24/7 Wall Street
December 6, 2011 at 6:30 am
http://247wallst.com/2011/12/06/countries-with-biggest-spread-between-rich-and-poor/
'“In OECD countries today, the average income
of the richest 10% of the population is about nine times that of the
poorest 10%,” the study reports. And in many of these countries, income
inequality is increasing as more and more wealth is concentrated in the
hands of the rich.'
Wednesday, December 7, 2011
Monday, September 12, 2011
The Trouble With Homework
By ANNIE MURPHY PAUL
NYTimes
September 10, 2011
http://www.nytimes.com/2011/09/11/opinion/sunday/quality-homework-a-smart-idea.html?pagewanted=1
NYTimes
September 10, 2011
http://www.nytimes.com/2011/09/11/opinion/sunday/quality-homework-a-smart-idea.html?pagewanted=1
Quality Homework: A Smart Idea
This is an interesting article that provides some good strategies for giving HMK that are reminiscent of things we cover in Educational Psychology..
Spaced Repetition - instead of concentrating study of information in single blocks, have students work with the same material in briefer sessions [even along with other information] spread over a longer period of time.
Retrieval Practice - using tests to reinforce vs. assess what students know.
Making students work a little harder to understand information [so they recall it better] through:
Cognitive Disfluency - e.g., leaving blanks or missing letters; or
Interleaving - mixing things up vs. grouping similar things by type.
[Sean I thought of you as I know you're interested in the role of HMK]
Tuesday, September 6, 2011
GRADING THE DIGITAL SCHOOL In Classroom of Future, Stagnant Scores
NYT by MATT RICHTEL
Published: September 3, 2011
Being a technology advocate, I always bristle at articles like this that question whether technology is helping to improve education. In the face of the argument that it has not helped to improve test scores, I would counter that there are many other positives that technology brings [although I like to think that it should also help to increase scores]. On the other hand, I do believe a balance is needed - that is, there's a time for technology and a time for other things like pencil and paper or just plain rich f2f interaction. I also strongly believe that pedagogy must come first - i.e. inform the use of technology - that technology is not a panacea and that educators need to know learn how to effectively use it. This article provides an interesting overview of technology in America's schools.
http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=1&emc=eta1
Published: September 3, 2011
Being a technology advocate, I always bristle at articles like this that question whether technology is helping to improve education. In the face of the argument that it has not helped to improve test scores, I would counter that there are many other positives that technology brings [although I like to think that it should also help to increase scores]. On the other hand, I do believe a balance is needed - that is, there's a time for technology and a time for other things like pencil and paper or just plain rich f2f interaction. I also strongly believe that pedagogy must come first - i.e. inform the use of technology - that technology is not a panacea and that educators need to know learn how to effectively use it. This article provides an interesting overview of technology in America's schools.
http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=1&emc=eta1
Wednesday, August 10, 2011
A Balanced Take on the Atlanta Test Cheating Scandal
All,
I hope you are having a great summer and have been able to unwind a little bit. For me the cooler weather has helped, but I know it is not for everybody! :)
Anyway, here is a brief column from the Washington Post regarding testing vs. non-testing. I appreciated the balanced approach so I thought I would share with you.
http://www.washingtonpost.com/opinions/a-teachable-moment-from-atlantas-school-cheating-scandal/2011/08/04/gIQAMcuE1I_story.html?hpid=z3
Hope all is well!
Paul
I hope you are having a great summer and have been able to unwind a little bit. For me the cooler weather has helped, but I know it is not for everybody! :)
Anyway, here is a brief column from the Washington Post regarding testing vs. non-testing. I appreciated the balanced approach so I thought I would share with you.
http://www.washingtonpost.com/opinions/a-teachable-moment-from-atlantas-school-cheating-scandal/2011/08/04/gIQAMcuE1I_story.html?hpid=z3
Hope all is well!
