dents who enter their freshmen year of high school actually graduate and that number raises to 1 in 4 for students of African-American and Hispanic descent. Economists estimate that of those students that do drop out, it is a lost in nearly $320 billion dollars in tax-generated revenue not to mention the high prison population that this demographic contributes to with nearly 2.2 million people of color locked up. If we are to truly be a nation of opportunity, and hope, then this issue of high school dropouts and identifying and supporting efforts to scale, quality programming must be not only on the top of the Secretaries agenda, but on the agenda of every single, mayor, superintendent, principal, and concerned American that wishes to see educational equity for all.…
any schools do not know how to handle this problem. Where do school administrators stand in a cyber bullying case?
Kiwi Commons expert, Barbara Zimmerman has put together a Q&A about CyberHate that addresses many educators' questions about what is classified as cyberhate and why this is a growing problem in both elementary and high schools.
Check out the Q&A here.
How does your school deal with cyberbullying and cyberhate?…
de a child's ability to succeed in school, it must be addressed at home and in the classroom."
Tips for Teachers:
Understand what cyberbullying is: By definition, “Cyberbullying” is the willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.
Lay down the rules: Teach safe and responsible behaviours online, monitor online activities for cyberbullying and unhealthy social networking, and lead by example.
Recognize the symptoms: Drop in grades, dread going to school, and diminished involvement in school.
Raise awareness of cyberbullying with parents: Arrange a parent council night to address the issue of bullying, and provide parents with an understanding of how bullying is now being carried out via Internet and cell phones.
Run through “Tips for Parents” with the council. See below.
Encourage kids to develop their own moral principles: Kids need to be able to discriminate right from wrong behaviours online on their own.
Go over safe and responsible Internet use.
Teach them to always think twice before they post or share anything online. Use the following as a guiding question: “Do I want the whole world to read or see this, including adults like my parents or teachers, or even an online predator?”
Educate the student body: Have students oversee a school-wide awareness campaign. Students can be responsible for creating posters, giving presentations, and conducting polls/surveys to raise awareness about bullying and cyberbullying, while also addressing the positive ways to react to this issue.
Encourage dialogue: Encourage students to speak up, not suffer in silence. Keep an open door policy. Empower victims with the knowledge of how to prevent and effectively respond to cyberbullying.
Review school policies: Many school districts have anti-bullying rules and policies in place. The Canadian Public Health Association created an assessment toolkit for bullying, harassment and peer relations in schools. It identifies the criteria for a successful school-based anti-bullying program, which involves:
School/Classroom/Environmental Change Strategies:
o Strong teacher/adult leadership, student-teacher bonding.
o Clear consistent and fair behavioural norms.
o Cognitive-behavioural instruction (gender-responsive and culturally competent)
o Ongoing teacher/administration training (teachers are more likely to respond to physical bullying compared to verbal and social)
o Effective supervision (and playground design).
o Restorative justice interventions, which prioritize safety and led by trained facilitators.
o Parent training.
Individual Change Strategies:
o Cognitive-behavioural approach.
o Inclusion of students in out-of-class activities to increase sense of belonging and skills.
o Closely supervised peer intervention strategies (peer counseling and mediation). (Boys are unlikely to participate in these strategies without recruitment and support. Girls are more likely to participate and intervene to support victims.)
(Source: An Assessment Toolkit for Bullying, Harassment and Peer Relations in Schools, Canadian Public Health Association, 2004)
Tips for Parents:
Be web aware: Learn the basics of the Internet - risks, safeguards, and standard uses. Keep up with the latest and popular developments: Find out websites they’re visiting and what they’re doing online through open discussions.
Be aware of what your kids are posting online: This includes pictures, videos, profile information, and comments.
Be available and open: Encourage your kids to report online behaviours that make them feel threatened or uncomfortable. React calmly, build trust, and communicate with your children on a regular basis.
Write up an online agreement for computer use: Have your kids involved in the process so that it encourages cooperation and understanding of why the rules are necessary. Also, ensure that the rules are made clear.
Recognize the symptoms: Some signs include hesitation to use the computer, and loathing going to school.
Consult school officials: If your child is being bullied by a fellow student at school, get teachers and principals involved to help deal with the problem.
Report any incident of online harassment and physical threats: Contact your Internet Service Provider and local police.
If the harassment is being conducted via a cell phone, report the incident to your phone service provider. If the harassment is persistent, change your child’s phone number.
Tips for Students:
Most incidents of bullying do not take place in front of teachers and parents. That is why kids must be equipped to protect themselves in bullying instances and respond effectively in the moment.
