168 Matching Annotations
  1. Last 7 days
  2. May 2020
    1. In a classroom or professional setting, an expert might perform some of these tasks for a learner (Metacognitive supports as cognitive scaffolding), but when a learner’s on their own, these metacognitive activities may be taxing or beyond reach.

      In a classroom setting a teacher may perform many of the metacognitive tasks that are necessary for the student to learn. E.g. they may take over monitoring for confusion as well as testing the students to evaluate their understanding.

  3. Apr 2020
    1. For instance, one recent blog entry from the Irish Data Protection Commission discussing events at schools borders on the absurd:“Take the scenario whereby a school wants to take and publish photos at a sports day ­– schools could inform parents in advance that photographs are going to be taken at this event and could provide different-coloured stickers for the children to wear to signify whether or not they can be photographed,” the Commission suggested. The post goes on to discuss the possibility of schools banning photographs at a high school musical, but suggests that might be unwieldy.
    1. Historically, education has been the province of parents. But the question of how kids spend their time, and learn, and grow, is one to which society as a whole should pay more substantive attention, instead of leaving it to the professional advocates and their tired debates about charter schools, unions and uniforms.
  4. Dec 2019
    1. “The pupil is thereby ‘schooled’ to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is ‘schooled’ to accept service in place of value.” (1)

      I think this issue is particularly important in mathematics. One of the seminal researchers in my field, Les Steffe, distinguishes "school mathematics" from the mathematics of students as a modeling construct; others have conceptualized situated cognition; informal mathematics,

  5. Oct 2019
  6. ucc9d37bcb9c001ec3ffeaf8a9d4.previews.dropboxusercontent.com ucc9d37bcb9c001ec3ffeaf8a9d4.previews.dropboxusercontent.com
    1. oubtlessalltheFamiliesoverwhomanyinfluencehasbeenex~ertedbythemissionwillgo.Thereisbutlittleprospectthateven8or3childrenfromtheFortcouldbegatheredforaschoolastheclerkwilltakehisfamilywithhim;.and,asisnowthecalculation,onebepladedhere,whohasnochildrenforschool.Itisnotneces—saryIpresumetotouchonotherpointshintedatinthejointlet—ter.Brsno

      Ayer says the school at Fond du Lac isn't promising in terms of attendance

    2. heschonlsinceitsestablishmenthasbeenmadeupprincipal—lyofhalfbreedCatholicchildrenconnectedwiththeTradingho

      School at Fond du Lac is primarily used by "half breed Catholic" children

    3. TomorrowIgointotheschooltoassistmyhus-bandinteachingthesmallerclass

      Mills helps Sproat in the classroom

    4. hefollowingarethereasonsforcontinuingFond.duLa

      Reasons for staying at Fond du Lac

      • property
      • agriculture
      • school
      • less Catholicism than in past
    5. TeacherPupi

      Ely explains attendance to Daniel Bushnell, Indian Agent

    6. llappearedgladtoseeme,andwillingtohavetheirchildreninstructed.O

      Sproat finds that most of the Natives at Sugar Bush are okay with their children being educated at a school

    1. hassucceedadverywell

      All girls school at La Pointe is functioning well



    1. MrElyarrivedfromLePoin1months.HeisnowinSCllOOwinter.Itisina

      at Pokegoma, Ely is making the school thrive



  7. Sep 2019
    1. hichaltogetherconstitute107sheetsofwriting,occupiedmeverypleasantlythroughoutthewholelongwinterinm

      Baraga makes a set of four small works, both in English and Ojibwe, to be used for teaching



  8. Aug 2019
    1. Ifyoufind'DrSir,thatI.asktoomuch,Ihopeyouwillcheckm

      Ely asks for a lot for the school in order to maintain the attention of attending students (scholars) and attract new members

    2. hiefMg—oz

      Chief Ma-ozit (Loon's foot) approves of the school where Ely is

    3. Theywhocome,therefore,Come?fromtheirownWills

      According to Ely, children come to mission schools of their own accord



    1. heschoolhasbeensuspendedforeightweeks.AswecouldobtainnohelpwewereunabletodowithoutMissCook'sassistanceinthefamily.Sheisabouttocommenceagain

      because many of the women at La Pointe are/have been very sick, school closed for 8 weeks