Paul
Thursday, August 4, 2011
Tuesday, June 21, 2011
So Being a Teacher in Alabama Means Enforcing Immigration Laws?
I do not like this law at all due to what it requires teachers to do regarding children of illegal immigrants and to the parents as well. Personally if I were asked to do this, I would not agree to do so. Thoughts?
http://www.tolerance.org/blog/alabama-s-immigration-law-new-jim-crow?newsletter=TT062111
http://www.tolerance.org/blog/alabama-s-immigration-law-new-jim-crow?newsletter=TT062111
Saturday, June 18, 2011
Cool Tools for Schools
Here's a wiki that Sean found with a wealth of sources for tech tools
http://cooltoolsforschools.wikispaces.com/Resources+for+Teachers
http://cooltoolsforschools.wikispaces.com/Resources+for+Teachers
Monday, June 13, 2011
What I wasn't taught in school about the Pilgrims
Until I read this blog article which includes exerpts right out of William Bradford's journal, I had no idea the Pilgrims plight depended more on their system of organization than anything else. It's a short article and I am interested to hear what everyone has to say about it.
It really is amazing what is left out of our history, social studies and economics studies based on the political leanings of the teachers that taught me.
I thought Jeff might find this article fascinating especially. Enjoy!
It really is amazing what is left out of our history, social studies and economics studies based on the political leanings of the teachers that taught me.
I thought Jeff might find this article fascinating especially. Enjoy!
Wednesday, June 1, 2011
LA Times: Dual-Language Classrooms Flourishing
http://articles.latimes.com/2011/may/08/local/la-me-bilingual-20110508
Teresa Watanabe
5/8/2011 (accessed 6/1/2011)
This is a solid article on dual language classrooms in Los Angeles. It addresses, briefly, the history of concern with these unique classrooms, the scientific research that counters the opposition, and the (sometimes surprising!) support from affluent families that is helping many of these programs to stay afloat and in fact grow despite budget crunches.
I don't know if anyone is reading this blog anymore, but hey Tristin, this is a good article to refer to if you ever need any literature!
Saturday, May 14, 2011
Oregon and History
Kimberly Melton
Do you know your Oregon history? The Oregonian's quiz reveals mixed results
http://www.oregonlive.com/education/index.ssf/2011/05/quiz_results_test_your_knowled.html
5/9/2011
Topic: History
Oregon senator thinks that students and other citizens will benefit if there was an increase in teaching Oregon history. The argument against is that there is no time, effort, money. The Oregonian offered a history quiz and people did not fair very well.
Key Points: Oregonians don’t know very much about Oregon History
Relevance: The quiz was fact based. How many times have we discussed in class about history, and that it is often thought of as a subject where you must memorize dates, locations, and people? This quiz only added to the stereotype (is it a stereotype if it’s true?) They offered a little bit of information about a pro-slavery governor, but as our Presidents and Slaves chapter in RSS, and in our day of Race Literacy, how much information about Oregon’s legal racism will, or is offered to be taught? Just an interesting read.
Do you know your Oregon history? The Oregonian's quiz reveals mixed results
http://www.oregonlive.com/education/index.ssf/2011/05/quiz_results_test_your_knowled.html
5/9/2011
Topic: History
Oregon senator thinks that students and other citizens will benefit if there was an increase in teaching Oregon history. The argument against is that there is no time, effort, money. The Oregonian offered a history quiz and people did not fair very well.
Key Points: Oregonians don’t know very much about Oregon History
Relevance: The quiz was fact based. How many times have we discussed in class about history, and that it is often thought of as a subject where you must memorize dates, locations, and people? This quiz only added to the stereotype (is it a stereotype if it’s true?) They offered a little bit of information about a pro-slavery governor, but as our Presidents and Slaves chapter in RSS, and in our day of Race Literacy, how much information about Oregon’s legal racism will, or is offered to be taught? Just an interesting read.
holes in school schedules
Betsy Hammond
Portland parents continue to question new high school schedule with empty periods
http://www.oregonlive.com/portland/index.ssf/2011/05/portland_parents_continue_to_q.html
5/9/2011
Topic: Portland School Budget
Basically, this school district is requesting for students to have 6 to 7 classes a day, instead of 8, leaving a 90min block in the day with no teaching, classes, NOTHING. The article did not provide much detail as to how they will supervise, or not supervise students during that block of time.
