96 Matching Annotations
  1. Nov 2019
    1. Digital Literacy Initiatives

      This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

    1. This article, developed by faculty members at NAU, provides research behind and practices for technology-infused professional development (PD) programs. The authors first emphasize the importance of designing professional development for teachers around how they and their students learn best. Many approaches to PD have taken a one-size-fits-all approach in which learners take a more passive role in absorbing standardized information. The authors in this article suggest the need for a more effective model, one in which teachers play an active role in learning in ways that they find most effective for them and their students. Technology can support this PD through interactive and learner-centered instruction. Rating: 9/10

    1. Advantages of Online Professional Development

      This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

    1. Training for Transformation: Teachers, Technology, and the Third Millennium

      This article emphasizes the importance of preparing educators for the effective implementation of technology in a rapidly advancing digital society. Institutions have taken measures to ensure that students are prepared to use educational technology and how that can supplement and enhance learning. However, it is also just as important to ensure that teachers are prepared and to consider how these tools impact their practices. This article outlines examples of training programs and models that teachers can use for technology implementation professional development. Rating: 9/10

    1. Pre-service teachers can benefit from the use of simulations that reproduce classroom environments, student behaviors and profiles, and academic outcomes to guide their craft as educators. In this text, simSchool is briefly evaluated by student teachers to determine its usefulness. While the study had significant limitations of volunteer test subjects in a one-time usage of the tool, simSchool still was given some high marks for it's purpose and realistic depiction of student profiles and classroom environment. Finding suggest simulations like simSchool can continue to improve and with long-term use, would be effective at developing skills for educators. Rating: 8/10

    1. Mary Lou Fulton Teachers College

      This site is the homepage of the Tech Infusion program at Arizona State University (ASU). Housed within ASU's Mary Lou Fulton Teachers College, Tech Infusion is a technology integration curriculum for Pre-K-12 teacher candidates. Through coursework and hands-on practices, teacher candidates are prepared to use technology fluently and innovatively for teaching and learning. The program integrates research, ISTE Standards, and the TPACK (Technological Pedagogical Content Knowledge) framework around effective technology integration. This website provides technology-infusion resources for course developers, instructors, and current and future educators. Examples include research articles, edtech tool tutorials, lesson plans, and outlines of the curriculum. Rating: 9/10

  2. Sep 2019
    1. Jacob Amedie, Santa Clara University

      Author. Learn more about him from his resume: https://www.slideshare.net/slideshow/embed_code/key/xJUyg0OnJ8LcNx

    2. nts5.

      This paper uses footnotes instead of MLA in-text citations like you will use. If you were to use a paraphrase from a source like this, you would put (Campbell 76) in place of the 5. Campbell is the author and 76 is the page number.

  3. doc-0o-08-docs.googleusercontent.com doc-0o-08-docs.googleusercontent.com
    1. (Manning 2014c, p. 1158)

      This is an example of an APA citation that uses a page number. The MLA version would look like this (Manning 1158). 1158 is the page number.

    2. (Duggan 2013).

      This article is using APA. We are learning MLA in this class this semester. The MLA citation would delete the year (2013) and only inlclude the author's last name (Duggan).

  4. Jul 2019
    1. teaching would be the not-so-serious-I-need-to-make-a-living ‘job.”

      Reminds of the refrain, "Oh, you're just a teacher."

    2. would teach and write

      Ah, okay, here's hooks recognizing teaching and writing aren't mutually exclusive.

    3. a teacher. Since we were little, all you ever wanted to do was write.

      I wonder why being a teacher-writer wasn't an acceptable identity. Have others encountered assumptions of what a teacher can and cannot do? Or should and shouldn't do?

  5. Jun 2019
  6. educatorinnovator.org educatorinnovator.org
    1. Teacher educators can play a critical role

      And not just teacher educators: as an educational technologist, I've led professional development for teacher educators (and preservice teachers) on a number of different technologies and how/why they might be used in the classroom.

    2. current practicing educator

      I'm curious to know whether teacher educators discuss the phenomenon of the so-called "teacher influencer" with teacher candidates. A related issue is the rise of "educelebrities" using hashtags like #edutwitter to promote technologies or books in which they often have a personal financial stake. Seems to me another aspect of teacher training should include critically reading the posts and other work of the educators-as-brand-ambassadors.

