Surprisingly Large Cost of Telling Small Lies Recently, I caught up with one of our angel investors for lunch: Peter is a brilliant entrepreneur from England who has lived all over the world. He has built several businesses and now lives a dream life with a house on a harbor, a happy family and a broad smile. As our conversation drifted from an update of my company to a deep discussion about life itself, I asked him what he thought was the secret to success. That stumped me. As we spoke, I started thinking about the little lies I tell every day — often without thinking about it, but not always. I did some research and it seems most of us lie quite a bit. Most people lie about little things to make them look good. Peter has invested in hundreds of businesses. Peter maintains that telling lies is the No. 1 reason entrepreneurs fail. You know the right path to take and choose another, and in so doing you lose control of the situation. Like me, Peter reads Buddhist philosophy and applies it to business.
Project-Based Learning and the Common Core: Resource Roundup Alignment of PBL and the Common Core Project-Based Learning and the Common Core (ASCD, 2012) This webinar from ASCD and Edutopia blogger Andrew Miller is an introduction to how PBL can not only align to specific Common Core State Standards, but also support CCSS implementation. Sample projects and tips are included. Back to Top PBL and the Common Core in the Classroom Common Core and PBL in the Classroom <img class="media-image media-element file-content-image" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/73/video.gif? ELA- and Math-Specific Guidance Literacy Design Collaborative and PBL <img class="media-image media-element file-content-image" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/73/video.gif? Related Resources Do you know of additional resources, or are there other types of resources you'd like to see included?
San Diego Charter Teachers: Bullying Contributed to Death of Colleague - Living in Dialogue UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/living-in-dialogue/2014/03/san_diego_charter_teachers_bul.html ) = NO Internal request ( 22.214.171.124 ) = NO Open House ( 2014-04-26 23:11:10 ) = NO Site Licence : ( 126.96.36.199 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( ad0a86fa-7f1e-c4bb-60c5-036a2de2e070 : 3 / 3 ) = NO 0: /ew/articles/2012/09/14/04naep.h32.html 1: /ew/issues/parent-involvement/index.html 2: /edweek/parentsandthepublic/2012/04/boosting_parent_engagement_in_mostly_african_american_high_schools.html
technology Cal lecturer's email to students goes viral: "Why I am not cancelling class tomorrow" “I email my students all the time—that isn’t unusual,” Alexander Coward tells us. “What is very unusual is for one of those emails to go viral.” The UC Berkeley’s math lecturer’s surprise is understandable. Among the torrent of listicles, kitty gifs, and youtube clips depicting moderate-to-severe injury that seize the imagination of the Internet daily, an email from a professor to his 800 students about the scheduling details of his class is hardly the stuff that memes are made of. And yet Coward’s email—in which he used the opportunity of a University of California workers’ strike action to speak at length of the virtues of a college education—seems to have tapped a particular nerve. Since firing off the 2,000-plus word email on Tuesday night, the professor has been flooded with emails—from students in his math class, yes, but also from their friends and from their friends. Coward says he has mixed feelings about all the attention.
Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Based Learning September 2010 | Volume 68 | Number 1 Giving Students Meaningful Work Pages 34-37 John Larmer and John R. Mergendoller As Ms. Sound familiar? What Every Good Project Needs A project is meaningful if it fulfills two criteria. As educators with the Buck Institute for Education, we provide professional development to help schools set up a sustained program of in-depth project-based learning throughout a district, network, or state. 1. Imagine that on the first day of the infectious disease unit, Ms. Teachers can powerfully activate students' need to know content by launching a project with an "entry event" that engages interest and initiates questioning. Many students find schoolwork meaningless because they don't perceive a need to know what they're being taught. 2. After the discussion about beach pollution, Ms. A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. 3. 4. 21st Century Skills Once Ms.
Chicago Teacher Explains the Infamous Viral PD Video She Shot - Living in Dialogue About two weeks ago I saw a video of a Chicago "professional development" session posted on Facebook. Shortly thereafter, it appeared here in Valerie Strauss' Answer Sheet blog, and has been viewed more than 126,000 times since then. Today, for the first time, I share the firsthand account of the teacher who recorded this session. Guest post by an anonymous Chicago teacher. This now viral video shows a consultant modeling a lesson to be taught to 5th and 6th graders. Some have defended the video, saying that it may be out of context. Please stop for a moment and recite the script above in the style of the video. When I have shown this video to acquaintances, teachers and non-teachers alike respond with cringes, sympathetic embarrassment, and anger. It is demeaning and an insult to the dignity of the teachers and students who would like to use their time in school for worthwhile pursuits. Boycott! Chicago Parents' "Everything you need to Know About the ISAT"
iGeneration An Open Letter to Ninth Graders Dear First-Year High School Students, I am one of the co-editors of What Is “College-Level” Writing?—a 2006 collection of essays that focuses on the difference between high school writing and college-level writing. Because of my work on that book, I’ve spent a great deal of time in the last five years thinking about what students need to make the transition from high school to college. Many studies and reports in recent years have argued that there’s an important “expectations gap” between the skills students are typically bringing to college and what college teachers like me think students should be bringing with them to college. This letter is an attempt to state those expectations clearly, at least from my perspective. I offer you my advice and encouragement as you embark on your high school career because I think there’s a lot that you can do on your own to get ready for college. Let’s begin with perhaps the most fundamental of all college-readiness skills— reading. Reading Writing
What is PBL? To help teachers do PBL well, we created a comprehensive, research-based model for PBL — a "gold standard" to help teachers, schools, and organizations to measure, calibrate, and improve their practice. In Gold Standard PBL, projects are focused on student learning goals and include Essential Project Design Elements: A video that shows why teachers are going out of their minds The video below is not a parody. It shows Chicago Public School teachers in a professional development session that will make you understand why teachers are going out of their minds and to what extent administrators have infantilized teachers. Here is the video’s description on YouTube: This presenter was one of several consultants flown in from California and the United Kingdom for the Chicago Public Schools’ Office of Strategic School Support Services’ special network. This is a professional development for teachers of Saturday ISAT [Illinois Standards Achievement Test] preparation classes. As educator Larry Ferlazzo says on his Web site about this video: Yes, you can make a lot of things look bad taken out of context, but I don’t think a case can be made that this is appropriate for any professional development, or classroom, context…. Chicago Teachers Union President Karen Lewish called it “sick” in this tweet: This is what PD looks like in Chicago.