On Language, Texting, & Being I can speak some French. I took it all through school but learned it mostly when writing my dissertation which involved several French books that were, at the time, not yet translated. And for the books that were translated, I read the French not for accuracy per se but to get a sense for the writing — its style, its rhythm, its mode of being. Now, I love translations. I find the act of translation as amazing and erotic (such intimacy with another) as it is impossible (however actual). Anyway, at that point, my French wasn’t terrible (this was 15 years ago). We imagine, perhaps, that language is a tool much as, say, a hammer is. But that’s not how language works. And each language is different, asks different things of us — the French tu wants something different from me than the German du and, in the process, makes something different of me. When I was in grad school, I had to prove proficiency in two languages so, other than French, I chose classical Greek. Oh, was I wrong.
Five-Minute Film Festival: Digging Into the Common Core It's been nearly two years since I first wrote up "Resources for Understanding the Common Core State Standards," Edutopia's roundup page for all things Common Core, and the demand for tools and resources only grows as we get deeper into implementation. Like any major (and mandated!) educational initiative, the Common Core State Standards (CCSS) have their fans and their detractors, but if you're in one of the 45+ states that have signed on, they are here to stay. I highly recommend reading an excellent recent opinion piece from The New York Times, by Charles M. Edutopia's team of bloggers have been exploring every corner of the Common Core. Video Playlist: Digging Into the Common Core State Standards Keep watching the player below to see the rest of the playlist, or view it on YouTube. More Resources for Integrating the Common Core see more see less
Families In Global Transition No nose picking, peeing in pools: Chinese tourists given travel guidelines Chinese tourists should not pick their noses in public, pee in pools or steal plane life jackets, China's image-conscious authorities have warned in a handbook in their latest effort to counter unruly behaviour. The National Tourism Administration publicised its 64-page Guidebook for Civilised Tourism - with illustrations to accompany its list of dos and don'ts - on its website ahead of a "Golden Week" public holiday that started on October 1. As Chinese tourists increasingly travel abroad, they have developed a stereotype of "uncivilised behaviour", which Vice Premier Wang Yang said in May had "damaged the image of the Chinese people". Several countries, including debt-laden European nations, have eased visa restrictions to attract increasingly affluent Chinese tourists, but reports have also emerged of complaints about etiquette. Women in Spain should always wear earrings in public - or else be considered effectively naked.
Teacher Spends Two Days as a Student and is Shocked at what She Learns A student takes notes at Woodrow Wilson High School in Washington D.C. (AP Photo/Charles Dharapak) Do teachers really know what students go through? To find out, one teacher followed two students for two days and was amazed at what she found. Her report is in following post, which appeared on the blog of Grant Wiggins, the co-author of “Understanding by Design” and the author of “Educative Assessment” and numerous articles on education. Wiggins initially posted the piece without revealing the author. By Alexis Wiggins I have made a terrible mistake. I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My class schedules for the day (Note: we have a block schedule; not all classes meet each day): The schedule that day for the 10th grade student: 7:45 – 9:15: Geometry
Geek Masculinity and the Myth of the Fake Geek Girl I’ve been thinking about fake geek girls–or, more, the tenacity with which the geek community has latched on to the bugbear of the fake geek girl. Even in a community with a reputation as argumentative, the intensity and volume of the vitriol directed at the fake geek girl is unprecedented. It’s flat-out weird. So, what makes the fake geek girl such a threatening spectre? What, exactly, does she threaten?”Geek” is a gendered noun. When a label is gendered, it carries all the attendant baggage. Take a moment to think about what that means–to women, but also to men; and particularly to the way men are taught to see women. If you start there, it’s easy to see how we might have become predisposed to looking at female-identified geeks with suspicion. At the same time, though, geek culture is a haven for guys who can’t or don’t want to fall in step with the set of cultural trappings and priorities of traditional manhood in America.
10 talks from inspiring teachers Professor John Keating of “The Dead Poets Society.” Calculus teacher Jaime Escalante of “Stand and Deliver.” Marine-turned-teacher Louanne Johnson of “Dangerous Minds.” Stephen Ritz: A teacher growing green in the South BronxA parent and teacher in the South Bronx, Ritz has noticed his students getting larger and more sickly over the years, not to mention the fact that they’re parsing fewer options for earning a living. “Kids from the poorest Congressional district in America can build a 30 x 15 foot wall — design it, plant it, and install it in the middle of New York City,” says Ritz. Since starting the edible wall project, Ritz has seen his kids’ attendance jump from 43 to 90 percent. “I’m putting the bake sale to shame,” says Ritz, explaining that more projects are in the works for his students, including growing pumpkin patches in New York City subways and planting mini farms along major city roads. In honor of Ritz’s work watch nine more talks from truly inspiring teachers below.