    2. houldyougotothisstationyouwouldbeexpectedtoteachtosomeextent,todidintakingcareofthesecularaffeirsofthefamily,andtobewiththeIndiana,asmuchascircumotencsewouldpermit,aidingthemcomeintheirattemptstobecomesettled&cul—tivatetheground,persuadingthemtoattendmeetingt,andsendtheirchildrentoschool,impartingreligiousinstructionasforasyoucould,bymeansofinterpretersorotherwise.Youmightalsodidsomeinprovidingcomfortablebuildingsforthefamily,iftheyshouldnotyetbefurniehod,andperhapsituiohtbeadvisableforyoutoaidoccasionallyatoneortwooftheotherattioneinthatvicinity,inthesamen

      What Mr. Town would be expected to do at Yellow Lake

    1. AlinefromBr.Elyrecdthisev

      Mr. Ely tells Mr. Boutwell that the first chief, La Gueule Plot, wants a school

    2. amtobelocatedatSandyLake

      Ely confirms he is to be located at Sandy Lake to teach

    3. rE.toteachtheschoolther

      Mr. Ely will teach school at Sandy Lake

    4. twillbeimpossible,atleastsofarasIcansee,tosustainasmallschooleven,withoutfeediecthechil.tosomeextent.IftheInds.zenhe‘nduoedbyexample&otherhelps,suchasEecd&preparingtheground,tocultivutcmorelargely,theyyould,Ihavenodoubtfurnishprovisionsfortheirohil.inp

      the school will have to feed children regardless, but parents can contribute more if they settle down and cultivate land

    5. hatthereareindividualswhowouldbeun—willingtohavetheirchil.instructedatpresent,Ihavenodoubt.Iamnotwithouthopehowever,thatbykindness&ajudiciouscourseofconduct,theirprejudiceswouldsoongiveway

      Boutwell understands not all families want their children taught, but he believes that they will eventually

    6. eLordhathopenedadoor&isapparentlypreparingthesayforyoutooccupythisfieldassoonasyoucanfurnishthemen&mean

      the school and mission should be established as soon as funds are available

    7. ychildrenarepoor&ignorant

      how mothers feel about their children not knowing how to read, write, or sing in English

    8. aidhe"wishedhiechildrentolearntheBookbutnottoreceiveourreligion["].

      this is about Dr. B's children - Dr. B is a Chief among the Yellow Lake bands

    9. cnewigowawhohavechildrenwillprobablystaytheHummerat-ten@;tqinstructionandsendtheirchildrentoschool

      Ayer says widows with children are more likely to stay and send their kids to school

    10. Onaccountofthoextremencmrcityofnrovinioneherotheycouldnotremainion-er

      the school on the Yellow Lake Mission doesn't have provisions for students to stay long

    11. eplanwhichwehaveformedwouldplaceourordainedmissionary&hiswife,withaninterpreterafemaleteachers,&perhapsanotherfemalehelper,atLaPointe;acatechistandafemaleteacheratYellowLake;&anordainedmissionary&amaleteacheratSandyLake,withtheexpectationthattheformerwillvisitLeechLake,&perhaps,spendaconsiderableportionoftheyearthere,preparingthewayforapermanentestablishmenttherenext

      proposed division of labor for the various missions: ordained missionary, his wife, an interpreter, female teachers (La Pointe): catechist, female teacher (Yellow Lake): ordained missionary, male teacher (Sandy Lake and Leech Lake)

    12. oardtoprovidebuildingsandteachers&thatallthescholarsboardedbesup-was“Pmmxefomuwamug“'K’twGossamer“mus‘ot.edPurihd.portedAinthismannertomaintaina‘goodfoundationforascho

      While Hall and Boutwell hope that the parents would provide for their children, they understand that much of that work/cost would come from the school

    13. wouldnotbelessthan$3,000,norexceed$3,500

      expected costs for a school at La Pointe is $3000-$3500

    14. heschoolsshouldbetaughtpiinoipallyinthenativelanguage.Itisinvaintoattempttoin—troducetheEnqllehlanguageextensivelyamongtheseIndians.Theyhavetoolittleintercoursewiththosewhospeakit,torenderitanobjectforthemtolearni

      Hall and Boutwell don't suggest teaching english at the schools - rather French

    15. atifmissionestahlishmentsaremaintained,withwhichschoolsaremaintainedconnected,theseschoolsmustbesmall,unlessprovisionismadeinpartatleast,forthemainte~nanceofscho

      if missions and schools are to be established in this region, they must be willing to stay small with circulating students, or have provisions to provide for students when their parents leave