  7. educatorinnovator.org educatorinnovator.org
    1. the quality of connection

      A tangential thought that may be addressed elsewhere, but I'm curious how/if CL in its various forms affects whether or not a teacher remains in the profession. Given our nation's teacher shortage, can/is CL be(ing) used to create and maintain communities that help teachers stay and grow in their classrooms?

  8. Mar 2019
    1. This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.

    1. This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

    1. This article is about technology integration in the classroom and how to support teachers and schools during the process. It provides recommendations on how to handle distractions and the level of engagement that should be happening between peers. This article takes a deep dive into learning in general and how it prepares students for the real world. Rating: 7/10

    1. This article is for teachers and contains multiple resources about how to integrate technology into the classroom and the different types of technology integration. This article is full of examples and ideas teachers can use to facilitate technology in the classroom. Rating: 9/10 for use of examples and practical application.

    1. This article focuses on the adult learning environment from the teachers perspective. This article explains that there are many types of environments an adult learner experiences and why each of them are important. After reviewing the environments, the author provides recommendations from a professional perspective. Rating: 8/10 for providing an in-depth overview of different learning environments and how they apply to adult learners.

    1. Adult Learning Theory

      This article by the University of Utah discusses Lindeman's and Knowles's theories on adult learning. Andragogy uses the teacher differently from pedagogy: the teacher in an adult learning environment becomes a facilitator instead of the knower. I think this is an important distinction to make for people who go from teaching children to teaching adults. There are two of these people on my team at work. One taught third grade and one taught sixth grade, and both of them tend to try to put the instructor in the knower's position instead of the facilitator's position. They have to catch themselves often and rework some instruction to be more student-focused instead of content-focused. 8/10

    1. As one understands professional development in educational technology as potential transformational learning experiences, one can begin to reconceptualize its outcomes.

      This article provides an in-depth view from the teachers perspective about how to prepare for technology in their learning environments. Through professional development training, teachers and instructors can gain new knowledge about how to incorporate new technologies into their practice. This article focuses on one study and concludes that new technology needs to be introduced slowly for best practices.

    1. stages of personalized learning: infographic This is here because it shows the progression of personalized learning from teacher centered to learner center to learner driven. It has other links to learn more about personalized learning. Usability for the article is adequate but less than ideal for the infographic (which nonetheless has useful information).

  9. Feb 2019
    1. Schools and teachers aiming to adopt new practices must contend with the "geological dig" of previous policies that send contradictory signals and prevent a complete transformation of practice.(

      Identifying a problem of practice extends to the culture of practice. If there is a problem, are there policies or programs in place that work against the desired outcomes? If so, they also need to be changed as part of the solution.

    2. Organizational structures must be redesigned so that they actively foster learning and collaboration about serious problems of practice.

      This means relinquishing some measure of control from the administrative offices. Allowing teachers to identify problems and explore solutions as they see fit provides agency and autonomy.

      This, as PD, is a radical idea in some places (including Elkhart).

    3. Habits and cultures inside schools must foster critical inquiry into teaching practices and student outcomes.

      If we're not talking about how we teach and how students learn, then we're missing development opportunities.

    4. Policies that support teachers' learning communities allow such structures and extra-school arrangements to come and go and change and evolve as necessary, rather than insist on permanent plans or promises.

      Follow up on the immediate goals and allow teachers to adjust rather than expect the same goals to persist over time.

    5. Structures that break down isolation, that empower teachers with professional tasks, and that provide arenas for thinking through standards of practice are central to this kind of professional growth.

      Group settings and strong partnership in between these collaborative times brings two people into cooperation and builds a viable support system for changing practice.

    6. To serve teachers' needs, professional development must embrace a range of opportunities that allow teachers to share what they know and what they want to learn and to connect their learning to the contexts of their teaching.

      Interactive, problem-based (or goal-based?) PD is a good way to engage teachers in the habit of reflecting on and implementing changes to practice. There are tangible ideas to latch onto, which can raise motivation and increase drive for change.

    7. PDSs create settings in which novices enter professional practice by working with expert practitioners while veteran teachers renew their own professional development as they assume roles as mentors, university adjuncts, and teacher leaders.

      See Burbank & Kauchak, 2003, for some of the dangers in this type of setting.