Key Points: this schedule is offered in efforts to decrease the amount of teachers that need to be cut, and decrease an increase of class sizes. What?
Relevance: You know this might not be a bad idea, if it is handled appropriately. I appreciate the fact that the board is taking risks and coming up with ways to work with their budget, but also keep problems to a minimum for everyone. But if this block goes unsupervised or structured…I don’t even know. Maybe if they get volunteers to help with instructional type activities to help with this block, such as students could: learn Tae Kwon Do! Help out on a farm! Work at a job that works with the school! Clean up the school! Clean up the community! Exercise! This block of free time could be beneficial if handled appropriately.
Portland parents continue to question new high school schedule with empty periods
http://www.oregonlive.com/portland/index.ssf/2011/05/portland_parents_continue_to_q.html
5/9/2011
Topic: Portland School Budget
Basically, this school district is requesting for students to have 6 to 7 classes a day, instead of 8, leaving a 90min block in the day with no teaching, classes, NOTHING. The article did not provide much detail as to how they will supervise, or not supervise students during that block of time.
Key Points: this schedule is offered in efforts to decrease the amount of teachers that need to be cut, and decrease an increase of class sizes. What?
Relevance: You know this might not be a bad idea, if it is handled appropriately. I appreciate the fact that the board is taking risks and coming up with ways to work with their budget, but also keep problems to a minimum for everyone. But if this block goes unsupervised or structured…I don’t even know. Maybe if they get volunteers to help with instructional type activities to help with this block, such as students could: learn Tae Kwon Do! Help out on a farm! Work at a job that works with the school! Clean up the school! Clean up the community! Exercise! This block of free time could be beneficial if handled appropriately.
Oregon prepare for giant earthquake?
Richard Read
When -- not if -- a Japan-scale quake hits Oregon, experts expect deaths, destruction, blackouts and food shortages
http://www.oregonlive.com/today/index.ssf/2011/05/when_--_not_if_--_a_japan-scale_quake_hits_oregon_experts_expect_deaths_destruction_blackouts_and_fo.html
5/12/2011
Topic: Oregon Quakes
Interesting read about the future and actual state of earthquake risk of Oregon. Main motif here is that a quake about the size as the one that hit Japan WILL HAPPEN…one day. Read on for information on potential damage price, affected areas, and what it could mean for students….
Key Points: Oregon Cascadian fault line will cause a pretty big quake one day. We need to prepare.
Relevance: this brings up an interesting idea—how much money/time should we invest in education and preparation at school on what to do when an earthquake hits. Last earthquake drill I had was either hiding under the desk, or standing underneath a doorway. According to this article, experts are anticipating a big quake to hit Oregon eventually, how shall we prepare for that?
When -- not if -- a Japan-scale quake hits Oregon, experts expect deaths, destruction, blackouts and food shortages
http://www.oregonlive.com/today/index.ssf/2011/05/when_--_not_if_--_a_japan-scale_quake_hits_oregon_experts_expect_deaths_destruction_blackouts_and_fo.html
5/12/2011
Topic: Oregon Quakes
Interesting read about the future and actual state of earthquake risk of Oregon. Main motif here is that a quake about the size as the one that hit Japan WILL HAPPEN…one day. Read on for information on potential damage price, affected areas, and what it could mean for students….
Key Points: Oregon Cascadian fault line will cause a pretty big quake one day. We need to prepare.