    16. wecouldgaintheiru..‘confidenceenoughtosecuretheirchildrentobetaught,manywouldundoubtedlybeinducedtolisten.tothegos

      Hall and Boutwell think that securing the education of mixed children will solidify the christian gospel in the region

    17. mall,seldomexceedingtwentyscholars,andalargepartofthetimenotabovetwelveorfifteen.Onthereturnofthetraders,shouttheletofAug.itnumberedsomewhatmore.Severalchildrenwereleftbyclerksinthefam—iliesatthisplacetoattendschool.AfterthereturnoftheIndiansfromtheirgardens,aboutthefirstofSept.itnumberedthirtyormore,endaveraged25.FromthefirstofNov.whentheIndiansleft.fortheirfishinggrounds,mostoftheIndianboysleftalso,andhaveattendedbutlittlesince.Atthepres-enttimeitnumbers23,andaverages30."ithoneexceptiontheconductofthescholarshasbeenasgoodascouldbeexpected.

      at the school in La Pointe, the numbers of students varied depending on the time of year and whether or not the children were needed to work at the gardens, or fish (the boys left and most didn't return to school)

    18. choolwasopenedwhich/"1hgzigontinuedWithlittleinterruptiontothepres

      School opened at La Pointe in fall 1831

    1. Mr. D's Music School is a top-rated vocal school in Folsom and have professionally trained faculty to personalize voice lessons in Folsom in order to meet any specific goals and requirements. You can opt for our group or private voice classes in Folsom to learn folk & traditional, pop & rock, musical theatre, jazz, or classical singing, including Lied & Opera.

  9. Jun 2019
    1. “Because the bully had no prior record of bullying, and even though there were so many different days and incidents of physical assault, it was treated as a one-time offense, and for a one-time offense you just get a short talk and a call home,”

      In order for suspension and expulsion, there must be multiple offense. In this case, there are witnesses and a confession, but that is not enough. Even though there were many different days and incidents of physical assault this is considered a one-time offense? A short talk and a phone call home is the consequences of a death threat and physical assault? Where is the importance of bullying would not be tolerated? Where is the importance of ensuring the victim's safety? This is why this whole system fail to tackle on the issue of bullying. The limit of what the school can do is unjust. How is that resolved? The victim and their family would still feel unsafe, fear, and paranoia.

    1. heSchoolissmallr-10or13onlyattend&thosenotregular.Itismuchembarrusoodforthewunhof.ateacher,whosetimecanbemostlfdevotedtoit

      the school at this area is small, with irregular attendance (from both students and teacher)

    2. noboardingschoolsrunattheBoard'sexpense

      Board shouldn't pay for schools

    3. benentstheywouldderivefromhavingschoolsandinreceivingthegospel,andtoldthemtheadvantagesoftheircultivatingtheirland.TheysaidthatwhatIhadtoldthemwasalltrue,andverygood.

      objectives: schools, gospel, land cultivation

    4. twillbedifnculttokeepchildrenlongatschoolamongtheseIndians,unlesstheyarefed,onaccountoftheirmigratoryhabitsandthedifncultyofobtainingprovision.Manyofthemresideatseveraldifferentplacesduringtheyear

      expect low attendance because of hunger and migration

    5. WithregardtoourprospectsforimmediatelybenentingtheIndians,Ihardlyknowwhattosay.

      sent by the Board to educate them and build a school

  10. May 2019
    1. On September 4, 1957, the first day of classes at Central High, Governor Orval Faubus called in the Arkansas National Guard to block the black students’ entry into the high school

      So in that time black skin people can't enter the same high school as white skin people

  11. Apr 2019
    1. “The greatest hope for traumatized, abused, and neglected children is to receive a good education in schools where they are seen and known, where they learn to regulate themselves, and where they can develop a sense of agency.”
    2. “Sadly, our educational system, as well as many of the methods that profess to treat trauma, tend to bypass this emotional-engagement system and focus instead on recruiting the cognitive capacities of the mind. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement.”
    1. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.
  12. Mar 2019
    1. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

