OECD education today: Poverty and the perception of poverty – how both matter for schooling outcomes
There is another way of looking at this: In Korea and Singapore, more than one in two students from the bottom quarter of the socio-economic spectrum score among the most proficient quarter of the world’s students on PISA; in Japan, 45% of disadvantaged students are similarly “resilient” and perform better on the PISA test than their backgrounds would predict. By contrast, in France and the United States, only around 20% of students are resilient, and in Israel, just one in 10 is.So what does all this mean? Socio-economic disadvantage is a challenge to educators everywhere, but in countries like France and the United States, perceived disadvantage is far greater than real disadvantage and it makes a significant difference for student performance. In countries like Singapore, real disadvantage is far greater than school principals’ perception of it, but Singapore’s schools seem to be able to help their students overcome that disadvantage.
To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said Camille Farrington, research associate at University of Chicago Consortium on Chicago School Research and author of a white paper on academic mindsets for the Hewlett Foundation.
Thankfully, this information has led to the development of brain-compatible strategies to help students through the bleak terrain created by some of the current trends imposed by the Common Core State Standards and similar mandates. With brain-based teaching strategies that reduce classroom anxiety and increase student connection to their lessons, educators can help students learn more effectively.
Dr. Bob: I have always said that testing does not represent what a learner knows and/or can do or competency. Instead, testing reflects memory, what a learner remembers and does not mean that the learner can apply the knowledge in a relevant context.
But this is a positive way of considering standardized testing.
It may not be quite ‘mainstream’ yet, but Google Glass is still growing, both in number of users and overall popularity. The idea of having a heads up display in front of you while you move through your day brings a lot of different options – but how can we put that to use in a classroom? We’ve written a few different things on Google Glass and other wearable technology in the classroom, but since Google Glass is ‘officially’ buyable it was only available to developers for awhile, we thought some additional ideas might be fun and useful. The handy infographic below offers a look at the vast capabilities of the product along with some classroom ideas that fit with those features.
Often long-form games are comprehensively tied to a full curriculum. They can replace textbooks by offering an interactive experience that seamlessly blends content, practice, and assessment into a contextualized learning experience. While some programs like this already exist, it’s difficult to implement well. For teachers who want to get started, short-term games can supplement their already established curricula with fresh and engaging activities.
CAMBRIDGE, Mass. AP — Scientists at the Massachusetts Institute of Technology are developing an audio reading device to be worn on the index finger of people whose vision is impaired, giving them affordable and immediate access to printed words.The so-called FingerReader, a prototype produced by a 3-D printer, fits like a ring on the user’s finger, equipped with a small camera that scans text. A synthesized voice reads words aloud, quickly translating books, restaurant menus and other needed materials for daily living, especially away from home or office.
I have created a chart that may help folks in thinking through how to organize effective resistance to ed reform and crafting meaningful and effective alternatives to current education policies.:
3) Focusing not only on what we are against but what we are FOR.
There are scores of educational researchers in higher education dedicated to changing this corporate-run landscape of education. Find us! Please! We are here and ready to help if anyone needs assistance with “academic language” or research to support your initiatives. Solutions must be grounded in evidence as well. Want more art in your child’s curriculum and less testing? Bring the studies that show how PE and music improve reading skills, and increase graduation rates. Demonstrate how nutrition, hands-on activities and after-school programs reduce behavioral concerns.
They make a distinction between internal motivation and instrumental motivation. Usually, psychologists contrast intrinsic motivation the desire to do something well and extrinsic motivation the desire to win a reward for doing something well. Intrinsic motivation wins every time. Carrots and sticks may work for animals, but not so well for people. And yet our policymakers continue to pursue punitive policies that threaten students, teachers, and principals, as well as promises of bonuses and rewards. These policies fail and fail again, yet The Bush administration, the Obama administration, and Congress can’t give up their devotion to failed incentives and punishments.
Professional coders work collaboratively, and rarely does a computer scientist create a program solely on their own. Every successful programming project evolves as a result of Iterations of code, the merging of ideas, and the contributions of the individual team members. Not only does coding empower students to think logically and critically, to collaborate, and to create meaningful learning, but it also provides them an authentic opportunity to develop critical communication and collaboration skills.
Eleven-year-old Matthew Votto sits at an iPad, his teacher at his elbow. She holds up a small laminated picture of a $20 bill.“What money is this?” she asks. Matthew looks at the iPad, touches a square marked “Money Identification” and then presses $20. “20,” the tablet intones, while the teacher, Edwina Rogers, puts another sticker on a pad, bringing Matthew closer to a reward.They race through more questions. “What day of the week is it?” “What is the weather outside?” “What money is this?” In most cases, Matthew, who has autism, answers verbally, but he is quicker and seems more comfortable on the device.