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Progressive labels for regressive practices: How key terms in education have ... - Washington Post (blog)

Progressive labels for regressive practices: How key terms in education have ... - Washington Post (blog) | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
'Labels that originally signified progressive ideas continue to be (mis)appropriated...
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One Of The Most Common Theories Of Effective Education May Be A Myth

One Of The Most Common Theories Of Effective Education May Be A Myth | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Most people believe they have a “best” way of learning, whether that’s through pictures, text, hearing, or something else.

Via Monica S Mcfeeters, Ivon Prefontaine
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Ivon Prefontaine's curator insight, January 14, 8:10 PM

How we learn is paradoxically concrete and fluid. It is situational and practical.

 

@ivon_ehd1

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Too Many Kids Quit Science Because They Don't Think They're Smart

Too Many Kids Quit Science Because They Don't Think They're Smart | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Dweck: Actually, praise may not be the optimal way, but we are so praise oriented. We can ask the child questions about the process: “How did you do that? Tell me about it.” As they talk about the process and the strategies they tried, we can appreciate it. We can be interested in it. We can encourage it. It doesn’t have to be outright praise.
Sharrock's insight:

Dweck's conclusions about how praise works should help shape discussions about parenting, teaching, feedback, and also around the building of credibility THROUGH appreciation. The boundaries are dissolving between education and other knowledge work fields but also between educators and learners. Students will recognize real interest and appreciation of their thinking-work as truly valuing work. Attention is one of the main currencies of the knowledge era. The more attention being paid to what you are doing, the more encouragement you feel that what you are doing is valuable and valued. These are the face-to-face "likes" that do more than vaguely acknowledge you have accomplished something. When time is spent listening, evaluating the student's process and progress, and asking questions that leads to more progress, students will deepen their interest, become more encouraged, and may increase in other areas as well. This is true for any worker, though. No teacher wants to simply be observed and assessed based on a pass/fail system. Teachers want to feel that the person observing them "gets" what the teacher is doing, what the teacher has accomplished. In the Danielson tool, this appreciation has the opportunity of expression when discussing planning and also in the follow up or post-observation debriefing. Cognitive coaching models are appreciation and credibility-building tools.

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Nice Visual on The Ins and Outs of Professional Development ~ Educational Technology and Mobile Learning

Nice Visual on The Ins and Outs of Professional Development ~ Educational Technology and Mobile Learning | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Via Anna Hu
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Anna Hu 's curator insight, November 2, 2014 9:28 PM

love that we need to - View Core skills as the responsibility of all educators, no matter the subject they teach.

This would be true for Digital Citizenship and Technology Skills.

Mitchell Kearsley's curator insight, November 3, 2014 6:14 PM

Could not agree more!

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The New Digital Battlefields

The New Digital Battlefields | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Most enterprises will not be able to adapt to the new digital battlefields, because adopting new skills today takes more than just hiring and procurement. It requires systemic thinking.
Sharrock's insight:

This has implications in education as well as in career fields. 

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With Common Core Coming to the Plate, How Prepared Do Teachers Feel?

With Common Core Coming to the Plate, How Prepared Do Teachers Feel? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

According to Catherine Gewertz at Education Week, "teachers are getting an increasing amount of training to prepare for the common core, but that doesn't always make them feel ready to teach the standards.

 

According to the article, a recently released study, "From Adoption to Practice: Teacher Perspectives on the Common Core," shows that while far more teachers are attending common-core training, they are giving those sessions low marks for quality.

Professional Development and Training. In last year's report, 71 percent of teachers said they had attended professional development or training for the common core. This year, that figure rose to 87 percent.Teachers were far more critical of their training sessions in 2013 than they were in 2012, however. Two-thirds felt they were of high quality in 2012, but barely half said so in 2013.Only 23 percent reported that the assessments had been a topic of professional development.Far more common is training on the English/language arts standards; training on the math standards runs a distant second.Their sense of preparedness, ranked on a scale from 1 ("not at all prepared") to 5 ("very prepared"), was about the same in this year's report as it was the previous year: just under half gave themselves 4s or 5s on that preparedness scale.Only one-quarter said in this year's report that their students were well prepared to master the standards, and 14 percent said their students were well prepared for the tests.Teachers are unhappy with the lack of alignment between their instructional materials and the common core, a situation that's stubbornly unchanged from the year before. Nearly six in 10 said their main curricular materials were not aligned to the new standards.Teachers are pretty cynical about publishers' claims that their materials are "common-core-aligned." Fewer than four in 10 said they'd trust curriculum providers' claims of alignment.Only 18 percent classified themselves as "very familiar" with the math standards in the fall of 2012, but that number rose to 31 percent in the fall 2013 survey.


