading with vision. Here are some styles you should avoid being or working for if you want to really move forward.
"On April 8, 2014, Project Tomorrow released the report 'The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations' at a Congressional Briefing held in Washington, DC and for the first time, online in a special live stream of the event. Julie Evans, Project Tomorrow CEO, discussed selected student national findings from the Speak Up 2013 report and moderated a panel discussion with students who shared their insights and experiences with digital learning."
This article is a continuation of The Connected Student Series It’s a crisp fall Monday morning, and freshly dressed school children are being dropped off by their parents – who by this time have gotten used to the current homework load and the...