Monday, April 22, 2013
Friday, April 5, 2013
NCEA Notes
Prezi, Prezi, Prezi:Using Technology Effectively With a Collaborative Learning Pedagogy
"Notes" by Cynthia Cox
I didn't take notes on this one, but we followed along here: https://docs.google.com/document/d/1lSdXynk766B_DDIbH0UiwQym_ICbbgKRpJnd2VyW2oM/edit
Some good, step-by-step planning ideas for Prezi projects.
"Notes" by Cynthia Cox
I didn't take notes on this one, but we followed along here: https://docs.google.com/document/d/1lSdXynk766B_DDIbH0UiwQym_ICbbgKRpJnd2VyW2oM/edit
Some good, step-by-step planning ideas for Prezi projects.
NCEA Notes
A Catholic Educator Response to Bullying
Notes by Cynthia Cox
1 in 7 school children bullied/afraid to go to school
3 types of bullying – physical, emotional, relational (boys more physical, girls more relational/emotional, but there is crossover in both)
Definition of bullying- think "RIP" – Repeated, Intentional, Power-Based
Three components: bully, target, bystanders
There is both learned bully behavior AND learned victim behavior
When bystanders become "defenders" instead – bullying is almost always reduced or eliminated, bullies cannot succeed without tacit "approval" of the group
Rarely are defending behaviors ineffective when coming from peers
Increase empathy for the target/victim
Value defender efforts
Get "high value" peers to lead
Christ-centered: Scripture-based, Inclusive, Formative not Corrective, Compassionate not Punitive
Must include help/empathy for bully as well as target
Christ as model for leadership/Dignity for all/Pure of Heart
Follow Christ's teachings for social justice
Build community/reconcile injustices/compassion and forgiveness
Importance and power of prayer/purity of heart
Notes by Cynthia Cox
1 in 7 school children bullied/afraid to go to school
3 types of bullying – physical, emotional, relational (boys more physical, girls more relational/emotional, but there is crossover in both)
Definition of bullying- think "RIP" – Repeated, Intentional, Power-Based
Three components: bully, target, bystanders
There is both learned bully behavior AND learned victim behavior
When bystanders become "defenders" instead – bullying is almost always reduced or eliminated, bullies cannot succeed without tacit "approval" of the group
Rarely are defending behaviors ineffective when coming from peers
Increase empathy for the target/victim
Value defender efforts
Get "high value" peers to lead
Christ-centered: Scripture-based, Inclusive, Formative not Corrective, Compassionate not Punitive
Must include help/empathy for bully as well as target
Christ as model for leadership/Dignity for all/Pure of Heart
Follow Christ's teachings for social justice
Build community/reconcile injustices/compassion and forgiveness
Importance and power of prayer/purity of heart
NCEA Notes
NCEA notes: IDEA: Benefits & Services for Parentally Placed Private School Students with Disabilities
Notes by Cynthia Cox
Children with disabilities enrolled in private schools:
Each LEA (local education agency) must "locate, identify and evaluate" all children with disabilities in private elementary and secondary schools
The LEA must spend a proportionate share of funds on testing and evaluation of children in parentally-placed private schools
Each LEA must determine within a specific time frame the methods for identifying such students and must share these methods with the private schools
"A parentally-placed child with a disability does not have an individual right to some or all of the special education and related services the child would receive if enrolled in a public school." – in other words, schools must help identify but do not have to offer services
"Those children designated to receive services may receive a different amount of services" than students with disabilities in public schools.
ONPE's IDEA Page (Office of Non-Public Education)
http://www.ed.gov/about/offices/list/oii/nonpublic/programs2.html
Link to PowerPoint from presentation:
https://www.amshq.org/Events/AMS%20Annual%20Conference/Past%20Conferences/2011%20Annual%20conference/Conference%20Schedule/Saturday%20March%2026/Afternoon/Workshops%20Session%205/IDEA-Benefits%20and%20Services.aspx
Notes by Cynthia Cox
Children with disabilities enrolled in private schools:
Each LEA (local education agency) must "locate, identify and evaluate" all children with disabilities in private elementary and secondary schools
The LEA must spend a proportionate share of funds on testing and evaluation of children in parentally-placed private schools
Each LEA must determine within a specific time frame the methods for identifying such students and must share these methods with the private schools
"A parentally-placed child with a disability does not have an individual right to some or all of the special education and related services the child would receive if enrolled in a public school." – in other words, schools must help identify but do not have to offer services
"Those children designated to receive services may receive a different amount of services" than students with disabilities in public schools.
