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Educational Leadership:Early Intervention at Every Age:The Perils and Promises of Praise

Educational Leadership:Early Intervention at Every Age:The Perils and Promises of Praise
Related:  Feedback & Assessment: College

Using Rubrics A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios and presentations. Rubrics are most often used to grade written assignments, but they have many other uses. Boix Mansilla., V., Duraisingh, E., Wolfe, C. R., & Haynes, C. (2009). Brookes, D. Mora, J., & Ochoa, H. (2010). Reddy, Y., & Andrade, H. (2010). Stevens, D. and Levi, A. (2005) Introduction to Rubrics. Timmerman, B., Strickland, D. Tractenberg, R. Signe Whitson: Rude vs. Mean vs. Bullying: Defining the Differences A few weeks ago, I had the terrific fortune of getting to present some of the bullying prevention work that I do to a group of children at a local bookstore. As if interacting with smiling, exuberant young people was not gift enough, a reporter also attended the event a wrote a lovely article about my book and the work I do with kids, parents, educators and youth care professionals. All in all, it was dream publicity and since then, has sparked many conversations with people in my town who saw my photo in the newspaper and immediately related to the examples of bullying that were discussed. I have been brought to tears more than once since the article ran, while listening to parents share their feelings of outrage and helplessness over their kids’ experiences with bullying in school. One gifted but socially awkward middle school student blew me away with his articulate, poised, yet searingly painful accounts of relentless physical and verbal bullying on his school bus. Explore HuffPost

fitness - Are small workouts worth the time? - Fitness and Nutrition - Stack Exchange Let's start at this point: Some exercise > no exercise In short, if you are doing something, anything, you will make positive steps toward fitness. The problem with stopping there, is that usually the something people choose, doesn't maintain their interest. Your goals are stated in this way: I'm not looking to get bigger (anti-goal, a limiter of things you are willing to do)I just want general fitness So the 5 million dollar question is: what is general fitness? Strength, the stronger you are, the better your quality of life as you can pick up heavy things, and resist injury better.Conditioning, the more conditioned you are, the better you can keep blood flowing through your body and you can have the energy you need to do what you want.Mobility, the more mobility you have, the more range of motion you have without pain. Whether you play basketball, run marathons, swim, or left weights, all of the above points help you achieve general fitness. Workout A Workout B Now, why sets of 5?

How Rubrics Provide Feedback | Teaching, Writing | Chris Friend I’d like to start with an assumption about rubrics. I believe that rubrics are tools designed to serve two purposes:They help a teacher assess student work consistently and clearly.They help provide feedback to students through setting expectations and evaluating performance.With these two goals in mind—assessment and feedback—I’d like to examine how rubrics need to be built and used to be able to serve those purposes. I recently wrote about the different kinds of rubrics, and I’d like to focus exclusively on analytic (rather than holistic) rubrics in this discussion. I’ve seen a number of assignment rubrics that are poorly designed and poorly implemented, and I’d like to point out the trouble with a particular approach and show how it can be fixed. First, though, I need to clarify a critical term. That example includes all three elements of feedback. Note how the highlighted boxes in the table match the example comment quoted above. For a teacher, this can be huge. Tags: Teaching

What Do All Babies Need Yet Aren't Getting Equally? To break the cycle of poverty, young children need something that’s as free and abundant as air. An extraordinary program is giving it to them. Russ and Reyn for Reader’s Digest Babies need a few basic things to get started: mother’s milk, or something like it; love, attention, and playtime; clean clothes; and a safe place to sleep. Many low-income American children are suffering from a shortage of words—songs, nursery rhymes, storybooks, chitchat, everyday stuff. In many low-income families, warm and loving parents may struggle desperately to provide all the other basics, without a clue that their relative silence—and the lack of bedtime stories, picture books, and lullabies—hurts the babies. Beginning in the 1990s, researchers at Rice and Columbia Universities reported eye-opening findings about how many more words middle-class and affluent kids hear day in and out. The deficit has astounding and bitter consequences. She’s used to being on her own. From there it gets worse.