Do not share your contact information online unless it is absolutely necessary: If you do, ensure that the website is legitimate and verifiable. Giving your cell phone number, email address, instant messaging nick name, or passwords to people you don’t know online is equivalent to sharing personal information with a stranger on the street.
Speak out: If you come across someone cyberbullying another online, take a stand and let your peers know that cyberbullying is unacceptable. Chances are peers will be more affected by criticism from other peers as opposed to adults.
Reach out: Don’t suffer in silence. Tell a guardian, parent, teacher, grandparent, or older sibling.
Stay away: If you are being harassed online, stop the activity or stop visiting the site of harassment. (i.e. gaming forums, blogs, chat rooms, instant messaging services, social networking sites etc.)
Save all harassing messages and forward them to your Internet Service Provider: Internet Service Providers have policies against online harassment. If the harassment involves physical threats, contact your local police.
You can download an abridged PDF version here on Kiwi Commons.…
requirement for the PYP that the programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff. Collaborative planning and reflection has to ensure that all teachers have an overview of students’ learning experiences. At our school we now organise horizontal planning with all teachers of a particular class deciding on a central idea to which they can all make connections in an authentic way whenever possible, regardless of subject area. This means focusing on related concepts and deciding on a central idea that is sufficiently broad to encompass different subject areas. Only after such face-to-face collaboration are teachers encouraged to complete the Google docs planner template individually.…
during his tenure and why?
Investment in high quality assessment .. national assessments ...that incorporate core skills like reading and invest in methods for assessing more advanced skills that are difficult to measure like critical thinking skills, presentation skills etc.
50 states, 50 sets of assessments -- 50 requirements for customizing curricula and resources to align to these assessments from the private and other sectors -- is a significant cause for our fragmented education system.
It makes innovation extremely expensive.
2. How shall the tenets of the No Child Left Behind act be altered or invigorated?
Focus on value added assessment accountability measures.
Make assessments adaptive and able to measure a much wider range of what a child knows.
That way we can really get at where students are starting and where they move. Reward schools for how well they move students -- not where they get to.
In addition if the assessments were focused on performance measures that mattered, and were more wholstic, and addressed the range of skills that actually mattered, they wouldnt narrow the curiculum so much.
We also need to offer optional assessments in areas like music and the arts and they need to be performance based.
Like can the child play an instrument or paint in a particular form.
What are its positives? Holding schools accountable for improvement among all types of students and addressing the achievement gap.
3. How should the new administration respond to the nation’s need for better prepared and more qualified teachers?
Invest in the development of simple metrics for teacher quality and develop an innovation award to districts that can demonstrate effective models for increaing teacher quality. Urban districts can make easy improvements just be doing some basic things with regard to recruitment, crediting requirements, and working with specialized groups like the teaching fellows who allow districts to outsource much of their hiring process. (less useful for small districts but very important in large systems) We went from emergency openings every year to having extra teachers that met the requirements for highly qualified that couldn't find openings.
4.What should the new administration do to increase student engagement in mathematics, the sciences and the arts?
Increase incentives to teach in these hard to staff areas (science and math) by funding pilot programs to pay science and math teachers higher salaries and signing bonuses. Again, in urban centers, we find our ELA teachers are often of a higher caliber. (Why there is a greater supply of ELA teachers than science teachers) -- I have seen ELA teachers who connect to students do a better job at teaching science. So while ELA and social studies teachers work just as hard (if not harder) -- and rightly should be paid the same, those that can could switch fields if they want the increase in salary. It isn't fair, but its basic economics that we can't ignore. We should also fund programs to subsidize the education of science and math majors that go into education.
Investment in new technology enabled gaming and other environments (aligned to national performance assessments) to deliver stronger curriculum resources.
Change the science and math national assessment to focus on depth and not breadth . Thus making it possible to develop aligned curricula and teach deep and not wide.
Also, consider testing at different levels – like calculus A or calculus AB. In high poverty areas, where we are likely to be dealing with other factors (language, reading level etc) teachers often can't get through the curriculum and don't have time to go as hands on as they should. Allow schools to create courses at different levels so that a student could take a course in two parts A then B or just in one year AB.
5. How should funding equity issues be addressed? If you mandated national assessments (that were performance based and technology supported) there would be such an improvement in the fragmented, recreate the wheel, current education system, the cost savings alone would do wonders to improve the value ad of the current funding system. But that obviously doesn’t go far enough.
