https://padlet.com/pointeshoes/EDUC1220 EDUC 1220 en-us 2018-03-15 15:00:54 UTC 2018-03-27 13:39:38 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png pointeshoes https://padlet.com/pointeshoes/EDUC1220/wish/242536520 Teachers need a common set of best practices, language, curriculum (educational infrastructure) in order to solve that problem of high variability among teaching success in public schools. (Gave the example of doctors all having the Physicians Desk Reference book, but teachers not having one shared resource/language). Difficulty lies partially in the Fed/State/District shared control of schooling, which sends mixed messages about what to teach, how to teach, what to assess, etc. ]]> 2018-03-15 18:20:52 UTC https://padlet.com/pointeshoes/EDUC1220/wish/242536520 pointeshoes https://padlet.com/pointeshoes/EDUC1220/wish/242536592 This chapter talks a lot about TFA and charters as being one way to give teachers access to a common equational infrastructure. But if teaching is such a complex science/art that requires study to learn and we shouldn't let teachers "learn on the job" bc that does damage to kids, is it feasible for TFA/charter networks to teach teachers this infrastructure in a very short period time/while they are already working with classrooms? Would it make more sense for teacher prep programs to agree on a common educational infrastructure? ]]> 2018-03-15 18:21:00 UTC https://padlet.com/pointeshoes/EDUC1220/wish/242536592 pointeshoes https://padlet.com/pointeshoes/EDUC1220/wish/242536708 Interesting connection to our conversation Thursday about math vs. ELA. In analyzing TFA candidate success, the found that most teachers produced at least an extra month's growth in math, but little to no growth in ELA (the text says "the best you could say was that corps members did no harm," p.240)]]> 2018-03-15 18:21:11 UTC https://padlet.com/pointeshoes/EDUC1220/wish/242536708 pointeshoes https://padlet.com/pointeshoes/EDUC1220/wish/243992559 "Character traits and teaching skill are not the same thing. They interact, but personality does not lead to skill, or vice versa." (p.319)]]> 2018-03-20 13:23:33 UTC https://padlet.com/pointeshoes/EDUC1220/wish/243992559 pointeshoes https://padlet.com/pointeshoes/EDUC1220/wish/243992846 Ball's strategy of focus was building infrastructure through teacher education. 

Strengths: a way to disseminate "best practices" to new teachers before they start working with children 

Limitations: What about teachers who go through alternative certifications? What about the thousands of teachers already in the field? ]]> 2018-03-20 13:24:00 UTC https://padlet.com/pointeshoes/EDUC1220/wish/243992846 raquel_s_waller https://padlet.com/pointeshoes/EDUC1220/wish/244853981 Chapter 7 mainly focuses on charter schools and the "zero-tolerance policy." Teachers and administrators think that proper behavior will lead to better academics in this students. This phenomenon is the main focus of the chapter as administrators try to determine the correlation between behavior and academics. ]]> 2018-03-22 07:16:17 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244853981 raquel_s_waller https://padlet.com/pointeshoes/EDUC1220/wish/244855844 Before reading chapter 7, I was a big proponent of charter schools as well as the "zero-tolerance" policy. This chapter raises questions especially the question of "what effect does behavior actually have on academics?" Is it necessary to be that strict to instill proper values in students?

]]> 2018-03-22 07:25:38 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244855844 raquel_s_waller https://padlet.com/pointeshoes/EDUC1220/wish/244856695 This reading really points to the effects of our inputs in schools from Coleman.  By inputing a strong sense of discipline in schools, what are we really getting out of it?

]]> 2018-03-22 07:30:03 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244856695 barton_t_christmas https://padlet.com/pointeshoes/EDUC1220/wish/244947440 This chapter outlines the entrepreneurial education movement, particularly in its example of Doug Lemov and his Academy of the Pacific Rim, a charter school that achieved results by going counter to the TKOT philosophy espoused by Deborah Ball, instead opting for a disciplinarian, fundamentalist approach.]]> 2018-03-22 12:26:47 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244947440 barton_t_christmas https://padlet.com/pointeshoes/EDUC1220/wish/244952901 This chapter raised a lot of "where are they now" questions in my brain about the postsecondary and lifelong outcomes for children from TKOT vs. Entrepreneurial schools, from public v. private v. charter. Also, how did Doug Lemov come to regard the environ he created?]]> 2018-03-22 12:39:23 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244952901 barton_t_christmas https://padlet.com/pointeshoes/EDUC1220/wish/244953741 Intimately and dichotomously linked to the ideas of Ball and Lampert, this chapter also makes some compelling statements that bear consideration in relation to Labaree's purposes of public education, particularly given the charters present in this text.]]> 2018-03-22 12:41:16 UTC https://padlet.com/pointeshoes/EDUC1220/wish/244953741 https://padlet.com/pointeshoes/EDUC1220/wish/246235425 Chapter 9 discusses ]]> 2018-03-26 18:25:54 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246235425 raquel_s_waller https://padlet.com/pointeshoes/EDUC1220/wish/246350740 Strengths: the development of common core standards does mean that ultimately, kids are receiving the same information as their peers

Limits: I've always wondered in Common Core maybe limits some teacher creativity in the classroom

]]> 2018-03-27 04:00:41 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246350740 raquel_s_waller https://padlet.com/pointeshoes/EDUC1220/wish/246350924 "Good discipline, he told me, require that teachers work with students 'from love.'" p. 320

]]> 2018-03-27 04:02:33 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246350924 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246366389 The instances in the chapter about interventions on students make me wonder about the proper considerations when using languages. What do we need to pay attention to when we are giving languages as guidance to tasks? How should we give students their respect from classmates while maintaining authorites as teachers? ]]> 2018-03-27 06:21:50 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246366389 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246367123 Chapter 6 focuses on the observations of Doug as he took notes of use of languages in classrooms. Doug labeled responses from students into six intervention levels, reinforcing the significance of correction and clear directions. From different classroom settings he discovered the ways in which to make students feel less pressured and clearly guided.

]]> 2018-03-27 06:26:59 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246367123 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246367870 Chapter 6]]> 2018-03-27 06:31:41 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246367870 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246370205 2018-03-27 06:45:04 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246370205 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246370286 "Character traits and teaching skill are not the same thing." - 319]]> 2018-03-27 06:45:39 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246370286 minjia_xie https://padlet.com/pointeshoes/EDUC1220/wish/246370712 "To help other people understand, teachers also must reverse-engineer students' mistakes, mapping through the likely thought patterns and misfires, and then figure out how to untangle them." 324]]> 2018-03-27 06:48:02 UTC https://padlet.com/pointeshoes/EDUC1220/wish/246370712