Responses | 2012 Annual Question | Edge The Epidemic of Obesity, Diabetes and "Metabolic Syndrome:" Cell Energy Adaptations in a Toxic World? "Metabolic syndrome" (MetSyn) has been termed the "Epidemic of the 21st century." MetSyn is an accretion of symptoms, including high body mass index (weight-for-height), high blood sugar, high blood pressure (BP), high blood triglycerides, high waist circumference (central/visceral fat deposition), and/or reduced HDL-cholesterol, the so-called "good" cholesterol. Epidemics of Obesity and diabetes are intertwined with, and accompany, the meteoric rise in MetSyn. The prevalent view is that MetSyn is due to a glut of food calories ("energy") consumed, and a dearth of exercise energy expended, spurring weight gain—an "energy surfeit"—with the other features arising in consequence. But this normative view leaves many questions unanswered: Why do elements of MetSyn correlate? The customary "explanation" also creates paradoxes. · Ultra low-calorie or low-fat diets · Fasting, skipped meals

Grading, Assessment, or Feedback? | Teaching | Chris Friend assign credentials by saying students passed a course, achieved a goal, or mastered content. Grades also sort or rank students by performance, giving us the ability to discuss “B students” as a group or “above-average” students as a means of exclusion. They label performance based on arbitrary evaluative criteria. I say “arbitrary” because there is really no way to determine what an A means. Even if we look at percentages, the most common means of devising grades, we would be stumped by a simple question: An A is equal to 90% of what? If it’s work done, does that mean that 10% of the work was never attempted, or that 10% failed to meet standards? The inherent vagueness of grades is a self-fueling, all-consuming fire. But what do we tell ourselves grades do? When was the last time you only needed to assess one element of something? Assessment is the process of determining the quality of something, typically a student’s ability, skill, or knowledge. [Photo by riekhavoc (caught up?)

Howard Gardner, multiple intelligences and education Howard Gardner, multiple intelligences and education. Howard Gardner’s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. Contents: introduction · howard gardner – a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? · howard gardner’s multiple intelligences – some issues and problems · conclusion · further reading and references · how to cite this article I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. Howard Earl Gardner’s (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. Howard Gardner – a life Mindy L.

Correlation vs. Causation (A Mathographic) As part of our quest to understand the Algorithm, we do a lot of correlation analysis here at SEOmoz. We tend to dive right into the deep end, so I thought it might be a good time to take a step back and talk about the absolute basics of correlation, including some warnings about causation. We’ll often say (and hear) the fallback phrase – “correlation does not imply causation”, but people rarely dig into what that means. To make this experience as pleasant as possible for the math-phobic, I drew you a picture. View Full-sized Infographic (796 x 2200) Embed this image: <div style="width:604px;"><div><a target="_blank" href=" ><img width="600" height="1658" alt="Correlation vs. Obviously, our actual studies get a lot more complex than this, but everything has to start somewhere. Are there any other correlation-related topics you’d like to hear more about on the blog? Yikes, looks like something went wrong.

De-grade your classroom with narrative feedback SmartBlogs Years ago, I stopped grading my students. This is shocking to most educators who wonder how assessment can be done without numbers and letters. The answer is surprisingly simple: I replace grades with narrative feedback. Renowned education professor and researcher Dylan Wiliam, who has studied feedback and grades for decades, recommends in his book “Embedded Formative Assessment” using narrative feedback in lieu of grades, rather than in addition to letters and numbers. Wiliam suggests that grades detract from the value of the feedback. In my class, students complete many activities and projects on blogs and other web-based tools. Consider the following example of narrative feedback in place of grades, using the SE2R formula. In my classroom, students complete activities and projects willingly, without grades on their work. Mark Barnes is a 20-year classroom teacher and adjunct professor at two Ohio colleges.

Top 3 Reasons to Improve Your Vocabulary - Litemind Developing a great vocabulary is one of the most overlooked ways to improve our lives. It is often believed that learning many words is only useful for writers and speakers, but the truth is that everyone benefits from it, both personally and professionally. Vocabulary Sharpens Your Communication Contrary to what some people believe, the point of having a good vocabulary is not to use fancy, arcane or complicated words to impress or confuse other people. In order to be effective, communication has to be simple. If learning new words and using simple language seem like contradictory goals at first, it makes complete sense when you understand that having a good vocabulary is more than knowing a large amount of words: the point of having a good vocabulary is being able to choose words with greater precision. Think of your vocabulary as your “communication toolbox”: every word is a tool, ready to be used at the right time. Vocabulary Opens Your Mind Vocabulary Gets You Results

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