America shows us, again, how NOT to do Education.

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In an era of high-stakes testing, a struggling school made a shocking choice.

Wrong Answer

By

Annals of Education July 21, 2014 Issue

s-p-04-03-05-2Really, the choice is hardly shocking.

This is a story about how a bunch of caring, dedicated teachers resorted to cheating in order to keep their schools intact. The American preoccupation with competition and testing, the notion that every year must be better than the last, and the idea that “big data” can tell you everything you need to know turn good teachers into criminals or push them out altogether.

First No Child Left Behind, and now Race to the Top. And the stick always seems to be bigger than the carrot.

“Hey Rocky, watch me pull a rabbit out of this hat.”
“AGAIN!? That trick NEVER works.”

Really. It doesn’t. The way to get the best performance out of that mule is NOT a system of rewards underscored with threats of punishment.

It’s really quite simple (though often not cheap). The way to get the best performance is to feed it well and treat it with respect.

2014-07-16_11-31-00_wmIn what many Americans would call a socialist move, Finland developed a school system that is now the envy of the world. Their goal was *not* beating everyone else; improving test scores wasn’t even on their radar. Their goal was to provide a good solid education for everyone. By focusing on how to improve learning conditions for the average and struggling students, they ended up improving learning conditions for ALL. Rather than try to motivate teachers through threats, and tests, they decided to trust their teachers and give them more (more money, more qualifications, more time, more help, ….).

Sheesh. Take a lesson America. Get over this ridiculous notion that competition breeds quality – except for the very few at the top, mostly what it breeds is resentment – and, cheating.

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Another End of an Era – Ray the Duck

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Ray in his prime.

The end of an era.

Ray, hatched April 1997 – lived till July 31 2014.

Ray taught me an incredible amount about resilience and learning – and that you really can teach an old duck new tricks.

 

Ray in his prime.

He became blind more than 4 years ago (cataracts) and learned how to follow the other birds by sound as well as memorizing where the food and water was.

 

Once he could no longer get around well enough to follow the flock, he learned how to find his way around in various pens. He learned the sound of me dropping grain on the ground near him, and a host of other things.

Ray and Gomez.

Ray relaxing with Helen (duck) and Ra (rabbit), both also retired.

Thanks Ray!

Ray having his bath. 🙂
(About a week before he died).

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Academic assholes and the circle of niceness | The Thesis Whisperer

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THIS explains why I got such a hard time in two of the Faculties where I studied and taught at UCalgary. Department Heads, Deans & Associate Deans: once this kind of culture gets started, only those who are assholes can get into administration.

Academic assholes and the circle of niceness | The Thesis Whisperer.

Jerks step on, belittle or otherwise sabotage their academic colleagues. The most common method is by criticising their opinions in public, at a conference or in a seminar and by trash talking them in private. Some ambitious sorts work to cut out others, whom they see as competitors, from opportunity. I’m sure it’s not just academics on the payroll who have to deal with this kind of jerky academic behaviour. On the feedback page to the Whisperer I occasionally get comments from PhD students who have found themselves on the receiving end  — especially during seminar presentations.

It’s fairly well known that you can’t be too outwardly nasty (although you might be surprised at the amount of down-right aggression that goes on), but academia seems to either attract, or foster the development of a passive-aggressiveness that is equally toxic and, if we want to highlight what the Academy is actually supposed to be doing, completely counter-productive to the advance of knowledge. What’s less well-known, is that people who raise the bar for the group are also disliked, and in the Academy, that often means that these people are subtly and sometimes not-so-subtly punished for being good. Sycophants and flatterers are rewarded, of course, but very often those who are actually good at what they do are a threat to those who run things, and must be either kept in their place, or driven out.

Sutton claims only a small percentage of people who act like assholes are actually sociopaths (he amusingly calls them ‘flaming assholes’) and talks about how asshole behaviour is contagious. He argues that it’s easy for asshole behaviour to become normalised in the workplace because, most of the time, the assholes are not called to account. So it’s possible that many academics are acting like assholes without even being aware of it.

What it really comes down to is that even if you tell yourself that you are not part of the culture – if you keep to yourself and do your own thing without bothering anyone – you are actually helping the asshole. Like Barbara Coloroso says, there are no bystanders. This does not only apply to kids in schools – it also applies to faculty in higher ed.

What about you? Are you an asshole? Are you one of the people who turns away while colleagues are bullied or abused? One thing I am pretty sure of, if you are one of the very few who is willing to stand up for someone – the ally – you are unlikely to get ahead in a great many institutions.

For my part, I’d rather be on the periphery and keep my principles intact. Every now and then, I actually come across another academic who is *not* threatened by the fact that I actually am very good at what I do. Those are the people who earn my respect.

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The real 10 algorithms that dominate our world — Medium

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HACKR010The real 10 algorithms that dominate our world — Medium.

I’ve long thought that every discipline is its own culture. Each has a particular language, ways of working, humour, and generally looking at the world. For a computer scientist, everything is an algorithm.

  • to a musician, everything is a song.
  • to a writer, everything is a story.
  • to thespians, everything is a play.
  • to a film-maker, everything is a movie.
  • to a set designer, everything is a set.
  • to an educator, everything is a lesson.

I’m sure we could fill in a lot more….

