student motivation

teacher importance even in the age of AI

instructor - student relationship

Failure to assemble an appropriate IEP team:

study cues

Morgan, Robert R. “Opinion | Hard-Pressed Teachers Don’t Have a Choice on Multiple Choice.” The New York Times, October 22, 1988, sec. Opinion. https://www.nytimes.com/1988/10/22/opinion/l-hard-pressed-teachers-don-t-have-a-choice-on-multiple-choice-563988.html.

https://web.archive.org/web/20150525091818/https://www.nytimes.com/1988/10/22/opinion/l-hard-pressed-teachers-don-t-have-a-choice-on-multiple-choice-563988.html. Internet Archive.

Example of a teacher pressed into multiple-choice tests for evaluation for time constraints on grading.

He falls prey to the teacher's guilt of feeling they need to grade every single essay written. This may be possible at the higher paid levels of university teaching with incredibly low student to teacher ratios, but not at the mass production level of public education.

While we'd like to have education match the mass production assembly lines of the industrial revolution, this is sadly nowhere near the case with current technology. Why fall prey to the logical trap?

Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

https://www.mcsweeneys.net/articles/selected-negative-teaching-evaluations-of-jesus-christ

hilarious

This seems like a great iniciative! Did it succeed?

Also, there is Moodle plug-in for web monetization and paypal.

This almost my exact reason for wanting to become a teacher: becoming the safe space I needed and had when I came to school.

https://www.kpcc.org/show/airtalk/2022-08-31/californias-legislative-session-ends-tonight-what-bills-are-on-the-chopping-block-as-time-winds-down

Audio: https://traffic.omny.fm/d/clips/acc8cc57-ff7c-44c5-9bd6-ab0900fbdc43/39d4b39e-aa2d-40b1-bc07-ab2201235e43/fc58c5dd-b403-4747-a66c-af02013eab18/audio.mp3?utm_source=Podcast&in_playlist=f9e7dcf5-d162-4723-b710-ab2201235e4c

Want to relisten to this. Caught the very end on interventions and it sounded very much like teaching "orality" rather than teaching literacy.

Perhaps teaching orality first helps to frame literacy? even acknowledging it could help certainly...

Cross reference LAist series: https://laist.com/news/education/dyslexia-california-teacher-preparation-training-structured-literacy

Useful reminder, connected to our goals and roles, as learning pros. Some of us celebrate when people empower themselves through learning. Yet, some people have issues with the fact that there hasn't been an intervention.

My little quip:

People learn despite teachers.

Sounds easy!

Lewis, S. J., Dack, K., Relton, C. L., Munafo, M. R., & Smith, G. D. (2021). Was the risk of death among the population of teachers and other school workers in England and Wales due to COVID-19 and all causes higher than other occupations during the pandemic in 2020? An ecological study using routinely collected data on deaths from the Office for National Statistics. BMJ Open, 11(11), e050656. https://doi.org/10.1136/bmjopen-2021-050656

Meet atleast any one Core objectives for each student

... If I was asked in a teaching staff meeting, about my role as a teacher in a semester, I will say, fulfilling atleast any one core objective in the subject curriculum to each and every student is my highest priority *if this has been the priority for every teacher and the pressurising management during covid online classes, the [[covid batch wisdom catastrophe]] would not be this much impact - I can certainly write an feature article on this covid batch catastrophe topic - especially who passed 10th as covid batch, during start of the covid now directly face 12th public face-off with [[post-covid zero knowledge calibre]]. And then going to join college without learning subject fundamentals [[Devastating post-covid college education for freshers]]

Broadfoot, M. (n.d.). Masks Protect Schoolkids from COVID despite What Antiscience Politicians Claim. Scientific American. Retrieved January 23, 2022, from https://www.scientificamerican.com/article/masks-protect-schoolkids-from-covid-despite-what-antiscience-politicians-claim/

of quality teacher educa- tion.

1. Disparities caused and/or exacerbated as a result of the forced transition to online learning.

Michael Eisen on Twitter. (n.d.). Twitter. Retrieved 8 October 2021, from https://twitter.com/mbeisen/status/1443201806272643073

Kindness can go a long way!

I look forward to reading all of your thoughts and ideas you have about the poem, "On Summer", by George Moses Horton.