Via Mel Riddile
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Mel Riddile's curator insight, August 14, 2014 10:45 AM

Why was there "far more training on the English/language arts standards; training on the math standards runs a distant second?"


Literacy is now a "shared responsibility" across all content areas. This means that all secondary teachers are expected to integrate purposeful reading, writing, and discussion of complex text into their lessons. In reality, few teachers have received the training or support to carry out this formidable task, which will take several years of focused practice to reach an acceptable level of proficiency. 

Although elementary teachers are much better prepared to teach literacy skills, they must increase the amount of informational text and do more argumentative/persuasive writing, which are significant changes.

Dr. Dea Conrad-Curry's curator insight, August 16, 2014 3:16 PM

As a facilitator of learning about the Common Core, none of this surprises me. Much of the PD I see offered by states and many of the professional development companies are worn out and outdated PP slides initially developed by testing consortia. Much of the training I see offered should have been happening two years ago, not now...after implementation has begun and testing is upon us.

Unfortunately, when teachers attend trainings that offer weak support in knowledge about and application of the standards, their time is wasted and their proficiencies are not increased. Implementing the Common Core is work, hard work. To entertain teachers for a day or make the material seem easily understood does a disservice to teachers, students, schools, and communities.

Ann Francis's curator insight, August 16, 2014 9:57 PM

#commoncore, #ccss

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A Job Description For Teaching

A Job Description For Teaching | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
A Job Description For Teaching

A rarely discussed weakness in education is the lack of a true job description for teachers in hiring. Being told that “you will teach US History” or “we are hiring you to be a 4th grade teacher” is not a job description. It doesn’t say what you are responsible for causing. It merely describes the content and level you will be teaching. It doesn’t demand that you achieve anything in particular. It only says that a certain slot and set of roles should be filled and certain content should be covered.

 

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Ivon Prefontaine's curator insight, July 27, 2014 10:12 PM

Most of this article is about inputs (learning outcomes) and outputs (student learning). They are important, however teaching is about having relationships with students and less about having relationships with the learning outcomes. It is a blending of instrumental work and communicative work.

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5 gaming dynamics that truly engage students | eSchool News | eSchool News

5 gaming dynamics that truly engage students | eSchool News | eSchool News | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Gaming impacts students in many ways--it is challenging, open-ended, flexible, and lets students explore and build skills.
Sharrock's insight:

“As teachers, we need to learn how games do what they do, and how we make that into productive learning by using those game dynamics to accomplish our purpose,” Kiang said during an in-demand ISTE 2014 session.

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A Definitive Guide to Teacher Checklists

A Definitive Guide to Teacher Checklists | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
In The Checklist Manifesto, Atul Gawande writes about the importance of list making as a process of working through critical decisions, and list reviewing as a critical element to support aspirations
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"High school students read far fewer words per year than their younger peers"

"High school students read far fewer words per year than their younger peers" | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
An examination of what students choose for their "outside" reading in grades 1 through 12 shows disconcerting patterns taking hold in middle school.

Via Mel Riddile
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Mel Riddile's curator insight, May 9, 2014 7:42 AM

"Another interesting common-core note, for those of you who are so into the weeds on this stuff that you know about Appendix B of the Common Core State Standards. That's the list of texts that the standards' authors suggest as examples of readings in fiction, nonfiction, poetry, and drama that are appropriately complex at each grade level. Renaissance Learning's report shows that there has been an increase—albeit small—in the reading of those texts. Although the standards' authors didn't intend those lists as "assigned reading" lists, they appear to be having an effect on what teachers suggest to their students."

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The Augmented Web: Simplifying Augmented Reality In Education

The Augmented Web: Simplifying Augmented Reality In Education | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
The Augmented Web: Simplifying Augmented Reality In Education

Via Maria Lopez Alvarado, MBA
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My view: Ten myths about gifted students and programs for gifted

My view: Ten myths about gifted students and programs for gifted | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
By Carolyn Coil, Special to CNN

Editor’s note: Carolyn Coil is a speaker, educator and author. She works with teachers, administrators, parents and students, offering strategies for raising achievement, developing creative and critical thinking skills, motivating underachievers, differentiating...
Sharrock's insight:

part of my exploration of gifted student education. 