  13. Nov 2018
    1. Blurring the Lines betweenHigh School and College:Early Colleges and the Effecton Adult Learners

      Early College High School

  14. Oct 2018
    1. The NYCLU found nothing in the documents outlining policies for accessing data collected by the cameras, or what faces would be fed to the system in the first place. And based on emails acquired through the same FOIL request, the NYCLU noted, Lockport administrators appeared to have a poor grasp on how to manage access to internal servers, student files, and passwords for programs and email accounts. “The serious lack of familiarity with cybersecurity displayed in the email correspondence we received and complete absence of common sense redactions of sensitive private information speaks volumes about the district’s lack of preparation to safely store and collect biometric data on the students, parents and teachers who pass through its schools every day,” an editor’s note to the NYCLU’s statement on the Lockport documents reads.
    2. It might sound like dystopian science fiction, but this could be the not-too-distant future for schools across America and beyond. Researchers at the University of California, San Diego, for instance, have already begun publishing models for how to use facial recognition and machine learning to predict student engagement. A Seattle company recently offered up an open-source facial recognition system for use in schools, while startups are already selling “engagement detectors” to online learning courses in France and China. Advocates for these systems believe the technology will make for smarter students, better teachers, and safer schools. But not everyone is convinced this kind of surveillance apparatus belongs in the classroom, that these applications even work, or that they won’t unfairly target minority faces.
  15. Sep 2018
    1. Matthew Mayer, a professor of educational psychology at Rutgers’ Graduate School of Education, says that among experts the best solutions to school shootings are not really in dispute: basic gun control, more and better mental-health services and a robust national threat-assessment program. We also need to help educators create an atmosphere where students who hear about a potential threat feel comfortable sharing that information with adults. (Many student shooters, including Gabe Parker at Marshall County, hint about their plans to at least one other person or tell them outright. Getting those others to inform teachers is one of our best options for preventing shootings from happening in the first place.) In February, Mayer and his colleagues circulated an eight-point document titled “A Call for Action to Prevent Gun Violence in the United States of America,” which summarized these and other key actions needed to reduce the risk of school shootings. So far, 4,400 educators and public-health experts have signed it. But political will is still missing. “We keep revisiting the same conversations every five or six years without learning or changing much of anything,” Mayer says. “Armed guards and metal detectors make it look like you’re doing something. You get far fewer points for talking about school climate and mental health.”
    2. From the inside, a mass shooting can feel distinctly unchartable. But Reed — and Pynoos, and Melissa Brymer, his colleague at the National Center for Child Traumatic Stress — say that while each school shooting is different in its particulars, several features are common to all. For example, Brymer says, it can be the secondary trauma that undoes a school’s recovery. “After a shooting, everyone wants to talk about how to find the next shooter so that this doesn’t happen again,” Brymer says. “But that’s not what the school itself needs to focus on. We’ve had suicides, car accidents, overdoses.” For a school that’s already traumatized, she says, these follow-up events can be incredibly devastating. Brymer advises schools to conduct mental-health screenings before anniversaries, to find the people who are struggling most and help them. The hierarchy of hurt can split in surprising ways. For the most part, people closest to the carnage are the most traumatized, and people farther away are less so. But any teacher might be plagued by any number of things, including what they saw and how they responded in the moment. One educator might flee the building in a panic, leaving his students behind, only to be devastated by guilt afterward. Another might behave heroically, then seethe with resentment over not getting enough recognition. Each will need counseling and support to fully recover.
    3. Teachers are at the quiet center of this recurring national horror. They are victims and ad hoc emergency workers, often with close ties to both shooter and slain and with decades-long connections to the school itself. But they are also, almost by definition, anonymous public servants accustomed to placing their students’ needs above their own. And as a result, our picture of their suffering is incomplete. We know that the trauma that teachers experience after a school shooting can be both severe and enduring. “Their PTSD can be as serious as what you see in soldiers,” says Robert Pynoos, co-director of the federally funded National Center for Child Traumatic Stress, which helps schools coordinate their responses to traumatic events. “But unlike soldiers, none of them signed up for this, and none of them have been trained to cope with it.” We know that teachers who were least able to protect their students in the moment tend to be especially traumatized. “For teachers, the duty to educate students is primary,” Pynoos says. “But the urge to protect those students is deeper than that. It’s primal.” And we know that their symptoms can include major sleep disturbance, hair-trigger startle responses and trouble regulating emotions.