Relevance: this brings up an interesting idea—how much money/time should we invest in education and preparation at school on what to do when an earthquake hits. Last earthquake drill I had was either hiding under the desk, or standing underneath a doorway. According to this article, experts are anticipating a big quake to hit Oregon eventually, how shall we prepare for that?
Hillsboro has a Mariachi Band. Sweet.
Casey Parks
Hillsboro School District mariachi band trumpets its success
http://www.oregonlive.com/hillsboro/index.ssf/2011/05/hillsboro_school_district_mariachi_band_trumpets_its_success.html
5/12/2011
Topic: Music and culture
Lincoln Street Elementary School has a mariachi band. How sweet is that!? Dan Bosshardt started this band a year ago, with the goal to get students involved in music, which are not necessarily part of the school band. The band is scheduled to play in front of the Hillsboro School Board on May 24th as a means to prove that the band is worth the districts investment. If they do not impress the Board, they will probably get cut. Pressure! Intended audience: everyone, musicians.
Key Poins: The band serves a few purposes: getting Latino students to connect with their cultural roots, brings families together, provides cultural insight and experience to those who wish to learn more about Latino culture, and provides musical education to those who are not normally interested in traditional marching band type music in schools.
Relevance: I’m not a big fan of mariachi music; it all sounds the same to me…though there are some songs that are pretty good. But I am a big fan of getting students interested in music! I just thought this was an awesome idea, to have a mariachi band. I’m sure there are a lot of students who hate the music, or parents who hate the idea, but it is awesome that it gets other children involved in afterschool activities who normally do not like what is already available.
Hillsboro School District mariachi band trumpets its success
http://www.oregonlive.com/hillsboro/index.ssf/2011/05/hillsboro_school_district_mariachi_band_trumpets_its_success.html
5/12/2011
Topic: Music and culture
Lincoln Street Elementary School has a mariachi band. How sweet is that!? Dan Bosshardt started this band a year ago, with the goal to get students involved in music, which are not necessarily part of the school band. The band is scheduled to play in front of the Hillsboro School Board on May 24th as a means to prove that the band is worth the districts investment. If they do not impress the Board, they will probably get cut. Pressure! Intended audience: everyone, musicians.
Key Poins: The band serves a few purposes: getting Latino students to connect with their cultural roots, brings families together, provides cultural insight and experience to those who wish to learn more about Latino culture, and provides musical education to those who are not normally interested in traditional marching band type music in schools.
Relevance: I’m not a big fan of mariachi music; it all sounds the same to me…though there are some songs that are pretty good. But I am a big fan of getting students interested in music! I just thought this was an awesome idea, to have a mariachi band. I’m sure there are a lot of students who hate the music, or parents who hate the idea, but it is awesome that it gets other children involved in afterschool activities who normally do not like what is already available.
Children react to Osama's Death
The Fine Bros
Kids React to Osama bin Laden’s Death
http://www.youtube.com/watch?v=2pkKNPEU8oc
5/10/2011
Topic: kids and current events
This video has a few children watch President Obama’s speech on the death of Osama bin Laden. Afterwards, they are interviewed on their thoughts of the event, along with personal questions on what children really think about Osama, and America. Intended Audience: Everyone.
Key Points: Some children actually have their own (questionable?) opinions on current events, such as the death of Osama bin Laden, while others do not really know who Osama is or why we should or should not care about his death.
Relevance: We often speak about community, and the community of the parents. After watching this video, I wonder how these kids formed their opinion---by mimicking what the parents say? Their peers? This just goes to show you how influential kids can be, something to keep in mind in your own classrooms.
Kids React to Osama bin Laden’s Death
http://www.youtube.com/watch?v=2pkKNPEU8oc
5/10/2011
Topic: kids and current events
This video has a few children watch President Obama’s speech on the death of Osama bin Laden. Afterwards, they are interviewed on their thoughts of the event, along with personal questions on what children really think about Osama, and America. Intended Audience: Everyone.
