I found this study intriguing:
State Standards & Student Growth: Why State Standards Don't Matter as Much as We Thought
I found it as I was researching the MAP Test one of the schools I work with uses for it's primary students. It was written by several researchers based at the Kingsbury Center, which created and maintains the MAP Tests.
In a nutshell it says that researchers John Cronin, Michael Dahlin, Sarah Durant, and Yun Xiang report despite low or high state standards, students who are performing above the proficiency standard are not progressing as much as students who are below the standard. The study suggests that NCLB and state standards force teachers to focus their energy on "bubble" students so that their schools maintain their AYP. I'm not completely certain how this correlates, but there is a mention that (I believe) students above the proficiency level advance a difference of between 2-4 weeks of teaching.
Anyhow, interesting reading...certainly makes you wonder about how standards differ between states.
Monday, April 25, 2011
Sunday, April 17, 2011
TED review-Gaming to re-engage boys in learning
Ali Carr-Chellman: Gaming to re-engage boys in learning
This was a great talk with some specific points about learning styles, school culture and ways to adjust for both. Ms. Carr begins her presentation comparing boys and girls with the "100 girls experiment." After this shocking (yet not so shocking) visual comparison on drop-out, expulsion and suspension rates, she makes the true point of her presentation: Boys will be boys and we should let them express themselves as boys. She points out that the culture of schools is out of sync with the culture of boys, specifically in the zero tolerance policy held by most (if not all) schools. (Zero tolerance for weapons of ANY kind, plastic, Lego or otherwise and for any physical or written expression of violence.) Not only is school culture is out of sync by not allowing any safe outlets for imagined violence but there is a lack of male presence in schools suggesting that this is a place for girls, not boys; a place where boys must do what the teacher wants them to do all of the time, without their full creativity. Also, the compressed curriculum, where kindergarten is the new second grade, is a detriment for all active children.
Ms. Carr provides a few suggestions to bring boys back into a supportive school environment, by meeting them were they are. The comment that most struck me was the adjustment of teacher attitude towards video games. As these are often the only outlet for violence and accepted dramatic play/imagination for boys, teachers (especially elementary) should be more accepting and supportive of game play. Also, to better engage the educational aspect, she suggests better educational game designs, including games with better naratives and engaging fantasy worlds. To do this designers need better funding (like the World of Warcraft or COD) to support better educational game design.
The only additional thing I would like to hear is her opinion on how to incorporate gaming into a classroom day, or IF it should be incorporated. Should it possibly be an additional, out of school, activity (as it generally is now) just with the possible added educational aspect? Obviously if we make the educational games more fun and "enjoyably engaging" then they could rank right up there with the best selling games like Nazi Zombies. :-) (I'll admit, I enjoy watching "my boys" mow down a horde of zombies, though I utterly FAIL at the task myself!)
Any gaming/boy suggestions from the boys? (or girls)
This was a great talk with some specific points about learning styles, school culture and ways to adjust for both. Ms. Carr begins her presentation comparing boys and girls with the "100 girls experiment." After this shocking (yet not so shocking) visual comparison on drop-out, expulsion and suspension rates, she makes the true point of her presentation: Boys will be boys and we should let them express themselves as boys. She points out that the culture of schools is out of sync with the culture of boys, specifically in the zero tolerance policy held by most (if not all) schools. (Zero tolerance for weapons of ANY kind, plastic, Lego or otherwise and for any physical or written expression of violence.) Not only is school culture is out of sync by not allowing any safe outlets for imagined violence but there is a lack of male presence in schools suggesting that this is a place for girls, not boys; a place where boys must do what the teacher wants them to do all of the time, without their full creativity. Also, the compressed curriculum, where kindergarten is the new second grade, is a detriment for all active children.
Ms. Carr provides a few suggestions to bring boys back into a supportive school environment, by meeting them were they are. The comment that most struck me was the adjustment of teacher attitude towards video games. As these are often the only outlet for violence and accepted dramatic play/imagination for boys, teachers (especially elementary) should be more accepting and supportive of game play. Also, to better engage the educational aspect, she suggests better educational game designs, including games with better naratives and engaging fantasy worlds. To do this designers need better funding (like the World of Warcraft or COD) to support better educational game design.
The only additional thing I would like to hear is her opinion on how to incorporate gaming into a classroom day, or IF it should be incorporated. Should it possibly be an additional, out of school, activity (as it generally is now) just with the possible added educational aspect? Obviously if we make the educational games more fun and "enjoyably engaging" then they could rank right up there with the best selling games like Nazi Zombies. :-) (I'll admit, I enjoy watching "my boys" mow down a horde of zombies, though I utterly FAIL at the task myself!)
Any gaming/boy suggestions from the boys? (or girls)
Wednesday, April 6, 2011
Additional sites to explore
TypeWith.me Typing, Collaboration. This site is a spin off of Google Docs designed to be VERY user friendly. It provides up to 16 users the opportunity to collaborate on a single document in real time with multiple colors for different users. It also contains a chat box on the side of the page for comments/collaboration without directly influencing the document. The only drawback for young students is the requirement of an email address in order to share/collaborate on the document.
While I thoroughly enjoy GoogleDocs, I really like the chat function included on this site; especially if your collaborator is not sitting next to you. The TimeSlider tool is also amusing to watch as your project develops.