    4. For all the fear they inspire, school shootings of any kind are technically still quite rare. Less than 1 percent of all fatal shootings that involve children age 5 to 18 occur in school, and a significant majority of those do not involve indiscriminate rampages or mass casualties. It has been two decades since Eric Harris and Dylan Klebold ushered in the era of modern, high-profile, high-casualty shootings with their massacre at Columbine High School in Littleton, Colo. According to James Alan Fox, a criminologist at Northeastern University, just 10 of the nation’s 135,000 or so schools have experienced a similar calamity — a school shooting with four or more victims and at least two deaths — since then. But those 10 shootings have had an outsize effect on our collective psyche, and it’s not difficult to understand why: We are left with the specter of children being gunned down en masse, in their own schools. One such event would be enough to terrify and enrage us. This year, we had three.
    5. Teachers were the first responders. Before police officers and medics arrived, they gathered sobbing, vomiting, bleeding kids into the safest rooms they could find, then locked the doors and kept vigil with them through the stunned and terrified wait. They shepherded the injured to hospitals in their own cars. And they knelt on the ground with the ones who were too wounded to move, stanching blood flow with their own hands and providing whatever comfort and assurance they could muster.
  16. Aug 2018
    1. There's also potential for confusion within the CRDC itself. While this particular item refers clearly to "a shooting," the previous item asks about a long list of incidents, some involving "a firearm or explosive device" and others involving "a weapon."
    2. A separate investigation by the ACLU of Southern California also was able to confirm fewer than a dozen of the incidents in the government's report, while 59 percent were confirmed errors.
    3. For comparison, the Everytown for Gun Safety database, citing media reports, listed just 29 shootings at K-12 schools between mid-August 2015 and June 2016. There is little overlap between this list and the government's, with only seven schools appearing on both.
    4. Our reporting highlights just how difficult it can be to track school-related shootings and how researchers, educators and policymakers are hindered by a lack of data on gun violence.
    5. In 161 cases, schools or districts attested that no incident took place or couldn't confirm one. In at least four cases, we found, something did happen, but it didn't meet the government's parameters for a shooting. About a quarter of schools didn't respond to our inquiries.
    6. How many times per year does a gun go off in an American school? We should know. But we don't. This spring the U.S. Education Department reported that in the 2015-2016 school year, "nearly 240 schools ... reported at least 1 incident involving a school-related shooting." The number is far higher than most other estimates.
    1. And in our schools, we need to continue the work done by many states that are pursuing educative approaches to school safety and student success by reducing school exclusions and leveraging initiatives that strengthen students’ social-emotional skills, mental health supports, and sense of safety and belonging. If we genuinely want to ensure safer schools, we should follow the evidence about what works, rather than jeopardizing lives with ideological battles.
    2. Numerous studies have suggested an association  between exclusionary discipline  practices and an array of serious educational, economic and social problems, including school avoidance and diminished educational engagement; decreased academic achievement; increased behavior problems; increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems. All of these problems are costly to the victims and to our society. They drive up the public costs associated with the aftermath of violence, substance abuse counseling, unemployment or underemployment, policing and the justice system, and much, much more.
    3. Indeed, school exclusion, without these supports, can exacerbate a bad situation. In the Parkland case, the fact that Nikolas Cruz had been expelled from school may have contributed to driving an angry young man who felt isolated to take out his frustration and anger by killing students and staff at his former school. In theory, zero-tolerance policies deter students from violent or illegal behavior because the punishment for such a violation is harsh and certain. However, research shows that such policies ultimately increase illegal behavior and have negative effects on student academic achievement, attainment, welfare, and school culture.
    4. These social-emotional learning practices have been found in hundreds of studies to reduce negative behavior and violence in schools, making schools safer while also increasing academic achievement. The guidance builds on what we know about how to increase school safety through “conflict resolution, restorative practices, counseling and structured systems of positive interventions.” The guidance also provides research-based resources to address students’ mental health needs, as well as proven practices that make students feel more connected to school and part of a community, so they are less likely to engage in negative and harmful behavior.
  17. Jul 2018
    1. The documentation of routines invited the students to reflect on the multiplicity of practices that shape temporality inside the school community, making the social layering of time more perceptible. Far from being restricted to timetables, buzzers and timed tasks, school time is a fusion of personal times, rhythms and temporal force