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A Periodic Table of Instructional Design

A PERIODIC TABLE OF INSTRUCTIONAL DESIGN: A unique, graphical presentation of Instructional Design Concepts in a concise and structured manner. We hope this is useful for the Instructional Design and Elearning Community.

Via k3hamilton
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Allison Anderson's curator insight, February 22, 2014 11:25 AM

This is both a great example of engaging content and a useful job aide.

 

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NAACP investigating teacher departures at Howard University Middle School - Washington Post

NAACP investigating teacher departures at Howard University Middle School - Washington Post | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Parents say that three teachers were terminated for attempting to teach more African history.
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NP High School begins pilot program for one-to-one computing devices | The Valley Breeze

NP High School begins pilot program for one-to-one computing devices | The Valley Breeze | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
A group of students at North Providence High School will be using laptops instead of textbooks for the remainder of the school year as administration looks to collect data on the effects of one-to-one computing.

Through a grant from Mobile Beacon, a local Educational Broadband Service provider, 25 Lenovo ThinkPad laptops were distributed to students in Cassie Souto and Dana Gambardella's reading classes on Dec. 2.
Supt. Melinda Smith said these students would be the first in the district to utilize the devices as part of a six-month pilot program at the high school.
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This is what happens to test scores when you pay teachers $125,000 a year

This is what happens to test scores when you pay teachers $125,000 a year | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Not including bonuses.
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The growing disjunction in education policy - The Hill (blog)

The growing disjunction in education policy - The Hill (blog) | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
The growing disjunction in education policy
The Hill (blog)
A flurry of activity among education reformers across the country exposes a growing bifurcation within its ranks, uncovered by recent challenges to teacher tenure in New York.
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A Simple Trick for Learning New Information

A Simple Trick for Learning New Information | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Students in an experiment appeared to do a better job learning when they thought they'd have to teach the material in question later on.
Sharrock's insight:

excerpt: "Still, the results from the first experiment were pretty solid, and the researchers' explanation for why the learning-to-teach strategy might work is interesting:


"Why does expecting to teach enhance organization of output and encoding of the main points of a passage? The explanation we currently favor is that participants expecting to teach put themselves into the mindset of a teacher, leading them to adopt certain effective strategies used by teachers when preparing to teach—such as organizing and weighing the importance of difference concepts in the to-be-taught material, focusing on main points, and thinking about how information fits together."

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How to fix SA’s education system

How to fix SA’s education system | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Almost 20 years after the end of apartheid, SA has one of the highest expenditures on education in the world, but the education system still propagates the inequality of the apartheid era.
Sharrock's insight:

extensive excerpt:

The biggest challenges facing education are

Children are coming out of school without the the 3 basic R’s of education that is the ability to read, wRite and aRithmeticsSouth African teachers do not have the basic pedagogic and content knowledge competencies needed to impart the skills needed by our learners.Resources are being used in a non efficient manner with little accountability and transparency.Inadequate organizational support to teachers and  bureaucracy in the educational department.Constant shift in South Africa’s educational curriculumFailure of the Education Departments to deliver on their core responsibilities.South African learners do not have a culture of reading and a lack the motivational push to learn from their community and familiesTeacher late-coming, absenteeism and an inability to enact the basic functions of teaching are endemic in many South African schoolsPower  dynamics at play between a seemingly all-powerful teachers’ union (SADTU) and the StateLack of basic amenities, infrastructure and learning resources in South African  townships and rural schoolsMany learners in South African townships and rural areas come from families affected by poverty, hunger and parents with little or no education themselves.A lost generation of learners who are not educated nor working because of the state of South Africa's education system.

The solution

1.      Early in the schooling system the focus should be on producing learners who can read, write and count.

2.      Reopen teacher training colleges since they provided a focused approach in the development of teachers and instill a sense of pride among teachers and teaching in general.

3.      Put in place internal controls to increase accountability, transparency of the learning process and the use of resources towards education at all government levels and in the classroom.

4.      Dedicated focus in improving the resources and infrastructure in township and rural schools

5.      Celebrate South Africa’s entrepreneurs and learned academic success, conduct career guidance counseling at an early age.

6.      Stability in the South African education curriculum by involving all stakeholders in developing an effective curriculum for South Africa.

7.      Introduce adult education programs, libraries and career guidance programs in South African townships and rural areas to encourage a culture of reading among learners and their families. 