TrackClass Calendar, Assignments, Exams, Notes. This site seems to be a simplified version of BlackBoard in that it is aimed toward HS/college age students. It contains calendars for assignments and exams and even has a tab for class notes. Thus, laptop toting students can take notes directly on the site and have them handy wherever. The site is also available for hand held devices so you truly no longer have an excuse :-P (Unless you don't have the fancy hand held stuff...)
When I had a full class load, this might have been a great help for me. Considering I HATE BB, this would have been a great alternative. The only drawback would have been the professor "interaction" though I believe that option is still possible through the site.
Both sites are free. :-) Always a plus.
While I thoroughly enjoy GoogleDocs, I really like the chat function included on this site; especially if your collaborator is not sitting next to you. The TimeSlider tool is also amusing to watch as your project develops.
TrackClass Calendar, Assignments, Exams, Notes. This site seems to be a simplified version of BlackBoard in that it is aimed toward HS/college age students. It contains calendars for assignments and exams and even has a tab for class notes. Thus, laptop toting students can take notes directly on the site and have them handy wherever. The site is also available for hand held devices so you truly no longer have an excuse :-P (Unless you don't have the fancy hand held stuff...)
When I had a full class load, this might have been a great help for me. Considering I HATE BB, this would have been a great alternative. The only drawback would have been the professor "interaction" though I believe that option is still possible through the site.
Both sites are free. :-) Always a plus.
Sunday, April 3, 2011
ISTE Article Review
ITSE March/April 2011 Issue-Article: Computational Thinking: A Digital Age Skill for Everyone
The article begins by defining "computational thinking" (CT) in terms that remind one of mathematical logic with a little human element thrown in. As the article progresses, the authors describe CT as a problem-solving process and break down CT into a more understandable list of bullet points which include not only a way of thinking but a way of presenting data. The skills required/created by CT include confidence, persistence, tolerance, open-ended problem-solving and communication. While this is all well and good, bringing this new problem-solving way of thinking into the classroom may prove daunting or at the least tricky. The article also included examples of classroom uses ranging from using computer programs to model, experiment and blog to simply writing an analytical essay using specific literary devices. Despite the inherent mathematical connection the subject seems to take, it does point out toward the end the differences between computational, mathematical and critical thinking by being more involved with tools-thus making the higher level skills more important and other previously unnecessary or painstaking processes much more logical as the tools provide assistance much faster.
I enjoyed the article once it clarified it's position and definition of Computational Thinking. The initial definition left me in a bit of a fog, but the bullet points spelled it out very clearly. I believe that despite the feel from the article that this is new territory, that good teachers are already doing this type of educating in their classrooms. While, yes, it may seem a stretch for some to take the "tool" step, I feel that may are inherently teaching students through their own actions (if nothing else) how to solve problems or were to go to get/create the tools to solve problems. I know that in my experience in working with students, I am not ashamed to say "let's go look it up!" and do it either with them right there, or when I have a free moment and then share not only the information but how I found it as well. I feel that the technology part of this thinking process starts with students becoming familiar while they are young, and then starting 2nd/3rd grade and up using different forms of technology on their own to create greater projects. I have seen beautiful PowerPoints and brochures by 3rd graders who typed, researched, look up pictures and designed all on their own to be use as both a presentation for the class and a resource for the community when posted on the school's site. In this class, the teacher simply taught them the basics of the tool and set her requirements while the students developed the skills to their own level. This example didn't create the Computational Thinking by making the final product include the computer, but it did advance the student's knowledge and their output by including a tool available to the classroom.
The article begins by defining "computational thinking" (CT) in terms that remind one of mathematical logic with a little human element thrown in. As the article progresses, the authors describe CT as a problem-solving process and break down CT into a more understandable list of bullet points which include not only a way of thinking but a way of presenting data. The skills required/created by CT include confidence, persistence, tolerance, open-ended problem-solving and communication. While this is all well and good, bringing this new problem-solving way of thinking into the classroom may prove daunting or at the least tricky. The article also included examples of classroom uses ranging from using computer programs to model, experiment and blog to simply writing an analytical essay using specific literary devices. Despite the inherent mathematical connection the subject seems to take, it does point out toward the end the differences between computational, mathematical and critical thinking by being more involved with tools-thus making the higher level skills more important and other previously unnecessary or painstaking processes much more logical as the tools provide assistance much faster.
I enjoyed the article once it clarified it's position and definition of Computational Thinking. The initial definition left me in a bit of a fog, but the bullet points spelled it out very clearly. I believe that despite the feel from the article that this is new territory, that good teachers are already doing this type of educating in their classrooms. While, yes, it may seem a stretch for some to take the "tool" step, I feel that may are inherently teaching students through their own actions (if nothing else) how to solve problems or were to go to get/create the tools to solve problems. I know that in my experience in working with students, I am not ashamed to say "let's go look it up!" and do it either with them right there, or when I have a free moment and then share not only the information but how I found it as well. I feel that the technology part of this thinking process starts with students becoming familiar while they are young, and then starting 2nd/3rd grade and up using different forms of technology on their own to create greater projects. I have seen beautiful PowerPoints and brochures by 3rd graders who typed, researched, look up pictures and designed all on their own to be use as both a presentation for the class and a resource for the community when posted on the school's site. In this class, the teacher simply taught them the basics of the tool and set her requirements while the students developed the skills to their own level. This example didn't create the Computational Thinking by making the final product include the computer, but it did advance the student's knowledge and their output by including a tool available to the classroom.
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