Recently found … 02/25/2015

  • See Stephen Krashen’s response: 

    Many college professors are now independent contractors, known as “adjuncts.” They are paid separately for each course they teach, and are not paid very much, and get no benefits. As budgets at universities get tighter, departments are gradually moving toward adjuncts.

    Will public school teachers become independent contractors? This is, I think, one of the goals of school “reformers,” whose reforms are all dedicated to more profit for the .01%. Eliminating retirement and benefits, and making teaching a part-time profession would release billions for more unnecessary technology in the schools (of course some technology is great, but much of it is being imposed on schools in a great hurry without proper testing).

    tags: leadership teaching

    • The rise of “independent contractors” is the most significant legal trend in the American workforce – contributing directly to low pay, irregular hours, and job insecurity.

       

      What makes them “independent contractors” is mainly that the companies they work for say they are. So those companies don’t have to pick up the costs of having full-time employees.

Posted from Diigo. The rest of my favorite links are here.

Recently found … 02/21/2015

  • A thinking mindset vs a doing mindset

    tags: listening coaching leadership conversation

    • Listening is a skill that can make you a better colleague and a more effective leader. When people feel as though they have been heard, they trust you more. In addition, there are a lot of problems that arise through miscommunication. A lot of miscommunication isn’t because someone fails to express themselves clearly, it happens because the other person doesn’t listen carefully.
    • When you listen, you put yourself in a thinking mindset. It gives you a chance to really try to understand what is going on around you. When you focus on planning your next contribution to the conversation, you enter a doing mindset, and you don’t think through the events carefully. Give yourself that chance to think.
  • Studies suggest that handwriting supports cognition in a way that keyboarding does not.

    tags: cognition handwriting learning brain

    • Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information. In other words, it’s not just what we write that matters — but how.
    • printing, cursive writing, and typing on a keyboard are all associated with distinct and separate brain patterns — and each results in a distinct end product. When the children composed text by hand, they not only consistently produced more words more quickly than they did on a keyboard, but expressed more ideas.
    • connection between writing and idea generation went even further. When these children were asked to come up with ideas for a composition, the ones with better handwriting exhibited greater neural activation in areas associated with working memory — and increased overall activation in the reading and writing networks.
    • For adults, typing may be a fast and efficient alternative to longhand, but that very efficiency may diminish our ability to process new information. Not only do we learn letters better when we commit them to memory through writing, memory and learning ability in general may benefit.
    • both laboratory settings and real-world classrooms, students learn better when they take notes by hand than when they type on a keyboard. Contrary to earlier studies attributing the difference to the distracting effects of computers, the new research suggests that writing by hand allows the student to process a lecture’s contents and reframe it — a process of reflection and manipulation that can lead to better understanding and memory encoding.

Posted from Diigo. The rest of my favorite links are here.

Funny, It Doesn’t Feel Like June

Sure it’s cold outside and the end of the year feels far, far away. But believe it or not, it’s time to be thinking about your summative evaluation.

No matter which teacher practice evaluation model your district is using, there is a standard or domain that deals with professional responsibilities (Standard 1 in McREL, Domain 4 in Danielson, Domains 3 and 4 in Marzano, Standard 6 in Stronge, Standard F in Marshall).

This is the “backstage” work of teaching — very little of it can be seen when visiting a classroom to conduct walk-throughs or observations. This is an evaluation area dealing with participation in the professional community, leading and collaborating, and practicing in an ethical manner. For many years, teachers have been evaluated on these criteria in a binary fashion: satisfactory or not. Now part of the teacher evaluation process, professional responsibilities criteria must be examined and rated on (minimally) a four-level rubric.

Most of the evaluation models are rather generic when it comes to describing a teacher’s professional responsibilities. In school districts where the rubrics have not been further developed to provide concrete local exemplars of effective and highly effective practice, both supervisors and teachers are understandably perplexed about what constitutes enough data for analysis and exactly what those data represent.

This has resulted in something I like to call “Shopping Bag Syndrome.” Just prior to the summative evaluation conference, teachers frantically grab documents that represent their professional practice throughout the school year. They haul reams of documentation into their evaluation conference. It’s time to change this practice: the issue is not quantity, but quality.