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Taylor & Francis Online :: Do Learners Really Know Best? Urban Legends in Education – Educational Psychologist – Volume 48, Issue 3

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Taylor & Francis Online :: Do Learners Really Know Best? Urban Legends in Education – Educational Psychologist – Volume 48, Issue 3.

Digital Natives, Learning Styles, Self-Educators.

Yup. None of these are backed up by any data. I have great respect for Marc Prensky, but the more we learn about living and learning with technology, the more I realize that most tech is magic to most people. Sure, kids may know how to take selfies and post them Facebook, but most of them really don’t know how anything works.

I would argue against the claim that learning styles don’t exist at all – it seems pretty clear that people have preferences and find some ways of approaching things easier than others, but perhaps a person’s preferred style changes depending on what they’re trying to learn. AND, while I usually try to provide a variety of ways to look at any topic I teach, I do not think we should pander to the students preferences, at least, not all the time.

I did have some fun mapping various learning styles and personality types onto games some years ago:

Becker, K. (2005) Games and Learning Styles Presented at the Special Session on Computer Games for Learning and Teaching, at The IASTED International Conference on Education and Technology ~ICET 2005~ July 4-6, 2005 Calgary, Alberta, Canada (accessible on ReaserchGate & Academia.Edu)

As for the final one, people don’t know what they don’t know. I am all in favour of giving my students all kinds of choices, but still guide them through it to make sure they meet up with the important parts.

This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.

Curiously both the first and last myths were very popular at the school where I did my PhD. Given that we still effectively have the same people running the Ed Tech area, I would imagine they still are.

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10 Essential Tips For Meeting Tech Needs of Low-Income Schools | MindShift

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COMP110 Essential Tips For Meeting Tech Needs of Low-Income Schools | MindShift.

  1. Keep goals and mission in mind.
  2. Tech should complement not replace.
  3. Involve families.
  4. Don’t let trends dictate decisions.
  5. Support teachers.
  6. Use tech to free up teacher time.
  7. Track data.
  8. Expect excellence, not achievement.
  9. Understand start-up world.
  10. Build relationships with vendors.

This is a good list.

Many years ago, when my son was in grade 2 his school had a parents meeting to discuss the purchase of new computers. They’d come into some money and wanted to buy some new equipment.

My husband (also a computer scientist) and I sat in the meeting for some time, listening to their tech guy talk about the features of the computers they wanted to get – they sounded cool – they had all kinds of bells and whistles. After some time, we stood up and asked what the school planned to do with the computers, you know, how they intended to use them for learning. The room went silent. They had been so busy looking at hardware and other do-dads, that they had not actually thought about why they wanted them in the first place. We made some suggestions, but the conversation went back to hardware features and cool do-dads as soon as we were done.

The school ended up wasting a pile of money on computer equipment they had no idea how to fit into their curriculum.

I suspect that in most schools very little has changed.

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An Oldie but a Goodie: Designing Games for the Wage Slave – GameDev.net

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  • Make every moment the player spends in your game time well spent.
  • Spend that time entertaining and rewarding the player for choosing your product.
  • Challenge without frustrating, and guide while still keeping the player in control.
  • Your world, your choice. If something isn’t fun, don’t put it in the game.
  • Keep the player in the game as often as possible.
  • But let him leave whenever he wants.
  • And remove any barriers that stop him from picking up where he left off..
  • Keep it simple, keep it accessible, and keep it fun.
  • Don’t demand a huge time commitment from the player or dictate the length of his sessions; let him take it at his own pace.
  • Don’t fix things that aren’t broken.
  • Test with a wide spectrum of players and non-players to find out what’s intuitive and well-received.

“”I can afford to buy any game I like; but I rarely have the opportunity to play them.”

This sentence embodies the sad reality that has hamstringed my gaming hobby since becoming an unwilling maze-dweller in the rat race of full-time employment. Four years ago, when not otherwise distracted by the mundanities of dodging college work or chores, I could (and did) devote countless hours to the challenges and pleasures of digital worlds. My funding was limited, but I took pride in completing every game, every cover disk demo that I purchased. I reveled in replayability, gloried in gameplay depth, marveled at multiplayer. Life was good.

“So why should I care, you nostalgic cretin?” I hear you ask. Why? Because my cubicle-dwelling cogs and I represent a substantial slice of potential software sales.

We balance on the knife’s edge between our glorious time-squandered youth, and the commitments of inevitable middle age. However, the needs of independence (and dependents) have forced us to adapt our playing style to meet our circumstances. Most gamers in this range still game whenever they can, but lack the time to maintain their previous commitment, especially when wives, children, and other such distractions enter the mix. If games can adapt to the needs of the working gamer, they can find a lucrative niche. If not, we will have no choice but to leave our childhood behind and surrender to mundane reality. And when we do, we will take our regular monthly salaries with us.

Here’s a few suggestions to better accommodate the time-deprived; many of these ideas could also create a more enjoyable gaming experience for all:”

tags:designing games wage slave game design

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

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Right and wrong methods for teaching first graders who struggle with math | Education By The Numbers

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Well, surprise surprise:

A new study concludes that those first-graders who are behind their peers would have learned more if their teachers had just taught them to add and subtract the old-fashioned way. And then practiced it a lot.

Right and wrong methods for teaching first graders who struggle with math | Education By The Numbers.

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