ONPE's IDEA Page (Office of Non-Public Education)
http://www.ed.gov/about/offices/list/oii/nonpublic/programs2.html
Link to PowerPoint from presentation:
https://www.amshq.org/Events/AMS%20Annual%20Conference/Past%20Conferences/2011%20Annual%20conference/Conference%20Schedule/Saturday%20March%2026/Afternoon/Workshops%20Session%205/IDEA-Benefits%20and%20Services.aspx
NCEA Notes
The Bullying/Cyberbullying Prevention Program
Notes by Cynthia Cox
The following are reports referenced in this presentation:
http://cyberbullying.us/Social_Influences_on_Cyberbullying.pdf
http://www.cyberbullying.us/FriendingStudentsonFacebook.pdf
NOTES:
-gender differences in face-to-face bullying is equalized when online, girls bullying as much as boys
-bystanders are afraid, confused, may get drawn into the bully's target zone; want to help but do not know how and do not want repercussions
-consequences of cyberbullying: detrimental to academic and social success, not just the parent's problem, affects environment of the school
-why is it so prevalent? You don't have to be big/strong, you can construct the 'perfect' insult or rumor/don't have to be quick-witted or a fast thinker to bully someone else (levels the playing field for bullies); anonymity
-where does it occur? Social networking sites, YouTube (filming bullying and uploading it, then more people pile on in the comments); instant messaging, email, online video games, text messaging
Create a climate of "upstanders" instead of "bystanders"
-only takes 2-3 strong student leaders to lead a charge of 'zero tolerance' for bullying
-cross-curricular activities addressing bullying
-student films/psa video projects
-educators should establish clear rules of computer use/ethics
-educators should generate dialogue about cyberbullying: scenarios, role play, discussion
-when a student approaches an adult about cyberbullying, it is important the adult remain calm rather than overreact
- students do not want their "lifeline" – ie, their internet access – to be taken from them even if it is done by a parent or other adult to protect them from harm, they see this as punishment, not a realistic solution to the problem
Recommended documentary: (not yet released, but soon - click link for trailer)
http://www.submitthedocumentary.com/
Notes by Cynthia Cox
The following are reports referenced in this presentation:
http://cyberbullying.us/Social_Influences_on_Cyberbullying.pdf
http://www.cyberbullying.us/FriendingStudentsonFacebook.pdf
NOTES:
-gender differences in face-to-face bullying is equalized when online, girls bullying as much as boys
-bystanders are afraid, confused, may get drawn into the bully's target zone; want to help but do not know how and do not want repercussions
-consequences of cyberbullying: detrimental to academic and social success, not just the parent's problem, affects environment of the school
-why is it so prevalent? You don't have to be big/strong, you can construct the 'perfect' insult or rumor/don't have to be quick-witted or a fast thinker to bully someone else (levels the playing field for bullies); anonymity
-where does it occur? Social networking sites, YouTube (filming bullying and uploading it, then more people pile on in the comments); instant messaging, email, online video games, text messaging
Create a climate of "upstanders" instead of "bystanders"
-only takes 2-3 strong student leaders to lead a charge of 'zero tolerance' for bullying
-cross-curricular activities addressing bullying
-student films/psa video projects
-educators should establish clear rules of computer use/ethics
-educators should generate dialogue about cyberbullying: scenarios, role play, discussion
-when a student approaches an adult about cyberbullying, it is important the adult remain calm rather than overreact
- students do not want their "lifeline" – ie, their internet access – to be taken from them even if it is done by a parent or other adult to protect them from harm, they see this as punishment, not a realistic solution to the problem
Recommended documentary: (not yet released, but soon - click link for trailer)
http://www.submitthedocumentary.com/
Depth and Design: developing a holistic curriculum
Depth and Design: developing a holistic curriculum: Clancy Burkholder
@patricktiernan
Tiernan@bchigh.edu
Jean Piaget - Soren Kierkegaard
What should every student know and be able to do ?
What are the psycho-social, cognitive , and spiritual capabilities/needs if each level in secondary schools ?