Remember to read the PAGE NOTES FIRST!asdf

Time in the US - mentor - teachers - education

The COVID-19 crisis mustn’t be used to rationalize hasty education reforms. (2020, May 19). BOLD. https://bold.expert/the-covid-19-crisis-mustnt-be-used-to-rationalize-hasty-education-reforms/

correspondent, S. W. E. (2021, January 21). Home schooling is widening attainment gap between rich and poor, finds report. The Guardian. https://www.theguardian.com/education/2021/jan/21/home-schooling-is-widening-attainment-gap-between-rich-and-poor-finds-report

The BMJ. (2021, February 22). Our next Covid-19: Known unknowns webinar is about vaccines for covid-19. Find out more and register >> https://t.co/vXuUwhZCpQ @AllysonPollock @drphilhammond @mendel_random @bengoldacre #CovidUnknowns #COVID19 https://t.co/73o8VwGSen [Tweet]. @bmj_latest. https://twitter.com/bmj_latest/status/1363731510092828673

https://www.globalteacherprize.org/es

Tim Colbourn. (2021, February 22). It’s good that opening up will be done in stages, though more could be done to ensure we don’t fail after the 1st stage and end up back in lockdown due to hospitals filling up again with unvaccinated people. I hope the government don’t end up regretting not doing the above. END [Tweet]. @timcolbourn. https://twitter.com/timcolbourn/status/1363989485516693508

Head Scratcher: How are we promoting critical and creative thinkers in our instruction?

As a high school math teacher this can be easier at times, and more difficult at times depending on the class and the course material. At times it is easy to promote creative when dealing with honors classing and higher math courses. But when working with remedial Algebra classes it can be more difficult to promote creativity and critical thinking because of high levels of apathy and prior knowledge. Sometimes the best way to promote success in those classes is through repetition and memeorization of steps to solve common test promblems.

This article looks at yet another new technology that has the potential to revolutionize the adult learning field. It examines the results of teaching educators about digital game design for technology integration. It looked at integrating this technology into science classrooms in particular. 9/10, very interesting new technology with lots of potential implications in the adult learning field.

This article (or at least the section of it presented here) describes one institutions 5-phase model of virtual learning . It examines the state of teacher preparation and professional development in terms of technology and determines that while progress is being made, it is slow and needs to be implemented and focused on more. 4/10, the article itself is not great but it does include an extensive list of references that may be of use later.

This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.

yup, and I think having this distinction and also being clear/honest about it - and being transparent in our own learning process.

I think a challenge we've had with some online educators, is they have positioned themselves as an expert, and shared content from a place of 'authority' that was a bit rocky.

The advice then gets taken as 'set in stone', next thing you know a rough idea goes viral and becomes 'best practice' when it was really 'some person trying to figure something out'

By being more transparent in where you are at, it can then encourage more feedback and discussion, and also a deepening of the facilitators understanding.

teacher

De La Vega, R., Barquin, R. R., Boros, S., & Szabo, A. (2020). The Impact of the Certainty of Information on COVID-19 Attitudes in Spanish University Teachers and Students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6kytj

Kim, L. E., Dr, & Asbury, K. (2020, June 18). Teachers' initial experiences of COVID-19. https://doi.org/10.31234/osf.io/xn9ey

The cost of keeping schools closed will be dreadful | Free to read. (2020, June 12). https://www.ft.com/content/1de6a2c7-f91f-4bfc-ae35-85425b8cc152

Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5

Duffield, S. & O'Hare, D. Teacher resilience during coronavirus school closures. The British Psychological Society. Advice PDF. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DECP/Teacher%20resilience%20during%20coronavirus%20school%20closures.pdf

Resources | Science at home | Royal Society. (n.d.). Retrieved April 21, 2020, from https://royalsociety.org/topics-policy/education-skills/teacher-resources-and-opportunities/science-at-home/

This resources shares the key characteristics of professional development. Not only does it delineate what should be in place to be effective but it also honors that professional learning should be considered an important component of teaching and learning. Rating 7/10

To view this article, click "Full text." This article focuses on the author's perspective of the primary concern in technology integration in educational environments - the instructor. The authors discuss the eight barriers that teachers create when trying to integrate technology: fear of change, training, personal use, teaching models, learning theories, educational climate, motivation, and support. Although the advice is practical, it is extremely rudimentary, created eighteen years ago, and does not address the more modern concerns of integration of technology in adult educational environments. Ranking: 3/10

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

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

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.

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

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

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

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

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.

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.

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).

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

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

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?

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.

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.

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?

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.

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

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

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.

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.

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

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.

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).

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.

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).

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

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

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

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.

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.

This is a constructivist position on teacher PD.

See Kennedy, 2005.

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

Questions to guide planning PD and designing experiences for teachers.

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.

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

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.

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

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.

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

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.

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

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

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

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

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

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.

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.

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.

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.

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

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.

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

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

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.

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

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

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

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.

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."

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

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.)

Contrasting Slack with the LMS - cites the LMS as the teacher-centered model while slack supports an active learning environment (5/5)

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.)

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.)

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.)

Art school established in 1818 by Henry Sass.

What is the purpose of this paragraph?

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!

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

elephant

Teacher roles.

teacher conflict teacher stress teacher panic

Time. Preparation.

teacher roles. transmission technology

changing roles panic disorientation teachers

Porous walls. Hybridization. Change narrative

Changing role of teacher

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.

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

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)."

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