      This graf and the next, might be helpful for the Time Machine Project study. Cites: Adam on description of "school time."

  18. Jun 2018
    1. I had a learning disability when I was in school. But I could do factory work. Factory work is what we did. Now robots do that job. What happens to people like me?
  19. Apr 2018
    1. Most previous explanations had focussed on explaining how someone’s beliefs might be altered in the moment.

      Knowing a little of what is coming in advance here, I can't help but thinking: How can this riot theory potentially be used to influence politics and/or political campaigns? It could be particularly effective to get people "riled up" just before a particular election to create a political riot of sorts and thereby influence the outcome.

      Facebook has done several social experiments with elections in showing that their friends and family voted and thereby affecting other potential voters. When done in a way that targets people of particular political beliefs to increase turn out, one is given a means of drastically influencing elections. In some sense, this is an example of this "Riot Theory".

    1. The grade-level breakdown of these kanji is known as the gakunen-betsu kanji haitōhyō (学年別漢字配当表), or the gakushū kanji. (ja:学年別漢字配当表)

      Also known as Kyōiku kanji (教育漢字, literally "education kanji"). see Wikipedia: Kyouiku Kanji

  20. Feb 2018
    1. But what the data shows is we know if we're looking at test scores, if we're measuring the achievement gap, which is the test score gap between black and white students, that gap was the narrowest at the peak of integration in the school integration, which was 1988. As soon as we start to see the segregation increasing again, that achievement gap increases. And we've actually never gotten back to that low point that we were at when schools were their most integrated.

      affect of desgregation

  21. Jan 2018
    1. If one is familiar with the meditative system of visual holograms produced by tigle as per the Dzogchen lineage, the description shown here, where tigle is described as being productive of various impure cognitive aspects of grasping to true exsitance in terms of the Prasangkika (sgra-spyi etc.) is very interesting. The way in which tigle is interpreted and assimilated with this kind of philosophical positioning and their transforation at the level of path and result as devoid form (tong gzugs), indestructible sound (gzhom med kyi grad), non conceptual awareness and unchanging blissfull awareness culminating in the eventual 4 bodies of a Buddha (sprul-sku, longs-spyod rdzoks pai sku, ye-she chos sku and ngo wo nyid sku) which are particular to the Gelug system seems to demonstrate that there are a wide variety of approaches to these terms and practices. I am curious how interpretations have changed over time and how the various Tibetan Buddhist schools each approach the Kālacakra tantra.

  22. Nov 2017
    1. the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty
    1. Mount St. Mary’s use of predictive analytics to encourage at-risk students to drop out to elevate the retention rate reveals how analytics can be abused without student knowledge and consent

      Wow. Not that we need such an extreme case to shed light on the perverse incentives at stake in Learning Analytics, but this surely made readers react. On the other hand, there’s a lot more to be said about retention policies. People often act as though they were essential to learning. Retention is important to the institution but are we treating drop-outs as escapees? One learner in my class (whose major is criminology) was describing the similarities between schools and prisons. It can be hard to dissipate this notion when leaving an institution is perceived as a big failure of that institution. (Plus, Learning Analytics can really feel like the Panopticon.) Some comments about drop-outs make it sound like they got no learning done. Meanwhile, some entrepreneurs are encouraging students to leave institutions or to not enroll in the first place. Going back to that important question by @sarahfr: why do people go to university?

  23. Sep 2017
    1. The real enemies, then as now, are not the rival religions. The true battle pitches those who believe in tolerance and compromise against the tyrants who would impose their ideas on everyone else—no matter what the cost.

      Reminiscent of our current geo-political climate. The extended cycles of history.

    1. After about third grade, very little time is devoted to explicit writing instruction

      Not at Countryside Middle School!

      Our Literature and Writing Workshop rigorously maintains focus and practice time devoted to writing, from grammar, style, and technique, to active writing and publication (sharing) in formal and informal modes. Writing and active focus on writing are daily efforts.

    2. Should a parent correct a child’s writing, or just be encouraging?

      This is the ten million dollar question with a vending-machine answer: The work is the child's. It must be the child's entirely if the goal is to develop and hone writing skills. Loving parents might and often do get too involved.

      It does the young writer zero good to lose control of a written work (and it feels terrible even if never admitted—I was one of those kids). That problem is compounded when the teacher reads a twelve year old's assignment that looks too much (or entirely like) the bona-fide polished work of a mature writer with several college degrees. The teacher is not impressed and the process breaks down, for she or he is supposed to be evaluating and coaching a middle school writer on genuinely warty, often needy middle school writing.