Key Points: Some children actually have their own (questionable?) opinions on current events, such as the death of Osama bin Laden, while others do not really know who Osama is or why we should or should not care about his death.
Relevance: We often speak about community, and the community of the parents. After watching this video, I wonder how these kids formed their opinion---by mimicking what the parents say? Their peers? This just goes to show you how influential kids can be, something to keep in mind in your own classrooms.
Monday, May 9, 2011
Generation Y Teachers
"Gen Y Teachers Seek Feedback, Opportunities for Growth"
by Liana Heitin
Education Week
Posted online on April 21, 2011
http://www.edweek.org/tm/articles/2011/04/20/gen_y_report.html?tkn=WMLFW2gpVVzBtc99pkqfWCLfL3Xhd%2BnQGDqJ&cmp=ENL-TU-NEWS2
This article is based on a study done in 2007 about Generation Y (born between 1977 and 1995) public school teachers and what they are looking for in their careers in teaching. It confirms what I had seen in the private sector with employees I worked with and managed. Gen Y people like frequent assessment and coaching, the opportunity to work with others, to learn from "the masters", being paid based on performance and to not be micro-managed. What was new to me was the revelation that Gen Y'ers do NOT like standardized tests for a variety of different reasons, though I think they come down to one point: the tests are an unfair assessment of their learning.
Gen Y teachers also said they would stay in their profession for a long time, but as I have seen in the private sector (and the author mentions it also) if the above stated requirements are not met Gen Y'ers will not hesitate to bolt and go elsewhere. My concern is the school environment will have to drastically change for these new teachers to thrive and survive. With creativity being stifled, more emphasis on tests and pay not really based on performance, the education environment could become extremely frustrating for them.
When I was managing Gen Y'ers they were my favorite people to work with because they were extremely open to constructive criticism, shared easily with me about their successes and struggles, did not need a lot of hand-holding and tended to be extremely creative in getting the job done. Schools, restrictive unions and districts and administration need to read this study so they can realize that they have great opportunities with these young teachers, but if they do not let up on the Gen Y'ers' the schools will lose them.
by Liana Heitin
Education Week
Posted online on April 21, 2011
http://www.edweek.org/tm/articles/2011/04/20/gen_y_report.html?tkn=WMLFW2gpVVzBtc99pkqfWCLfL3Xhd%2BnQGDqJ&cmp=ENL-TU-NEWS2
This article is based on a study done in 2007 about Generation Y (born between 1977 and 1995) public school teachers and what they are looking for in their careers in teaching. It confirms what I had seen in the private sector with employees I worked with and managed. Gen Y people like frequent assessment and coaching, the opportunity to work with others, to learn from "the masters", being paid based on performance and to not be micro-managed. What was new to me was the revelation that Gen Y'ers do NOT like standardized tests for a variety of different reasons, though I think they come down to one point: the tests are an unfair assessment of their learning.
Gen Y teachers also said they would stay in their profession for a long time, but as I have seen in the private sector (and the author mentions it also) if the above stated requirements are not met Gen Y'ers will not hesitate to bolt and go elsewhere. My concern is the school environment will have to drastically change for these new teachers to thrive and survive. With creativity being stifled, more emphasis on tests and pay not really based on performance, the education environment could become extremely frustrating for them.
When I was managing Gen Y'ers they were my favorite people to work with because they were extremely open to constructive criticism, shared easily with me about their successes and struggles, did not need a lot of hand-holding and tended to be extremely creative in getting the job done. Schools, restrictive unions and districts and administration need to read this study so they can realize that they have great opportunities with these young teachers, but if they do not let up on the Gen Y'ers' the schools will lose them.
Courage to Blog
"The Courage to Blog with Students"
by Marsha Ratzel
Education Week
Posted online on April 27, 2011
http://www.edweek.org/tm/articles/2011/04/27/tln_ratzel_courage.html?tkn=XNRFqQynRdxc1wDd4EJdOmqGnmvZ6oYGux5a&cmp=ENL-TU-NEWS2
We have discussed this issue in class about whether we should or should not blog with students. This article really helped relieve my stress when it came to blogging with my kids. The author, a teacher, gives eight really great points in how to start blogging.
