Two Dimensions of an Inquiry Stance Toward Student-Learning Data” By Tamara Holmlund Nelson, David Slavit & Angie Deuel — 2012 Background/Context: Schools and districts are increasingly emphasizing evidence-based decision making as a means for improving teaching and learning. In response, professional development efforts have shifted toward situated, sustained activities that involve groups of teachers in reflective inquiry about student learning data, instructional practices, and curricular goals. Although strong evidence exists regarding the benefits of looking at student work, there is little research that investigates how teachers might work together to attain these benefits. Classroom teachers often lack the necessary skills and supports to enact data-based inquiry in a manner that informs and influences classroom practices. Population/Participants/Subjects: This framework was developed from multiyear case analyses of seven professional learning communities (PLCs).
Educators Evaluate 'Flipped Classrooms' Published Online: August 27, 2012 Published in Print: August 29, 2012, as Educators View 'Flipped' Model With a More Critical Eye Includes correction(s): September 4, 2012 Benefits and drawbacks seen in replacing lectures with on-demand video A growing number of educators are working to turn learning on its head by replacing traditional classroom lectures with video tutorials, an approach popularly called the "flipped classroom. " The movement was inspired partly by the work of Salman Khan, who created a library of free online tutoring videos spanning a variety of academic subjects, known as the Khan Academy, which many view as a touchstone of the flipped-classroom technique. The term "flipping" comes from the idea of swapping homework for class work. However, as most educators who have begun to use the technique are quick to say, there are a multitude of ways to "flip" a classroom.
—Illustration by Chris Whetzel "That's not how all of us learn," he said. Mr. Sharing Questions 1. 2. 3. 4. 5. Why Complex Teacher Evaluations Don't Work. The Fine Art of Giving Back, Seven Keys to Effective Feedback. Sunday Bk Review: "School of Hard Knocks" - How Children Succeed, by Paul Tough. Research Alert: "From Bubbles to HATs" Research Alert "It's OK—You're Just Not Good at Math" Can comforting students who struggle in math demotivate them—and decrease the number of students pursuing math-related subjects? Four recent studies say yes on both counts. The studies investigated whether holding a fixed theory of ability—that is, believing that ability is innate—leads teachers not only to comfort students for their perceived low ability following failure but also to use practices that promote students' long-term low achievement.
These are the report's major findings: Instructors who held a fixed theory of math intelligence more readily judged students to have low ability in math than those who held a malleable theory, which supposes that people can improve their abilities through hard work and practice. According to the authors, "It is not the case that instructors who believed math intelligence to be fixed failed to consider students' best interests. Authored by Aneeta Rattan, Catherine Good, and Carol S. World Spin. Beyond the Bubble - A New Generation of History Assessments. Research Alert: "It's OK - You're Just Not Good at Math" BEYOND ANTI-BULLYING PROGRAMS. As is the case for many teenagers, middle school was a difficult transitional period for me.
I was gawky, had pimples, and had a hard time maintaining elementary school friendships because I was too busy trying to figure out who I was and what this whole puberty thing was all about. I unapologetically participated in gymnastics, chorus, and theater, but was too preoccupied with my passions to realize that “being myself” went against social mores for teenage boys. It’s no surprise I was a victim of bullying. I spent many sleepless nights wondering if doing what I loved was worth the ridicule and alienation that often accompanied it. I didn’t want to worry my parents so I didn’t talk to them about it, plus I feared that any form of adult intervention would exacerbate the situation. There wasn’t a guidance counselor or an established bully prevention program, so my only defense was the thick skin I developed over the years. Preventing bullying takes more than just pointing fingers Art Music.