- we tend to teach the way that we learn best - you're ostracizing most of your class by doing this
What structures are in place to ensure their needs are met while "uncovering" the material?
How does a religion curriculum nurturer opportunities for interdisciplinary studies ?
What content knowledge should be emphasized and what is not paramount to an adolescent 's religious development?
Can you utilize multiple sources to achieve the same objective?
- you don't put on a "different hat" for each new course
- knowledge is fluid - it is constantly changing - nothing stays the same.
Http://www.youtube.com/watch?v=Hzgzim5m7oU
It's how we say things that's important - language - what do we mean by what we say ? Semantics and language becomes messy.
Inside - essential to know
Outside circle - important to know
Outside Outside circle -Nice to know
Work your way out.
KEY IDEAS
* essential/enduring knowledge transcends content acquisition
- it poses questions that go beyond yes/no or basic responses (lower order processing)
*Important knowledge frames lesson/unit planning
- "as the result of this lesson,students will know A and be able to do B"
*Nice knowledge may be teacher specific
-opportunity to develop new topics
What UbD is ...
- "backwards" design - distinguishes between depth (vertical) and breadth (horizontal) when it comes to the "uncoverage" of material
- it is a methodology for documenting and emphasizing that is essential for students to know and be able to do
- we truly understand what we can - explain, - interpret , - apply
- we truly understand when we have perspective
- this is the ability to see and hear other points of view to imagine the larger issues
- we truly understand when we can empathize
- we truly understand when we have self - knowledge
* this is the act of being able to look within ourselves and reflect on why we can comprehend something
{see image in camera roll)
IDENTIFY THE DESIRED OUTCOME - if not - then it doesn't matter what tools you used
Fallacy of learning - content leads to knowledge rather than skills leading to understanding
Create your test before your lesson.
Give the final exam on the first day of school.
Assessments shouldn't be a magic trick - not a surprise , why are we still trying to trick students?
DATA ANALYSIS - refine refine refine
The ignatian pedagogical paradigm - interplay between treatment and retreat director
Sent from my iPad
@patricktiernan
Tiernan@bchigh.edu
Jean Piaget - Soren Kierkegaard
What should every student know and be able to do ?
What are the psycho-social, cognitive , and spiritual capabilities/needs if each level in secondary schools ?
- we tend to teach the way that we learn best - you're ostracizing most of your class by doing this
What structures are in place to ensure their needs are met while "uncovering" the material?
How does a religion curriculum nurturer opportunities for interdisciplinary studies ?
What content knowledge should be emphasized and what is not paramount to an adolescent 's religious development?
Can you utilize multiple sources to achieve the same objective?
- you don't put on a "different hat" for each new course
- knowledge is fluid - it is constantly changing - nothing stays the same.
Http://www.youtube.com/watch?v=Hzgzim5m7oU
It's how we say things that's important - language - what do we mean by what we say ? Semantics and language becomes messy.
Inside - essential to know
Outside circle - important to know
Outside Outside circle -Nice to know
Work your way out.
KEY IDEAS
* essential/enduring knowledge transcends content acquisition
- it poses questions that go beyond yes/no or basic responses (lower order processing)
*Important knowledge frames lesson/unit planning
- "as the result of this lesson,students will know A and be able to do B"
*Nice knowledge may be teacher specific
-opportunity to develop new topics
What UbD is ...
- "backwards" design - distinguishes between depth (vertical) and breadth (horizontal) when it comes to the "uncoverage" of material
- it is a methodology for documenting and emphasizing that is essential for students to know and be able to do
- we truly understand what we can - explain, - interpret , - apply
- we truly understand when we have perspective
- this is the ability to see and hear other points of view to imagine the larger issues
- we truly understand when we can empathize
- we truly understand when we have self - knowledge
* this is the act of being able to look within ourselves and reflect on why we can comprehend something
{see image in camera roll)
IDENTIFY THE DESIRED OUTCOME - if not - then it doesn't matter what tools you used
Fallacy of learning - content leads to knowledge rather than skills leading to understanding
Create your test before your lesson.
Give the final exam on the first day of school.
Assessments shouldn't be a magic trick - not a surprise , why are we still trying to trick students?
DATA ANALYSIS - refine refine refine
The ignatian pedagogical paradigm - interplay between treatment and retreat director
Sent from my iPad
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