      It does a young writer zero good to be a "middle man" left to watch back and forth between adults when the writing at the center is not the student's. A teacher can't minister to a young writer's real needs and the student can't learn if it's not the student's real writing at undergoing the writing workshop processes.

    3. analyzing text does make a difference


      There is reading and there is active reading. I support both but in appropriate settings. Everyone should enjoy ample time just reading for pleasure, escape. When reading for a specific purpose the foundation of which is understanding, we must be active readers—even while the process can still be enjoyable.

      Reading actively takes additional effort and concentration, often with note taking (or annotation in a cool web-markup tool like this!), and purposeful thought about what is said, how, and why.

    4. start talking about persuasive essays or an informative paper

      We do this work a great deal—we don't use these labels "persuasive essay," "informative paper" because (a) outside of school nobody at all uses these terms for real writing and (b) such labels tend to mystify and ossify thinking about writing in ways that aren't helpful. We focus on purpose, technique, sign-posting and evidence, and more in the composition of many types of writing like these and others.

    5. writing assignments to work on at home

      Because we devote 3/5 of all class periods explicitly to in-class writing instruction and independent, guided writing time (and the other 2/5 involve our writing at least indirectly by working with other texts which we read and analyze for writing about), we aim to minimize the writing done at home.

      By design, students have time at school to write, revise, consult with the teacher, critique the writing of others, and write some more. When writing is done at home, it is intended to be as overflow when more than what's available in class is needed.

      There's a magical dynamic here. When student writers know they will have adequate time for writing in class, supported, scaffolded for their needs, and that what they don't get done in school must be done at home, they tend to use school time better. Writing workshops become focused, intentional, productive spaces where tons of learning and growth occur.

    6. Is my kid writing at school

      Yes, at Countryside Middle School, we do this in a nearly unbroken stream of constructive activities.

    7. middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary

      Nope. Not at Countryside Middle School. We write, scrutinize, revise, share, and write more. Our students learn to consider, brainstorm, draft, revise with feedback, finalize, and share in many formal and other modes, primarily at school in a controlled and closely monitored learning environment.

    8. Kids are constantly creating text when they are at home. They tweet, they text, they Facebook. Each of those has its own rules

      Writing in formal modes like essays, responses to literature, book reviews, etc., have their own rules and expectations, but they're not by a thousand miles the only kinds of writing that people do or that have importance.

      Kids (like adults) are increasingly social-media writers. It may seem at times that these modes are the Wild West with lawlessness and emoticons, but there are rules and expectations—particularly concerning positive interactions and relationship building as good digital citizens.

    9. with them about the author’s craft

      This is the primary purpose for readings of all kinds selected in my English/language arts curriculum. All reading done for class purposes is intended to be active reading.

      With younger readers like middle schoolers, this doesn't always come easily and part of the comprehensive process is to teach the skills involved in active reading while reinforcing their value.

    1. New Heaven High School

      My Chile high school- New Heaven High School located in Antofagasta, Chile. Phone number = +56 55 221 9219 . -christian school -high school

    1. The first cycle (cycle I) is from 1st to 4th and the second cycle (cycle II), from 5th to 8th. The program includes eleven compulsory subjects: Language and communication Indigenous language (compulsory in schools with high density of indigenous students) Foreign languages ​​(compulsory in cycle II) Mathematics natural Sciences History Geography and Social Sciences Technology Art Physical education Orientation and religion, which the school must offer but is optional for students.

      how many classes they offer--- they offer language classes. do they study english? they also study orientation and religion, so how would religion fit in with sexual orientation?

  24. Jul 2017
    1. Haberman is in Trump’s head so deep she could be his psychiatrist, and she has had extraordinary access to the president and the administration. She is a regular commentator on TV about life “inside the castle.”

      This is absolutely incredible and profound. As an old school wannabee journalist, I applaud these efforts. If only the Charlotte Observer would lower their prices to about $5 a month for digital, I would subscribe, even on my income.