Consider the Metropolitan Museum in New York City. It houses millions of works of art spanning all of human history. It can’t possibly display everything! Instead, the curators choose a small percentage of its available artwork to exhibit in order to tell a specific story.

If you gathered every piece of paper or digital artifact that represents the work you do all year, it might fill a museum gallery as well! But this is both impractical and burdensome. Instead, you should curate — just as the Metropolitan Museum does — and carefully select a few items that represent the high quality of your professional responsibilities throughout the year.

If a supervisor tells you it’s not enough “stuff,” ask for a specific description of what is needed. If it’s just about collecting paper, you can easily do that. But how does that translate into effective and highly effective practice? Insist on clear exemplars for each of the professional responsibilities.

Why think about this in February? To avoid frantically scrambling through your files in June. This work is too important to be reduced to dumping reams of paper in shopping bags. Allow plenty of time to curate and gather a few exceptional examples of your practice that demonstrate your highly effective professionalism.

This article appeared in the February issue of the NJEA Review.

 

Accidentally On Purpose

As a traveling educational consultant, I plan learning sessions for adults who (for the most part) I’ve never met and develop learning goals for teams based on (for the most part) a phone conversation or two. It’s challenging and results in frequent surprises when I actually meet groups face-to-face.

I recently worked with teams in a large county-wide district where the charge was to work with K-6 curriculum developers on the UbD process of identifying learning goals and developing transfer tasks. This is a group that has received significant PD on Understanding by Design and have already spent months identifying priority standards and considering next steps.

A departing administrator decided at the last minute to include a group of secondary folks who had zero PD on the process and little information about why they were sitting in on the elementary work sessions. After Day 1, I quickly realized the need for a re-design to provide a purpose for their attendance (as well as accomplish the original goal for the elementary team). The sessions became a modified fishbowl so that the newcomers could learn from the working teams.

The original sessions were structured for learning and working — and fortunately, this enabled a quick redesign. In the end, feedback from the secondary folks  indicated that there was, indeed, high value in their sitting in with the elementary teams:

  • I used to think that my content was all I needed to teach, now I think I need to use everyone’s content
  • I used to think outside of the box inside of my classroom, now I know I need to think beyond my classroom
  • I used to think good assessments assessed many standards, now I think good assessments assess many contents
  • I used to think my secondary assessments were more difficult to create, now I think that pre-K assessments are incredibly difficult to create
  • I used to think the work I did was more important than elementary school, now I know how deep the elementary teachers build the foundation of learning
  • I used to think that we were doing an adequate job, now I think we need a whole new mindset
  • I used to think that in order to assess my students I had to be an expert in my content, now I think I need to be an expert in all contents
  • I used to think my ELA content was most important (if they don’t know what a simile is, where are they going in life?), but now I know that we are really supporting all the other content areas
  • I used to think that I was preparing my students for the next level, now I think I am so narrow minded
  • I used to think that our system prepared students for their future, now I think we can do so much better with a more global view
  • I used to think middle schools had to teach foundational skills, now I wonder why we aren’t raising the bar
  • I used to think it was a really bad idea to bring secondary folks in with the elementary teachers, now I think it was a really good idea (based on the feedback you gave/asking challenging questions) and the vision of the process

To quote Eisenhower: Plans are useless, but planning is essential.

Recently found … 02/08/2015

  • tags: bias gender education

    • This interactive chart lets you explore the words used to  describe male and female teachers in about 14 million reviews  from RateMyProfessor.com
    • Not all words have gender splits, but a surprising number do. Even things like pronouns are used quite differently by gender.

Posted from Diigo. The rest of my favorite links are here.

Wisdom on a Chipotle Cup

Somehow fitting and absurd all at the same time, Chipotle is featuring stories by authors on their soda cups. My favorite (so far) is from Michael Lewis:

I spend too much time trying to spend less time. Before trips to the grocery store, I’ll waste minutes debating whether it is more efficient to make a list, or simply race up and down the aisles grabbing things. I spend what feels like decades in airport security lines trying to figure out how to get through most quickly: should I put the plastic bin containing my belt and shoes through the bomb detector before my carry-on bag, or after? And why sit patiently waiting for the light to turn green when I might email on my phone? I’ve become more worried about using time efficiently than using it well. But in saner moments I’m able to approach the fourth dimension not as a thing to be ruthlessly managed, but whose basic nature might be altered to enrich my experience of life. I even have tricks for slowing time—or at least my perception of it. At night I sometimes write down things that happened that day. For example:

This morning Walker (my five year old son) asks me if I had a pet when I was a kid. “Yes,” I say, “I had a Siamese cat that I loved named Ding How, but he got run over by a car.” Walker: “It’s lucky that it got killed by a car.” Me: “Why?” Walker: “Because then you could get a new cat that isn’t named Ding How.”