8.      The Department of education should ensure rapid filling of vacant posts and efficient handling of disciplinary cases, or the support of teacher development

9.      The government should take political control of the education system and depoliticize unions in the education sector.

10.  National program to equip the supply of learning materials, the provision of libraries, toilets, repair of windows and leaking roofs, maintenance of desks and infrastructure in South African rural and township schools.

11.  Provide bursaries, school feeding programs, life orientation programs and counseling programs to learners in rural areas and townships

12.  Open vocational training centers and out of school programs to improve the skills of South Africans who are not in school and not working .

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Cam Perron – Latest CMK 2014 Guest Speaker!

Cam Perron – Latest CMK 2014 Guest Speaker! | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

One goal of Constructing Modern Knowledge is to create a context in which teachers remember what it feels like to master something complex and to appreciate the central roles of experience and expertise in the learning process. Learning is not simply the direct result of having been taught. Knowledge is constructed as a consequence of experience. That’s why the focus of CMK is on learning-by-doing through project development, supported by an expert faculty, and in interaction with people who respected for their excellence in a particular field.

Sharrock's insight:

Great quote to use with teachers: “I’m not surprised when kids do extraordinary things. I’m surprised when adults are surprised that kids are capable of doing remarkable things. I expect it.” The years kids spend in school are when they become poets, philosophers, politicians, pediatricians, painters, pianists, punters, physicists…

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Conation: An important factor of mind

Conation changes the implications of research supporting grit, self-efficacy, resilience, and learning styles (to name a few). The article explains: Kolbe (1990) suggests that human beings have a conative style or a preferred method of putting thought into action or interacting with the environment. This might be compared to differences of temperament or personality type (e.g., Huitt, 1988;  Keirsey, 1998; Myers, 1980) that purports to identify general approaches to thinking, feeling, and behavior or to learning style (e.g., McFarland, 1997) that identifies general approaches to encoding and processing information. Kolbe identifies four action or conative modes:

 

Fact Finder (instincts to probe, refine and simplify);

Follow Thru (instincts to organize, reform and adapt);

Quick Start (instincts to improvise, revise and stabilize); and

Implementor (instincts to construct, renovate and envision).

 

How should educators apply these research findings in terms of how we explore grit or self-efficacy? Resilience? differentiation? learning activities? curriculum development? 

Sharrock's insight:

How should educators apply these research findings in terms of how we explore grit or self-efficacy? Resilience? differentiation? learning activities? curriculum development? 

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Educational Leadership:The Key to Changing the Teaching Profession:Checking for Checklists

Educational Leadership:The Key to Changing the Teaching Profession:Checking for Checklists | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
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How Teaching Is Changing: 15 Examples | Tech in...

How Teaching Is Changing: 15 Examples | Tech in... | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
How Teaching Is Changing: 15 Examples (How Teaching Is Changing: 15 Examples via @AnaCristinaPrts http://t.co/JTHhVd2zub)
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The Thinker Behind “Grit” Says Teachers Need Grit, Too

The Thinker Behind “Grit” Says Teachers Need Grit, Too | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

 

What is it that sets people with grit apart? Robertson-Craft and Duckworth describe their key characteristic this way: “Gritty individuals work  diligently towards very challenging, long-term goals, sustaining commitment when confronted with setbacks and adversity.”

 

That sounds like a quality that would be immensely useful in teaching—and many other professions.

 


Via Gust MEES, Bobby Dillard, Ivon Prefontaine
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Gust MEES's curator insight, March 11, 2014 7:35 PM


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Grit


Ivon Prefontaine's curator insight, March 12, 2014 12:26 AM

Without resiliency, without grit, we cannot recover and move forward learning from mistakes. Teachers need grit. The very work we do calls on us to be resilient and lead students with our words and actions when we make a mistake.

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Why the PISA Debates Are Misleading -- and Useful

Why the PISA Debates Are Misleading -- and Useful | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
If the PISA test results give us the impetus we need to truly prioritize academic education -- in our families, communities, governments, and schools -- then all the hype will be more than worthwhile.
Sharrock's insight:

excerpt: "Methinks the bloggers doth protest too much. China is not the issue. Chinese statistics are not the issue. The statistical issues Dillon and Fallows discuss may explain why Shanghai significantly topped scores from ALL non-Chinese nations tested. They don't explain why the United States ranked 25th in math, 17th in science, and 14th in reading out of 34 countries surveyed. Or why students across Europe excel in two languages (three in Finland, which also tops the science ratings) while ours score in English below countries for which English is not a native language."

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