      Though, if it is the core structure of the school, some of the challenges identified in the study's conclusion may be mitigated because all participants are engaged in the process enough to have enrolled.

    8. Effective professional development involves teachers both as learners and as teachers and allows them to struggle with the uncertainties that accompany each role

      This is a constructivist position on teacher PD.

    9. "teacher training"

      See Kennedy, 2005.

    10. The success of this agenda ultimately turns on teachers' success in accomplishing the serious and difficult tasks of learning the skills and perspectives assumed by new visions of practice and unlearning the practices and beliefs about students and instruction that have dominated their professional lives to date

      Change is more than just "doing it differently." It is a serious revision of general practice. Doing this without support is not likely.

    1. What types of knowledge acquisition does the CPD support, i.e. procedural or propositional? •Is the principal focus on individual or collective development? •To what extent is the CPD used as a form of accountability? •What capacity does the CPD allow for supporting professional autonomy? •Is the fundamental purpose of the CPD to provide a means of transmission or to facilitate transformative practice?

      Questions to guide planning PD and designing experiences for teachers.

    2. it recognises the range of different conditions required for transformative practice.

      A single, magic-bullet style of PD isn't the point. Transformative PD relies on methods and mechanisms from various development opportunities. It is up to the participant to make it transformative.

      PD can support and encourage transformation through style and substance. Coordinators/coaches/trainers need to be aware of the end goal and what to include or exclude depending on that goal.

    3. negotiating a joint enterprise gives rise to relations of mutual accountability among those involved’ (p. 81), therefore arguably promoting greater capacity for transformative practice than a managerial form of accountability would allow.

      Collaborative efforts change the frame of the activity and allow for participants to engage more fully.

    4. When the professional activity is collective, the amount of knowledge available in a clinical unit cannot be measured by the sum total of the knowledge possessed by its individual members. A more appropriate measure would be the knowledge generated by the richness of the connections between individuals.

      Knowledge generated is the defining factor. PD with collaborative groups is aways more rich because of the community building expertise and information. No single idea is better than another and all in participation benefit from the synthesis.

    5. there are no requirements for that person to have particular strengths in terms of interpersonal communication or to be trained in the role of supporter.

      This is similar in the US. The common denominator is often subject area.

    6. The mentoring or coaching relationship can be collegiate, for example, ‘peer coaching’, but is probably more likely to be hierarchical

      Mentor teachers are rarely seen as coaches or peers...at least in ECS, there is an evaluative aspect. Or, it's so hands off that the title is perfunctory more than anything else.

    7. Arguably, standards also provide a common language, making it easier for teachers to engage in dialogue about their professional practice.

      Defining concepts and ideas is a difficult part of any PD. Is this different than NBCT standards?

    8. one of the drawbacks of this model is that what is passed on in the cascading process is generally skills-focused, sometimes knowledge-focused, but rarely focuses on values

      Values are set by the community and need to involve leaders. If teacher trainers aren't on board with the values, this model simply delegates the training work.

    9. The cascade model involves individual teachers attending ‘training events’ and then cascading or disseminating the information to colleagues

      "Train the trainer" in the US. Get a core group up and running, allow them to matriculate out into the community.

    10. performance management requires that somebody takes charge of evaluating and managing change in teacher performance, and this includes, where necessary, attempting to remedy perceived weaknesses in individual teacher performanc

      Focused on lack of skill or in efforts to close perceived gaps. Teacher autonomy and choice is low.

    11. What the training model fails to impact upon in any significant way is the manner in which this new knowledge is used in practice.

      Skills are not necessarily taught in context of teaching or locale.

    12. This model of CPD supports a skills-based, technocratic view of teaching whereby CPD provides teachers with the opportunity to update their skills in order to be able to demonstrate their competence.

      Come, learn a skill, show you can do it move on. CPR, CPI, RTI, etc?

    13. These nine categories are then organised along a spectrum that identifies the relative potential capacity for transformative practice and professional autonomy inherent in each, the premise of this being that such conditions require teachers to be able to articulate their own conceptions of teaching and be able to select and justify appropriate modes of practice.

      A comparative spectrum can help classify different kinds of PD for different situations, depending on the goals.

    1. To avoid overload, future development efforts may want to consider the timing of projects and levels of teacher assistance needed to provide adequate support in the classroom prior to beginning projects.