Recording the quotidian details of my day seems to add hours a day to my life: I’m not sure why. Another trick is to focus on some ordinary thing—the faintly geological strata of the insides of a burrito, for instance—and try to describe what I see. Another: pick a task I’d normally do quickly and thoughtlessly–writing words for the side of a cup, say–and do it as slowly as possible. Forcing my life into slow-motion, I notice a lot that I miss at game speed. The one thing I don’t notice is the passage of time.

I think this was easier to digest than the burrito …

Wouldn’t it be wonderful if we were able to access interesting reads such as these everywhere we travel during our daily routines?

Recently found … 02/02/2015

  • While Americans believe scientists do important work … they do not trust scientific findings. A cause for concern?

    tags: learning science scientists

    • Science holds an esteemed place among citizens and professionals. Americans recognize the accomplishments of scientists in key fields and, despite considerable dispute about the role of government in other realms, there is broad public support for government investment in scientific research.
    • Despite broadly similar views about the overall place of science in America, citizens and scientists often see science-related issues through different sets of eyes. There are large differences in their views across a host of issues.

Posted from Diigo. The rest of my favorite links are here.

The tension between teacher evaluation and professional growth

In Evaluating America’s Teachers, W. James Popham writes:

Formative teacher evaluation describes evaluation activities directed toward the improvement of the teacher’s ongoing instruction … summative teacher evaluation refers to the appraisal of a teacher …

… a teacher who needs to improve must honestly identify those personal deficit areas that need improvement. Weaknesses can’t be remedied until they’ve been identified, and who knows better what teachers’ shortcomings are than those teachers themselves? But if the teacher is interacting with an evaluator whose mission, even partially, may be to excise that teacher from the teacher’s job, do you really think most teachers are going to candidly identify their own perceived shortcomings for such an evaluator? Not a chance!

Suggesting a major overhaul to the way we are doing things.

Recently found … 01/20/2015

  • tags: learning museum art

    • There is no right way to experience a museum, of course. Some travelers enjoy touring at a clip or snapping photos of timeless masterpieces. But psychologists and philosophers such as Professor Pawelski say that if you do choose to slow down — to find a piece of art that speaks to you and observe it for minutes rather than seconds — you are more likely to connect with the art, the person with whom you’re touring the galleries, maybe even yourself, he said. Why, you just might emerge feeling refreshed and inspired rather than depleted.
  • tags: studying learning mindset

    • The way most students study makes no sense.

       

      That’s the conclusion of Washington University in St. Louis psychologists Henry Roediger and Mark McDaniel — who’ve spent a combined 80 years studying learning and memory, and recently distilled their findings with novelist Peter Brown in the book Make It Stick: The Science of Successful Learning.

    • 1) Don’t just re-read your notes and readings
    • 2) Ask yourself lots of questions
    • 3) Connect new information to something you already know
    • 4) Draw out the information in a visual form
    • 5) Use flashcards
    • 6) Don’t cram — space out your studying
    • 7) Teachers should space out and mix up their lessons too
    • 8) There’s no such thing as a “math person”

Posted from Diigo. The rest of my favorite links are here.

The Art of Slowing Down in a Museum – NYTimes.com

  • tags: learning museum art

    • There is no right way to experience a museum, of course. Some travelers enjoy touring at a clip or snapping photos of timeless masterpieces. But psychologists and philosophers such as Professor Pawelski say that if you do choose to slow down — to find a piece of art that speaks to you and observe it for minutes rather than seconds — you are more likely to connect with the art, the person with whom you’re touring the galleries, maybe even yourself, he said. Why, you just might emerge feeling refreshed and inspired rather than depleted.

Posted from Diigo. The rest of my favorite links are here.