October 2, 2008
NCLB creates a new statistical paradigm: The Bell Line
This article shared by a Facebook friend reinforces an idea I've had that No Child Left Behind testing has created a delusional view of what's going on in schools today. Thus I give you to use or ignore: The Bell Line--all kids are now above average.Education Week: NCLB Testing Said to Give 'Illusions of Progress'
rampantly inflated standardized test scores are giving the misbegotten impression that, as in the fictional town made famous by radio personality Garrison Keillor, all children are above average.
May 5, 2008
Video assesses learning
Good article on using video in the classroom, particularly for assessment.
Techlearning > > Caught on Video > April 22, 2008
Constantly using video (a medium that allows for self-viewing and self-reflection) in the classroom will have a consistent, underlying message: Learning is important enough to be captured, shared, and archived. Video begs for reviewing and rewinding much more than a letter grade could ever hope for. Learning captured by video suggests a continuum in which a letter grade suggests completion.
December 10, 2007
Attention Grade-grubbing Undergrads: Don't Waste Your Time!
Excellent article about why not to stress about grades.
Twentysomething: Why I regret getting straight A’s in college » Brazen Careerist by Penelope Trunk
I was told that having a high GPA would open all kinds of doors for me. But you know what? I interviewed with lots of companies, received a total of 14 job offers after graduation, and none of the companies asked about it. They were much more impressed with stuff like serving as Chief of Staff for the student government and starting a radio station run by 200 volunteers.
May 25, 2007
iClicker - Fun tech that UTC already owns...
I got to play with and help demonstrate this technology last night:
iClicker, an easy-to-use radio frequency classroom response system that facilitates teaching rather than impeding it.
What I liked about this was the ease of setup. My boss just plugged this in and it instantly worked with my existing powerpoint and provided instant feedback of student's answers. I can think of a ton of awesome classroom uses where the technology would help to reinforce learning and engage students during review sessions. Then there are all the non-learning but fun uses, like, make your own Scene-It games and so on.
Pretty neat.
May 19, 2007
Star-competency defiined - Assessment
About a three years ago I got to observe (and videotape) Dr. Jan Richardson from DC doing in-service training for teachers at Battle and Brown Academy. She is an example of the very definition of a star competency, particularly assessment in how she works with kids and teachers to accurately assess learning accomplishments and gaps in reading and writing. We created a set of DVDs for teachers at these schools to teach strategies for teaching reading and writing, all of which accurately reflect the RTI model which I've been making another video about for TN DOE. As far as assessment, what I noticed most was the quick and accurate assessment of learner levels, differentaited instruction targeted at proficiencies and deficiencies, and quick prescription for DI. Also, there is no one correct learninig strategy, but a good RTI instructor must be able to read the learner and then apply the right mix of strategies. "Mix and fix" - kids put the words or letters together in the way that makes sense...
Leveled Reading Stategies
Students should use meaning and structure to predict and self -monitor at every level. Attention to visual information should increase and change over time as students develop visual analysis skills, and fluency should gradually improve as students develop automaticity with sight vocabulary and decoding skills. The following is a partial listing of common behaviors, strategies and skills for each level. It should not be used as a checklist for students but as a guide to help teachers plan appropriate word work activities. In addition to accuracy, consider independence, fluency, language proficiency, and comprehension when making acceleration decisions.