New Teacher Advice – ‘Hold On To Your Optimism & Idealism’
Your job is to grow your students to become independent, self-directed learners not for someday in the distant future, but right now. Students deserve to have clarity on the following questions:
- Why do I have to learn this? What value is it to me?
- How will I be assessed?
- How will I be judged?
- How will I be supported during the learning experience?
The Cost of an Adjunct
The plight of non-tenured professors is widely known, but what about the impact they have on the students they’re hired to instruct?
When a college contracts ‘adjunctivitis,’ it’s the students who lose
Here is an “apologetic” article that adjuncts are not that bad for students and learning:
Are Adjunct Professors Bad for Students?
Some doubts about a recent study suggesting that part-time faculty fail to “connect” with students.
9 Reasons Why Being An Adjunct Faculty Member Is Terrible
The Adjunct Revolt: How Poor Professors Are Fighting Back
“Students aren’t getting what they pay for or, if they are, it is because adjuncts themselves are subsidizing their education,” Maria Maisto, president of the adjunct activist group New Faculty Majority, told me. “Adjuncts are donating their time; they are providing it out of pocket.”
The adjunct crisis also restricts the research output of American universities. For adjuncts scrambling between multiple short-term, poorly paid teaching jobs, producing scholarship is a luxury they cannot afford. “We have lost an entire generation of scholarship because of this,”
Adjunct Professor Salary
The New Old Labor Crisis
Think being an adjunct professor is hard? Try being a black adjunct professor.
The answer requires us to think about power. If you look hard at the structure of academia, you will see a lot of teachers who, in one way or another, lack power: adjuncts and term hires (a large population, and growing); untenured faculty (especially in universities like mine); faculty, even tenured faculty, in schools where budget cuts loom; graduate students, always and everywhere. You might see evaluations as instruments by which students, or administrators, exercise power over those vulnerable employees. But if you are a student, and especially if you are a student who cares what grades you get or who needs recommendations, then teachers, for you—even adjuncts and graduate teaching assistants—hold power.
Chairmen and deans also need to know when classroom teaching fails: when a professor makes catastrophically wrong assumptions as to what students already know, for example, or when students find a professor incomprehensible thanks to her thick Scottish accent. My note: indeed, when chairmen and deans KNOW what they are doing and are NOT using evaluations for their own power.
Philip Stark is the chairman of the statistics department at the University of California, Berkeley. “I’ve been teaching at Berkeley since 1988, and the reliance on teaching evaluations has always bothered me,” he says.
Stark is the co-author of “An Evaluation of Course Evaluations,” a new paper that explains some of the reasons why.
Michele Pellizzari, an economics professor at the University of Geneva in Switzerland, has a more serious claim: that course evaluations may in fact measure, and thus motivate, the opposite of good teaching. Here’s what he found. The better the professors were, as measured by their students’ grades in later classes, the lower their ratings from students.
“Show me your stuff,” Stark says. “Syllabi, handouts, exams, video recordings of class, samples of students’ work. Let me know how your students do when they graduate. That seems like a much more holistic appraisal than simply asking students what they think.”
Big Data is Finally Coming to Education Here’s What We’ve Learned So Far
Long lectures don’t work.
The best predictor of future course behavior is past course behavior.
Data from MOOCs suggest that one way to boost completion rates is to increase engagement early in the course.
Even in online courses, offline support is essential.
More IMS blog entries on Big Data:
Pls have a link to the PDF file
Here some opinions from the comments section:
Formative assessments are only good if you use them to alter your teaching or for students to adjust their learning. Too often, I’ve seen exit tickets used and nothing is done with the results.
Please consider other IMS blog postings on assessment
The brilliance of bioluminescence – Leslie Kenn
No Child Left Behind and other programs that emphasized standardized tests increased this problem, according to Maggiano. The more the school system relies on standardized testing, he says, the more difficult it is for teachers to foster critical thinking and other useful skills.
Award-winning Virginia teacher: ‘I can no longer cooperate’ with testing regime
ey ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.
1) Start Where Your Students Are …
2) Know Where Your Students Are Going …
3) Expect Students To Get To Their Goals
4) Support Students Along The Way
www.transl8it.com – (English to text lingo conversion – I blogged about this last night – see my post below).
Google Translate – Language translation – spells it (correctly and phonetically), and says it.
Skype – great for author conferences, social studies (talk to people in other countries), keep a student connected who has been absent, or is away on a trip.
https://posterous.com/ – easy way to create your own blog through your email – great for setting up a class blog to keep students / parents informed.
5) Use Feedback
edmodo.com – It’s almost like a kind of facebook – but you can set it up for your classroom – post questions, reading clubs, etc. and give feedback to students as they answer questions.
https://docs.google.com – Students can use this for their writing assignments, and not worry about bringing files back and forth to school. Teachers have access to the page to make corrections / give feedback throughout the writing process.
6) Focus on Quality Rather Than Quantity
edu.glogster.com – I’ve set up an account with glogster so we can make multi-media posters next year. I can so see myself using this with science / social studies.
www.animoto.com/education – A site for making movies and slideshows.
photopeach.com/education – Another site for making movies and slideshows.
www.jaycut.com – Yet another site for making movies and slideshows – this one looks like it has a few more features (like slow-motion).
blabberize.com – Bring your still pictures to life by making them talk – I can so see myself using this next year with my SMARTboard lessons! Wouldn’t it be cool to make a fraction talk and explain how to do a concept during a math lesson?!?
www.wikispaces.com – I am definitely going to investigate this one further. I’d like to make a wiki for one of my science units next year – assigning students a different part or concept, and then putting it all together. We could even print off the pages later and turn them into our own reference book.
livebinder.com – A lot of the teachers at the webinar talked about how they would use this resource to set up student portfolios … hmmmmm … intriguing.
epubbud.com – Students can create their own ebooks (which other people can access) and display them on a shelf (similar in looks to shelfari). A great way to publish their writing, and make the writing process more authentic for them.
www.prezi.com – Another multi-media site great for presentations. Use as an introduction to a new unit, or have students create their own presentations for a certain topic.
7) Never Work Harder Than Your Students