Tip #1: The best way to get your feet wet without drowning is to use a group blog.
Tip #2: Teach students how to write comments.
Tip #3: Use what you already have in your teaching plan, with some minor modifications.
Tip #4: Practice commenting without computers.
Tip #5: Make student use of the class blog a privilege.
Tip #6: You can’t emphasize safety too much.
Tip #7: Decide how you will choose usernames.
Tip #8: Communicate with parents early on.
This article is the best I have seen so far for teachers in not only providing information about classroom blogging, but also providing great resources. Ms. Ratzel provides many links so you can see examples of what she is talking about and also has links to the resources she mentions. At the end of the article she talks about a Student Blogging Challenge and also a professional development site, Teachers Challenge, for teachers to learn about blogging and sharpen their blogging skills.
I now am excited to start blogging activities with my future classrooms and to get started in learning more about it. It will be interesting to see how the blogs turn out!
by Marsha Ratzel
Education Week
Posted online on April 27, 2011
http://www.edweek.org/tm/articles/2011/04/27/tln_ratzel_courage.html?tkn=XNRFqQynRdxc1wDd4EJdOmqGnmvZ6oYGux5a&cmp=ENL-TU-NEWS2
We have discussed this issue in class about whether we should or should not blog with students. This article really helped relieve my stress when it came to blogging with my kids. The author, a teacher, gives eight really great points in how to start blogging.
Tip #1: The best way to get your feet wet without drowning is to use a group blog.
Tip #2: Teach students how to write comments.
Tip #3: Use what you already have in your teaching plan, with some minor modifications.
Tip #4: Practice commenting without computers.
Tip #5: Make student use of the class blog a privilege.
Tip #6: You can’t emphasize safety too much.
Tip #7: Decide how you will choose usernames.
Tip #8: Communicate with parents early on.
This article is the best I have seen so far for teachers in not only providing information about classroom blogging, but also providing great resources. Ms. Ratzel provides many links so you can see examples of what she is talking about and also has links to the resources she mentions. At the end of the article she talks about a Student Blogging Challenge and also a professional development site, Teachers Challenge, for teachers to learn about blogging and sharpen their blogging skills.
I now am excited to start blogging activities with my future classrooms and to get started in learning more about it. It will be interesting to see how the blogs turn out!
'Bringing Your Own Device'
"'Bringing Your Own Device' Catching on In Schools"
by Laura Devaney
eSchool News
Posted online on April 29, 2011
http://www.eschoolnews.com/2011/04/29/bring-your-own-device-catching-on-in-schools/?
I know I have written on this topic before, but I had to post another article on mobile devices because it backed up my article from before. Yes, I am pushing an agenda! :)
Though there has not been much research as of yet, the initial findings are showing that the use of mobile devices can really assist in learning. One person quoted from Catholic Schools K-12 Virtual Learning states they are looking for students to drive the process and that is what is happening. It is cheaper for the districts if families buy the hardware (which is the one BIG disadvantage as not all families can afford it) and the kids are wanting to use the devices as the novelties of Facebook, etc. are wearing off.
In a district in Georgia, the virtual learning device was not required, but the concept took off in a viral fashion not only among students but among the community and school leadership as well. What they have found is this type of learning promotes higher-level thinking and creativity. As an added bonus, they have found that theft and discipline issues involving technology have decreased as well.
Here is a quote from the article as to how mobile devices might be used in learning: "Research-based benefits of one-to-one mobile learning initiatives might include:
by Laura Devaney
eSchool News
Posted online on April 29, 2011
http://www.eschoolnews.com/2011/04/29/bring-your-own-device-catching-on-in-schools/?