      This is true for all teachers. The level of change or challenge provided by PD needs to be cognizant of how committed teachers already are and provide support if a high time investment is required.

    2. While action research provided teachers with a tool for examining their own practice, the power of action research teaming stemmed from its ability to foster collaboration and professional development through collaborative research.

      Perhaps the focus can be on "collaborative [X]." While this was AR based, common goals in the school can also unite teachers in changing (or examining) methods and habits with students.

    3. Preservice teachers’ uncertainties may be due to their developing understanding of what teaching and professional development entails.

      Even first year teachers can struggle with this because their body of experience which can be used to contribute to a discussion is much smaller than many other staff members' present.

    4. Another inservice teacher reported that action research teaming provided a mechanism for professional growth through peer collaboration, “Research teaming creates a feeling of community and professionalism because teachers learn from one another and listen to each other as experts”

      Leaving space for teachers to contribute in a led workshop allows for true collaboration while the facilitator falls into a facilitative role rather than an instructional role.

      Allowing people to dialog on instructional ideas allows me to feel out the room rather than diving in with my pre-planned notes. Adjusting on the fly can help ensure everyone's needs are met much more effectively.

    5. Other veteran teachers noted that action research teaming increased their awareness of student learning.

      Discussing results after trying something new can help illicit insight. Talking with one another in PD is important!

    6. However, when asked if they would be willing to participate in action research teaming in the future, preservice teacher candidates were more positive (x̄=6.4)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=6.4)</mtext></math> than their veteran counterparts (x̄=5.8)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.8)</mtext></math>.

      Maybe it's that the preservice teachers are more overwhelmed with learning to teach and they aren't a full staff member in the cooperating district, so potential impact (perception) is decreased.

    7. inservice teachers strongly believed action research teaming to be an effective vehicle to improve their teaching practice (x̄=6.0<math><mtext>x</mtext><mtext>̄</mtext><mtext>=6.0</mtext></math>, see Table 1); teacher candidates were less positive (x̄=4.7)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.7)</mtext></math> about collaborative action research as a vehicle to change their teaching. Inservice teachers were also more positive (x̄=5.5)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.5)</mtext></math> about the potential for collaborative action research for examining views about research than their preservice counterparts (x̄=4.2)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.2)</mtext></math>. Both groups viewed the collaboration process as an effective vehicle for dialoguing with their team counterparts, but again developmental differences appeared. Experienced teachers thought collaboration provided an effective vehicle to talk with their teacher candidates about both teaching (x̄=6.2)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=6.2)</mtext></math> and research (x̄=5.3)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=5.3)</mtext></math>. Teacher candidates, while generally positive about the dialogic possibilities of teaming, were markedly less positive about its potential to provide a forum for discussion about teaching (x̄=4.7)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.7)</mtext></math> and research (x̄=4.0)<math><mtext>(</mtext><mtext>x</mtext><mtext>̄</mtext><mtext>=4.0)</mtext></math>.

      It's interesting that seasoned teachers saw immediate value in this process while preservice teachers didn't. Perhaps it's because of autonomy?

    8. One way to overcome this isolation is to encourage collaboration with informed peers through established frameworks within school communities.

      Perhaps restructuring traditional PD to be more longitudinal can help. But, how do I manage so many different teams?

    9. Traditionally, views of beginning as well as inservice teacher practice are typically organized to disseminate a knowledge base constructed almost exclusively by outside experts.

      Am I considered an outside expert? How does a district-level coach fall into the PD structure?

      Perhaps it is defined by relationships...since I know my teachers and I'm employed by the district, I'm a colleague rather than an outsider. But, I don't have my own classroom to try things in, so my advice and training is taken at face value based on my own experiences.

    10. Specifically, professional development must include opportunities for active interpretive processes that examine the complex contexts of classrooms and schools

      Asking teachers questions about practices, even if you're not kicking off an AR project, can be more effective for growth.

    11. When collaboration does take place, it is too often limited to an exchange of daily anecdotes, or discussions of “tricks of the trade” to improve practice

      Sharing tips without background or information on implementing isn't equipping teachers for success.

    12. but unless deliberate attempts to share findings are established, the products of teacher research often remain within individual classrooms

      Does this mean we should focus more on longitudinal AR for PD?

    1. we define four basic classes

      I like this mini-map to the framework - it is a quick reminder that tools only represent 25% or the framework: being, doing and thinking are the others.

