Seven things teachers are sick of hearing from school reformers. A senior from TechBoston Academy reacts as President Obama walks into her classroom with Melinda Gates (C) and Education Secretary Arne Duncan (R) in Boston in 2011.
(JIM WATSON/AFP/Getty Images) Teachers have long been accustomed to “going along to get along” but increasingly are raising their voices to protest standardized test-based education reforms of the last decade that they see as harmful to students. In this post, Georgia teacher Ian Altman explains what he and his colleagues are really sick of hearing from reformers.
Altman is an award-winning high school English teacher in Athens, where he has lived since 1993, as well as an advocate for teachers and students. He has presented at several national conferences and published in the Journal of Language and Literacy Education. How to Integrate Tech When It Keeps Changing. Asking if technology enhances learning is like asking if dogs are playful.
Whether we're discussing tech or those furry mouth-breathers, the answer is the same: it depends on the situation. Here's a better line of inquiry: how do you coordinate knowledge, instructional practices, and technologies in order to positively influence academic achievement? We can begin to answer this question with the Technological Pedagogical Content Knowledge Framework (TPACK), which conceptualizes the integration of "Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three," explains Dr.
Matthew Koehler, editor of tpack.org. Watch (and feel free to share) the "TPACK in 2 Minutes" video below: Press.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf. On LAUSD's Failed iPad Program — Chambers Daily. Howard Blume: Los Angeles school district officials have allowed a group of high schools to choose from among six different laptop computers for their students — a marked contrast to last year's decision to give every pupil an iPad.
Contracts that will come under final review by the Board of Education on Tuesday would authorize the purchase of one of six devices for each of the 27 high schools at a cost not to exceed $40 million. How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business. He started by telling them that there were kids in other parts of the world who could memorize pi to hundreds of decimal points.
They could write symphonies and build robots and airplanes. Most people wouldn’t think that the students at José Urbina López could do those kinds of things. Kids just across the border in Brownsville, Texas, had laptops, high-speed Internet, and tutoring, while in Matamoros the students had intermittent electricity, few computers, limited Internet, and sometimes not enough to eat. “But you do have one thing that makes you the equal of any kid in the world,” Juárez Correa said. “Potential.”
VanSD Tech. Google for Education. Standardized Testing. EdTech Blogs - Ferlazzo/Richardson etc. Education Policy. New To Me (Still need to Organize) EdTech, Equity and Social Justice. Tech Assisted Language Learning. Open Ed Resources. International Teaching. Teaching and Learning.
Common Core. Project Based Learning. Politics. The deprofessionalization of teaching. Research Specific. Video Resources for Educators. Portland and Oregon. How education reform drives gentrification. Stephanie Yao Long/The Oregonian/Landov Public school teachers in Portland, Ore., and their students are doing a victory lap.
Nearly a year after unveiling a contract proposal that would have put the squeeze on the 2,900-member Portland Association of Teachers (PAT), the Portland School Board on March 3 approved a contract that acceded to virtually every demand from the teachers’ union. The board was acting as a stalking horse for corporate attacks on unions and public education nationwide. Reclaiming the Conversation on Education: Brian Jones. Academic Innovations, Publisher of Career Choices. What Work Requires of Schools is the title of the initial SCANS report.
This 61 page report defines the five competencies and three-part foundation that constitute the SCANS skills. Single copies are available for $31.50, plus $4 for handling from: National Technical Information Service (NTIS), Technology Administration, U.S. Department of Commerce, Springfield, VA 22161, 1-800-553-6847. NTIS Order Number: PB92-146711INZ. This product may also be ordered by fax at (703) 321-8547, or by e-mail at firstname.lastname@example.org. You think you know what teachers do. Right? Wrong. (freepik.com) You went to school so you think you know what teachers do, right?
You are wrong. Here’s a piece explaining all of this from Sarah Blaine, a mom, former teacher and full-time practicing attorney in New Jersey who writes at her parentingthecore blog, where this first appeared. By Sarah Blaine.
Take a Break. Would greater teacher independence help student performance? JUDY WOODRUFF: Next: addressing the high turnover rate among public school teachers.
John Tulenko of Learning Matters Television, which produces reports for the NewsHour, looks at a Boston school where the teachers have taken charge. JOHN TULENKO: For more than 20 years, Susan Sluyter loved being a public schoolteacher. But starting around 2001 with passage of the education law known as No Child Left Behind, her feelings began to change. SUSAN SLUYTER: I started to feel deadened. Register | Northwest Conference on Teaching for Social Justice. “Rethinking Our Classrooms, Organizing for Better Schools”Saturday October 18, 2014 8:00 – 4:30 Madison High School Get Directions2735 NE 82nd Ave.Portland, Oregon 97220 Participants must register by October 9th to guarantee a lunch!
University School Literacy and Culture -- The Thirty Million Word Gap. In this groundbreaking study, Betty Hart and Todd Risley entered the homes of 42 families from various socio-economic backgrounds to assess the ways in which daily exchanges between a parent and child shape language and vocabulary development.
Their findings were unprecedented, with extraordinary disparities between the sheer number of words spoken as well as the types of messages conveyed. After four years these differences in parent-child interactions produced significant discrepancies in not only children’s knowledge, but also their skills and experiences with children from high-income families being exposed to 30 million more words than children from families on welfare. Follow-up studies showed that these differences in language and interaction experiences have lasting effects on a child’s performance later in life. The Early Catastrophe Betty Hart & Todd R.