I know I have written on this topic before, but I had to post another article on mobile devices because it backed up my article from before. Yes, I am pushing an agenda! :)
Though there has not been much research as of yet, the initial findings are showing that the use of mobile devices can really assist in learning. One person quoted from Catholic Schools K-12 Virtual Learning states they are looking for students to drive the process and that is what is happening. It is cheaper for the districts if families buy the hardware (which is the one BIG disadvantage as not all families can afford it) and the kids are wanting to use the devices as the novelties of Facebook, etc. are wearing off.
In a district in Georgia, the virtual learning device was not required, but the concept took off in a viral fashion not only among students but among the community and school leadership as well. What they have found is this type of learning promotes higher-level thinking and creativity. As an added bonus, they have found that theft and discipline issues involving technology have decreased as well.
Here is a quote from the article as to how mobile devices might be used in learning: "Research-based benefits of one-to-one mobile learning initiatives might include:
- Improvements in attendance and discipline
- Broader array of learning resources and experiences
- Increased frequency and quality of supportive individual and group interactions
- Improvements in student and parent attitudes toward the school
- Increases in student achievement"
As you can see, the mobile device way of learning is for everyone so jump on the bandwagon before it is too late!
Need for More Arts Integration
"New Report Cites Need for More Arts Integration"
by Jenna Zwang
eSchool News
Posted Online on May 6, 2011
http://www.eschoolnews.com/2011/05/06/new-report-cites-need-for-more-arts-integration/?
Jenna Zwang's article states something most of us already know: that the arts help students learn AND it assists in students learning in the core achievements that are being tested. The research she cites to back up her premise is a new federal report by the President's Committee on the Arts and Humanities and the article states it is the first federal analysis of arts education data in a decade. The reports recommendations are:
by Jenna Zwang
eSchool News
Posted Online on May 6, 2011
http://www.eschoolnews.com/2011/05/06/new-report-cites-need-for-more-arts-integration/?
Jenna Zwang's article states something most of us already know: that the arts help students learn AND it assists in students learning in the core achievements that are being tested. The research she cites to back up her premise is a new federal report by the President's Committee on the Arts and Humanities and the article states it is the first federal analysis of arts education data in a decade. The reports recommendations are:
- Build robust collaborations among different approaches to arts education.
- Develop the field of arts integration.
- Expand in-school opportunities for teaching artists.
- Use federal and state policies to reinforce the place of arts in K-12 education.
- Widen the focus of evidence gathering about arts education.
Of course the irony of this report is our testing is doing the exact opposite of what this report states. To add to the irony is this quote from the person most pushing the testing, Education Secretary Arne Duncan: "To succeed today and in the future, America’s children will need to be inventive, resourceful, and imaginative. The best way to foster that creativity is through arts education.”
From what Zwang quotes from this report there are really no negatives to strengthening schools' arts programs. Unfortunately with all of the budget cuts occurring around the nation the arts are the areas that are seeing the most cuts. Schools, parents, administrators, politicians, conservatives, liberals and moderates alike need to understand that in cutting the arts program what is actually happening is you are cutting the learning of our children.
Reading Boosts Brain Pathways
"Reading Boosts Brain Pathways, Affects Multiple Disciplines"
by Jenna Zwang
eSchool News
Posted online on May 3, 2011
http://www.eschoolnews.com/2011/05/03/reading-boosts-brain-pathways-affects-multiple-disciplines/?
This article not only discusses the importance of reading to the brain development in children, but also about how important it is to talk with your kids. It all comes down to the importance of language in a child's life and how that relates to other areas of a child's brain. In fact, reading and talking with your child strengthens the connection between the left hemisphere and frontal lobes of the brain that not only kids to do better in reading, but also in social studies, math and science.
They tested this theory on illiterate adults in Brazil by teaching them to read and here were the astonishing results:
“Lo and behold, their brains changed dramatically in the same way the literate adults who had read their whole lives changed. Their visual perceptual skills improved, their auditory listening skills improved, and their ability to drive this whole left hemisphere symbolic problem-solving way of syncing changed..."