    2. how would our education system change

      This is a very interesting question. I have taught in k-12 and currently teach in community colleges and it is astounding to me that instructors and administrators keep harping on "classroom tech policies." Every time I hear someone ask "how do you get your students to put away their phones?" my answer is "have them do something worth more than flipping through Instagram." I find it hard to believe that students are walking into a classroom with a connection to vast amounts of information, the largest encyclopedia in the world, a repository of world literature, art, and music and our response as educators is "put your phone away."

  10. Nov 2018
    1. One of the most striking features of the quantitative and qualitative data from first- and second-semester German students is that the students interact directly with each other, as opposed to interacting mainly with the teacher. The changed role of teacher and students

    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. At the intersection of technology and pedagogy:considering styles of learning and teaching

      When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development.

      This article explores the theory of training teachers as learning designers to promote innovate and creativity. Included in the article are studies of designers with little teaching experience compared with those that are full-cycle teachers and the effect of TPD and LD upon training.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

      This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  11. Jun 2018
  12. Dec 2017
    1. This textbook will introduce you to various ways that the field of psychology has explored these questions.

      What is the purpose of this paragraph?

    1. Creating a habit to use vocabulary in normal classroom talk makes a lot of sense using vocab. in normal conversations so students understand it in a practical manner. I'll develop a habit to use more vocab. while talking with students about peer interactions like: playground issues, talking with peers and friends. If they hear new words and understand them in a real-world context they maintain them long-term. Makes sense! love it!

    1. Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 1289–1301. doi:10.1016/j.tate.2006.06.003

      I know that boundary crossings have been important in the thinking of some colleagues working in teacher education at the University of Hong Kong.

  13. Oct 2017
  14. Mar 2017
    1. Search before death all means to eliminate all aspects of my life which I hated. Search before death all means to amplify all aspects of my life which I loved.

      Teacher roles.

    2. The teacher in front of me was also clearly in a hurry "Do you have many more copies to make? I have a class in five minutes?"

      teacher conflict teacher stress teacher panic

    3. I stood in the queue for the photocopier, looking at my watch. As time goes by.

      Time. Preparation.

    4. I stood in the queue in front of the photocopier.

      teacher roles. transmission technology

    1. My colleagues were freaking out and this inspired the post Nature Regains Ground.

      changing roles panic disorientation teachers

    1. First day in class, we had students chatting with a friend of mine working on a Ski Resort in Australia,

      Porous walls. Hybridization. Change narrative

    2. Today as a teacher I am working with the UK, Poland, Italy, Sweden, Finland, Japan, the USA, Brazil, Cameroun. 5 years ago, I was only concerned with a room of twenty five students at one moment, today I am concerned with perhaps something over a 1000 or more students and teachers who are all over the place.

      Changing role of teacher

  15. Nov 2016
    1. Online tutoring is the word on the streets; it refers to all the courses that are taught through a captured video clip of the teacher explaining the topic, while the students watch these recorded clips over the Internet.

  16. Sep 2016
    1. Faculty, in such contexts, demonstrate skills less apparent in conventional classroom environments. In team-based courses, faculty must serve as learning architects, mentors, and instructional scaffolders, as well as content experts and providers of feedback and evaluation.
    2. All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.
    1. L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.
    2. Pour leur faciliter la tâche, lorsqu’un enseignant dispense un cours magistral, un autre enseignant est présent dans la salle et joue un double rôle : il apporte éventuellement des points de clarification à travers une formulation alternative et il n’hésite pas à poser des questions, parfois volontairement naïves, afin de désinhiber les élèves qui n’oseraient pas intervenir.

      Interesting approach. Puts the primary teacher’s roles in a new light.

  17. Jun 2016
    1. p. 69

      "In the learning environments of classrooms and schools, students are exposed to and perceive various messages about the purposes of achievment. For example, students can perceive that in their classroom or school, there is an emphasis on learning, understanding, and improvment (a mastery goal structure). Similarly, they can perceive messages that suggest that getting the highest grades on the test and outperforming their classmates are valued most in the classroom or school (a performance goal structure). Sometimes, these perceptions are influenced by teacher practices that emphasize a mastery or performance goal structure, such as when teachers post only the work of the highest achieving students in the class (performance-goal-oriented instructional practices)."