    1. It’s just not how I expected my life would be,'" he says.

      Analyze and relate to theme

    2. In the realm of narrative psychology, a person’s life story is not a Wikipedia biography of the facts and events of a life, but rather the way a person integrates those facts and events internally

      narrative on narrative writing

    1. the school’s teachers came up with a project for the fifth graders: figure out how to reduce the noise in the library. Its windows faced a public space and, even when closed, let through too much noise. The students had four weeks to design proposals.
    2. Around the world, though, other countries are making creativity development a national priority. In 2008 British secondary-school curricula—from science to foreign language—was revamped to emphasize idea generation, and pilot programs have begun using Torrance’s test to assess their progress. The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
    3. Plucker recently toured a number of such schools in Shanghai and Beijing. He was amazed by a boy who, for a class science project, rigged a tracking device for his moped with parts from a cell phone. When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
    1. LetterPile»Writing»Creative Writing Very Short Stories for High School & Middle SchoolUpdated on May 12, 2017 <img src="https://usercontent2.hubstatic.com/8625837_100.jpg" alt="Howard Allen profile image" title="Howard Allen profile image"/>Howard Allen more <img src="https://usercontent1.hubstatic.com/8703622_f496.jpg" data-ratio="1.4555808656036" alt=""/> If your students are

      another possible set of sources for short story unit

  25. May 2017
    1. Fort Simpson
      Fort Simpson was originally established by the Hudson’s Bay Company at a location on the north shore of the Nass River estuary. In the summer of 1834, the Hudson’s Bay Company moved its fort to a site on the Tsimshian peninsula at McLoughlin Bay, which is now called Port Simpson, British Columbia (Patterson 1994). In 1858 and 1894, Roman Catholic missionaries reached Fort Simpson and permanently resided there. The Roman Catholic Mission provided many resources for the community, such as St. Margaret’s Hospital built in 1916 and a school in St. Margaret’s Hall built in 1917. St. Margaret’s Hall was replaced by the Federal Day School in 1974 and was run by the Federal Government. Fort Simpson is still inhabited today and is a quite popular tourist destination. It is the only village in the Northwest Territories with a population of approximately 1,250. Some people of Fort Simpson still identify as Dene. Fort Simpson is accessible via airplane or highway. The Liard Trail Highway leads to Fort Simpson from British Columbia and the Mackenzie Highway reaches Fort Simpson from Alberta. Since both of these highways pass through expanses of nature, it is possible to see black bear, moose, woodland caribou, lynx, wolves, and bison alongside the highways (Fort Simpson Chamber of Commerce n.d.). 


      Fort Simpson Chamber of Commerce. n.d. Fort Simpson Nortwest Territories Canada. Accessed May 8, 2017. http://www.fortsimpson.com.

      Patterson, E. Palmer. 1994. ""The Indians Stationary Here": Continuity and Change in the Origins of the Fort Simpson Tsimshian." Anthropologica 181-203.

  26. Apr 2017
  27. Mar 2017
    1. digital technologies offer learners greater opportunities to be more actively involved in the learning experience.

      research opps.

    1. The researchers told New York magazine that overreliance on direct instruction and repetitive, poorly structured pedagogy were likely culprits; children who’d been subjected to the same insipid tasks year after year after year were understandably losing their enthusiasm for learning.

      Very sad.

    2. Much greater portions of the day are now spent on what’s called “seat work” (a term that probably doesn’t need any exposition) and a form of tightly scripted teaching known as direct instruction, formerly used mainly in the older grades, in which a teacher carefully controls the content and pacing of what a child is supposed to learn.

      Too much pressure for such young kids! This is pre-school!

  28. Feb 2017
    1. The works of Blair and Campbell were often used together as course texts, and most new textbooks simply rang changes on their ideas and materials.

      Sounds a little like Dead Poets Society

      McAllister: You take a big risk by encouraging them to be artists, John. When they realize they're not Rembrandts, Shakespeares or Mozarts, they'll hate you for it. Keating: We're not talking artists, George, we're talking freethinkers.

      McAllister: Freethinkers at seventeen?

      Keating: Funny — I never pegged you as a cynic.

      McAllister: Not a cynic, a realist. "Show me the heart unfettered by foolish dreams, and I'll show you a happy man."

      Keating: "But only in their dreams can men be truly free. 'Twas always thus, and always thus will be."

      McAllister: Tennyson?

      Keating: No, Keating.

  29. Dec 2016
    1. where’s the positive evidence of what they’re claiming

      Where? Do you mean you want a NUMERIC MEASUREMENT that proves capital can't be measure numerically?

  30. Nov 2016
  31. krugman.blogs.nytimes.com