And how is this important to educators? “The reason [that it's] so important for our educators to know [this] is that educators change brains. They don’t just teach content, they don’t just improve the brain that I already have by giving me information that I hold on to. They actually change the way that the human brain processes information..." See how important our jobs are? That is really cool!
And this article is important for all people as it really demonstrates that reading and language are the key to unlocking our learning. If those skills are not there, then it is really difficult to master other areas. I remember an old program where reading was being promoted and the catchphrase was "Readers are Leaders". Its point was people who actively read are going to be the ones who lead the world in doing better things. Based on this article's information I would say that is pretty true!
by Jenna Zwang
eSchool News
Posted online on May 3, 2011
http://www.eschoolnews.com/2011/05/03/reading-boosts-brain-pathways-affects-multiple-disciplines/?
This article not only discusses the importance of reading to the brain development in children, but also about how important it is to talk with your kids. It all comes down to the importance of language in a child's life and how that relates to other areas of a child's brain. In fact, reading and talking with your child strengthens the connection between the left hemisphere and frontal lobes of the brain that not only kids to do better in reading, but also in social studies, math and science.
They tested this theory on illiterate adults in Brazil by teaching them to read and here were the astonishing results:
“Lo and behold, their brains changed dramatically in the same way the literate adults who had read their whole lives changed. Their visual perceptual skills improved, their auditory listening skills improved, and their ability to drive this whole left hemisphere symbolic problem-solving way of syncing changed..."
And how is this important to educators? “The reason [that it's] so important for our educators to know [this] is that educators change brains. They don’t just teach content, they don’t just improve the brain that I already have by giving me information that I hold on to. They actually change the way that the human brain processes information..." See how important our jobs are? That is really cool!
And this article is important for all people as it really demonstrates that reading and language are the key to unlocking our learning. If those skills are not there, then it is really difficult to master other areas. I remember an old program where reading was being promoted and the catchphrase was "Readers are Leaders". Its point was people who actively read are going to be the ones who lead the world in doing better things. Based on this article's information I would say that is pretty true!
Bi-Ligual Education Returning to California (Jeff, Topic Twenty-Six)
Teresa Watanabe
Dual-Language Immersion Programs Growing in Popularity (http://www.latimes.com/news/local/la-me-bilingual-20110508,0,3841220.story)
LA Times
May 8th, 2011
Summary: Nearly twenty years after California pushed dual-language learning out of the public school system, the method is quickly growing in popularity. The sudden change of face is based on a growing mass of research that indicates English-only learning may not work as well--despite Proposition 227s assertion. California's dual-language programs have grown in number from about 200 a few years ago to over 1,000 today.
Key Points: Dual-language students are out performing their English-only counterparts.
Relevance: I wish this article would have been around a few months ago when we read the chapter about dual-language education. The research overwhelmingly shows that dual-language is better. Will be interesting to see how Californians respond. They did, after all, mandate by law that classes should be taught in English. We should not confuse majority opinion with the truth.
Dual-Language Immersion Programs Growing in Popularity (http://www.latimes.com/news/local/la-me-bilingual-20110508,0,3841220.story)
LA Times
May 8th, 2011
Summary: Nearly twenty years after California pushed dual-language learning out of the public school system, the method is quickly growing in popularity. The sudden change of face is based on a growing mass of research that indicates English-only learning may not work as well--despite Proposition 227s assertion. California's dual-language programs have grown in number from about 200 a few years ago to over 1,000 today.
Key Points: Dual-language students are out performing their English-only counterparts.
Relevance: I wish this article would have been around a few months ago when we read the chapter about dual-language education. The research overwhelmingly shows that dual-language is better. Will be interesting to see how Californians respond. They did, after all, mandate by law that classes should be taught in English. We should not confuse majority opinion with the truth.
Subscribe to:
Posts (Atom)