Increase title I goes along way. Provide incentives to states to reallocate some percentage of tax dollars based on need. (not sure that last idea is feasible!)…
action and creative solutions for social and global issues by using Web 2.0 in the actual process as well as in the solution. We are putting together student-designed/envisioned projects over the next 12 months as spin-offs from the conference that address global needs. To do this we are including the students in the organisation and management of the projects, students who are basd all around the world. In particular we have also been discussing how we can include low-income, geographically dispersed groups and include them in this conversation via Web 2.0. We are looking at links with the OLPC initiative and we hope to be able to add value by providing ideas for pedagogy, once again based on connectivity, communication, collaboration and creation, that will shift education into a more meaningful realm.
Let's talk more!
or Organization Name: Universidad Central de Venezuela
Area of the World from Which You Will Present: Caracas, Venezuela
Language in Which You Will Present: English
Target Audience(s): EFL /ESL teachers
Short Session Description (one line): Disability outside the classroom
Full Session Description:
In today's society, talking about and dealing with traditionally ostracized, marginalized minority groups in the classroom have gradually become part of forums, some class materials, websites, and research. A good example is the Disabled Access Friendly website or the conference ‘Breaking the ice: addressing LGBT issues in the ESOL classroom’. In this talk, I will focus on my experience with students with disabilities outside the language classroom as part of a university support group. I will talk about why and how this group support was created and reflect about our responsibility as educators to promote social improvement, and not only to contribute to the formation of global citizens.
Websites / URLs:
DelaManoCAEDEBA . YouTube Channel. (Spanish) CAEDEBA (Spanish) CAEDEBA Group . Facebook (Spanish) CAEDEBA: Twitter. (Spanish)
Different Abilities: Embracing and Supporting Diversity at the University…
ssor of computer science at Massachusetts Institute of Technology, first conceived the idea of the web 20 years ago, which was designed for the searching and sharing of electronic documents between scientists. Now, he himself has become a first-hand victim of one of his own creation’s vices: online fraud.
Read full article here.
Steps to Take to Avoid Online Fraud, courtesy of GetNetWise
1. Deal with reputable companies (companies you already know from their retail stores, mail order catalogs or other services).
* At a minimum be sure that you have the company's physical address (preferably not a PO Box) and a telephone number so that you can contact them offline.
* See if the site is a member of a privacy seal program, for example BBBonline, CPAWebTrust or TRUSTe.
* Check with your state Attorney General for any adverse reports of the company you are dealing with. (Be aware that information on some companies that may be fraudulent is not always available if they are new.)
3. Only give out information that is necessary for the transaction.
* If you are unsure of the credibility and security of the Web site or why the information is needed, don't divulge any personal information such as your credit card number, Social Security number, phone number or address.
4. Before you type in your credit card or sensitive information, be sure the site is encrypted. This is shown by either:
* A closed lock on the bottom or your screen.
* An unbroken key on the bottom of your screen.
* The prefix https:// instead of http:// in the URL.
5. "Start with small and inexpensive purchases to see how the company handles your order" - bbbonline.org
6. Create unique passwords - don't use your date of birth, social security number or recognizable words. One strategy for creating and remembering passwords is to come up with a phrase that only you would remember. For example, the phrase "I was married on June 24 in Finland," would result in the password "iwmoj24if" by using the first letter of each word in the phrase. This password includes both letters and numbers and will be more difficult to guess. Another easy way to remember a combination of these is to take the first letter of a favorite song or phrase, for example "Old McDonald Had a Farm" could be "omhaf."
7. Never disclose your password to anyone, even customer service representatives.
8. Never send sensitive information by email as it can by easily intercepted.
9. Make sure you are on the Web site of the company that you want to do business with. Online crooks can create Web site names (URL's) very similar to those of legitimate companies.
* To check whether the site you are on is that of a legitimate company visit www.whois.net which tells you who has registered the URL and the physical address of the company.
10. Check company policies.
* Before you purchase online check the return and cancellation policy, delivery time, warranty information and check the final cost, including the shipping. Print out this information in case you need it later.
11. Print and keep information for your records.
* Print out the order for with your purchases and confirmation numbers in case there is a disputer later or the products are not delivered.
* Online order are protected under the federal Mail/Telephone Order Merchandise Rule (unless the site says otherwise merchandise should be delivered to you within 30 days.)
12. Never send cash, as it does not create a record of your payment.
13. Regularly check your checking and credit card accounts to ensure that there are no errors or unauthorized charges.
14. Understand your responsibilities if your credit card information is used fraudulently.…