Education | Alaska Indigenous In June 2010, the National Governors Association Center for Best Practices and the Council of Chief State School Officers published the Common Core State Standards (CCSS) for K-12 English language arts and math. CCSS were ostensibly designed in collaboration with teachers, school administrators, and experts to provide more rigorous and coherent academic scaffolding than the diverse patchwork of state standards previously in place. According to the Common Core State Standards Initiative, these standards were designed to “prepare our children for college and the workforce,” and since June 2010, 48 states and the District of Columbia have adopted them (Common Core State Standards Initiative, 2011). Although not explicitly identifying CCSS, the Obama administration has endorsed and incentivized state adoption of internationally benchmarked academic standards that prepare students for college and career readiness through its Race to the Top program. Arguments and Evidence for CCSS Conclusion
Bennett scale The Bennett scale, also called the DMIS (for Developmental Model of Intercultural Sensitivity), was developed by Dr. Milton Bennett. The framework describes the different ways in which people can react to cultural differences. Organized into six “stages” of increasing sensitivity to difference, the DMIS identifies the underlying cognitive orientations individuals use to understand cultural difference. Developmental Model of Intercultural Sensitivity Denial of DifferenceIndividuals experience their own culture as the only “real” one. Evolutionary Strategies In his theory, Bennett describes what changes occur when evolving through each step of the scale. Notes Jump up ^ While this level may initially be interpreted as a higher level of sensitivity, it is actually consistent with the dualistic thinking characterized by this stage where one culture is seen as good and another culture as bad. References Bennett, M. Bennett, M. Bennett, M.
Math can-do: Column As a math educator, I often find myself in conversations with parents who tell me, "I was never good at math, so it's not surprising my son isn't good either." I've also spoken with teachers who tell me that a student is failing because "she's just not good at math." There is a high price for all of this negative talk — nearly 40% of 18- to 24-year-old Americans believe they are "not good at math." Misconception #1: Math ability is a gift — you either have it or you don't. Misconception #2: Being good at math is about being fast. Misconception #3: Math is all about "rules" and procedures. What does this mean for how we should talk about and teach math? First, banish the "I can't do math" mantra in your home or school. Second, focus on thinking and understanding, not speed. Third, don't get caught up in the nitty-gritty details of long, complicated calculations. If we change our conception of what it means to be good at math, more students will achieve success in the subject.
The Beauty Of Untranslatable Words I have been obsessed with language, both my native one and otherwise, ever since learned to read. I’ve been a voracious reader my entire life, and in the past ten years, I’ve studied two languages, German and Japanese, in-depth, while delving into two others, Arabic and Spanish, for shorter, less dedicated stints. Now, I make a living out of trying to explain the labyrinth of the English language to Japanese high school students. And though there are about a million reasons that I’ll call myself a lover of words, one of the main reasons lies within words that are untranslatable into any other language. Google “untranslatable words” and you’ll be greeted with dozens of lists of the “top” foreign words that just can’t be translated into English (or any other tongue, for that matter, if English isn’t your first language). The thing is, most of these words don’t describe concepts that are completely foreign to society. There are dozens and hundreds more of these types of words.
An ASCD Study Guide for The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day This ASCD Study Guide is designed to enhance your understanding and application of the information contained in The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day, an ASCD book written by Bryan Goodwin and Elizabeth Ross Hubbell and published in August 2013. You can use the study guide before or after you have read the book, or as you finish each chapter. The study questions provided are not meant to cover all aspects of the book, but, rather, to address specific ideas that might warrant further reflection. Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) The 12 Touchstones of Good Teaching. Introduction The book opens with how checklists have helped various professionals, such as pilots and healthcare workers, reduce mistakes and ensure that all bases are covered. Chapter 1. Chapter 2. Chapter 3.
Indigenous Education Institute Intercultural communication Intercultural communication is a form of communication that aims to share information across different cultures and social groups. It is used to describe the wide range of communication processes and problems that naturally appear within an organization made up of individuals from different religious, social, ethnic, and educational backgrounds. Intercultural communication is sometimes used synonymously with cross-cultural communication. Cross Cultural Business Communication Cross Cultural Business Communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. Problems in intercultural communication The problems in intercultural communication usually come from problems in message transmission. Attribution is the process in which people look for an explanation of another person’s behavior.