  18. Feb 2016
    1. Teaching Tips

      read through these "Teacher Tips." They are written by teachers in many different schools, different grade levels, and different subjects--including special educaiton.

    1. Educators

      Just got to think about our roles, in view of annotation. Using “curation” as a term for collecting URLs sounds like usurping the title of “curator”. But there’s something to be said about the role involved. From the whole “guide on the side” angle to the issue with finding appropriate resources based on a wealth of expertise.

  19. Oct 2015
    1. Paul, I know I am relentless with you on these points, but if I were not, you would not make the shift. Yet the shift must be made. The shift must be made, because it is the unfoldment of your Being, and because it is the unfoldment in a more universal aspect—it is a change line for your world. It is the age old question of whom you are going to serve. The question is being put before you by your very own Being. Do not mistake what is happening and feel that it is I who is making these demands. I am bound to support only that which your Being is bringing to the level of your conscious experience. I can only help facilitate you in overcoming your ingrained fears, and your habits and patterns of limited thought. I cannot make you give them up. I cannot make you drop them. And, I cannot make you make the shift. You will make it, come hell or high water, because that is where your Being is. But, if you are willing to continue to follow the leadings of your own “upward, individual convictions,“1 as Mrs. Eddy so beautifully put it, then you will continue to experience this shift with no more dissonance or suffering than you have so far. It is finally up to you.

      Many important points here.

      1. I must decide what I want
      2. It is worthwhile to honestly question what I think and feel.
      3. Suffering and dissonance is not necessary
    1. Mr. Creme’s book implies that the Christ, together with the Masters of Wisdom, is appearing based on a decision They made. This had to be put this way in the book, but the fact is that They could not have decided to reappear in the year 1551, in the year 1901, or in the year 1970, because the Harmonies of Being, Itself would not allow it. It would not have been a harmonious event. The students were not ready. I know you can see that the Teacher is reappearing by virtue of the readiness of the students, and not because of any great power of His own to act on His own, any more than when you are in that Place where you are experiencing the Allness of your Being as Conscious Being, you can act on your own, doing what you want to do. The only place where you exist in that way is in the imagination of your three-dimensional frame of reference.

      *The only place you can act on your own* is in the imagination of your 3d frame of reference.

  20. Oct 2013
    1. Of these professors the morals must first be ascertained, a point of which I proceed to treat in this part of my work, not because I do not think that the same examination is to be made, and with the utmost care, in regard also to other teachers (as indeed I have shown in the preceding book), but because the very age of the pupils makes attention to the matter still more necessary. 3. For boys are consigned to these professors when almost grown up and continue their studies under them even after they are become men. Greater care must in consequence be adopted with regard to them in order that the purity of the master may secure their more tender years from corruption and that his authority deter their bolder age from licentiousness. 4. Nor is it enough that he give, in himself, an example of the strictest morality, unless he regulate also, by severity of discipline, the conduct of those who come to receive his instructions.
    2. Let him adopt, then, above all things, the feelings of a parent towards his pupils and consider that he succeeds to the place of those by whom the children were entrusted to him

      To be a great teacher you must see value in the work and your student

    1. that they are to love their tutors not less than their studies and to regard them as parents, not indeed of their bodies, but of their minds
    1. I would even have it an object with teachers themselves to nourish minds that are still tender with more indulgence and to allow them to be satiated, as it were, with the milk of more liberal studies.

      nourish imagination. Plant metaphor. The teachers are the basis, the soil from which students are nourished and grow

  21. Sep 2013
    1. More than that, they do not attribute any of this power either to the practical experience or to the native ability of the student, but undertake to transmit the science of discourse as simply as they would teach the letters of the alphabet, not having taken trouble to examine into the nature of each kind of knowledge, but thinking that because of the extravagance of their promises they themselves will command admiration and the teaching of discourse will be held in higher esteem--oblivious of the fact that the arts are made great, not by those who are without scruple in boasting about them, but by those who are able to discover all of the resources which each art affords.

      Is this saying that the teachers lack ethos, or credibility, to teach discourses more complicated than the alphabet?

    1. SOCRATES: And are we to say that you are able to make other men rhetoricians? GORGIAS: Yes, that is exactly what I profess to make them, not only at Athens, but in all places.

      Gorgias claims not only to be a rhetorician but also teacher of rhetoric.