The 05/09/13 Joy Jar

9 May

 

Moi’s computer was down and out for several hours. Moi needed the rest. So, whatever. A computer these days is something one really notices when it is not there. Today’s deposit into the ‘Joy Jar’ is the return of moi’s computer.

Computers are useless. They can only give you answers.
Pablo Picasso

Computers are like Old Testament gods; lots of rules and no mercy.
Joseph Campbell

I do not fear computers. I fear the lack of them.
Isaac Asimov

The real danger is not that computers will begin to think like men, but that men will begin to think like computers.
Sydney J. Harris

Computers are magnificent tools for the realization of our dreams, but no machine can replace the human spark of spirit, compassion, love, and understanding.
Louis Gerstner

Tags: , , , , , , , ,

The 05/08/13 Joy Jar

7 May

 

Moi likes lemonade, but thinking about it, the only time she drinks lemonade is when the weather gets warms. It is a warm Spring and Sunmer is on the way. Moi will be drinking plenty of lemonade, the REAL LEMONADE made with real lemons over the next couple of months. Today’s desposit into the ‘Joy Jar’ is REAL LEMONADE.

We are living in a world today where lemonade is made from artificial flavors and furniture polish is made from real lemons.
Alfred Newman

I believe that if life gives you lemons, you should make lemonade… And try to find somebody whose life has given them vodka, and have a party.
Ron White

LIFE IS AN ADVENTURE EXPERIENCED IN STAGES. Today’s lemons are the ingredients for tomorrows lemonade. What made you cry today will make you smile tomorrow. Today’s seeds will produce tomorrows harvest. Each day, each moment, God is working out His purposes in your life. TRUST HIM.

Unknown

When fate hands you a lemon, make lemonade.
Dale Carnegie

Tags: , , , , , , , ,

NEPC study: Virtual schools don’t deliver value to the taxpayers

7 May

Moi voiced her concern about virtual schools in Accountability in virtual schools:

Moi voiced her skepticism about for-profit online charter schools in Online for-profit K-12, good for bankers, bad for kids https://drwilda.wordpress.com/2011/12/14/online-for-profit-k-12-good-for-bankers-bad-for-kids/ : All children can learn. Stephanie Saul of the New York Times is reporting on the cynical operation of for-profit charter schools in the article, Profits and Questions at Online Charter Schools which describes how the dreams of some children are being hindered. 

By almost every educational measure, the Agora Cyber Charter School is failing.

Nearly 60 percent of its students are behind grade level in math. Nearly 50 percent trail in reading. A third do not graduate on time. And hundreds of children, from kindergartners to seniors, withdraw within months after they enroll.

By Wall Street standards, though, Agora is a remarkable success that has helped enrich K12 Inc., the publicly traded company that manages the school. And the entire enterprise is paid for by taxpayers.

Agora is one of the largest in a portfolio of similar public schools across the country run by K12. Eight other for-profit companies also run online public elementary and high schools, enrolling a large chunk of the more than 200,000 full-time cyberpupils in the United States.

The pupils work from their homes, in some cases hundreds of miles from their teachers. There is no cafeteria, no gym and no playground. Teachers communicate with students by phone or in simulated classrooms on the Web. But while the notion of an online school evokes cutting-edge methods, much of the work is completed the old-fashioned way, with a pencil and paper while seated at a desk.

Kids mean money. Agora is expecting income of $72 million this school year, accounting for more than 10 percent of the total anticipated revenues of K12, the biggest player in the online-school business. The second-largest, Connections Education, with revenues estimated at $190 million, was bought this year by the education and publishing giant Pearson for $400 million.

The business taps into a formidable coalition of private groups and officials promoting nontraditional forms of public education. The growth of for-profit online schools, one of the more overtly commercial segments of the school choice movement, is rooted in the theory that corporate efficiencies combined with the Internet can revolutionize public education, offering high quality at reduced cost.

The New York Times has spent several months examining this idea, focusing on K12 Inc. A look at the company’s operations, based on interviews and a review of school finances and performance records, raises serious questions about whether K12 schools — and full-time online schools in general — benefit children or taxpayers, particularly as state education budgets are being slashed.

Instead, a portrait emerges of a company that tries to squeeze profits from public school dollars by raising enrollment, increasing teacher workload and lowering standards.

Current and former staff members of K12 Inc. schools say problems begin with intense recruitment efforts that fail to filter out students who are not suited for the program, which requires strong parental commitment and self-motivated students. Online schools typically are characterized by high rates of withdrawal.

Teachers have had to take on more and more students, relaxing rigor and achievement along the way, according to interviews. While teachers do not have the burden of a full day of classes, they field questions from families, monitor students’ progress and review and grade schoolwork. Complaints about low pay and high class loads — with some high school teachers managing more than 250 students — have prompted a unionization battle at Agora, which has offices in Wayne, Pa. http://www.nytimes.com/2011/12/13/education/online-schools-score-better-on-wall-street-than-in-classrooms.html?emc=eta1

The Illinois Online Network has a good synopsis of the pros and cons of online education at Strengths and Weaknesses of Online Learning  K-12 for profit schools exhibit many of the deficiencies of other for-profit schools. See, For-profit colleges: Money buys government, not quality for students, https://drwilda.wordpress.com/2011/12/12/for-profit-colleges-money-buys-government-not-quality-for-students/

The National Education Policy Center (NEPC)released a study which examined virtual schools.

Here is the press release from the National Education Policy Center:

As Online Elementary and Secondary Schools Expand, Academic Performance Lags 

New NEPC Study Finds Limited Oversight, Excessive Costs of Virtual Schools Drain Millions in Public Funds

Contact: 

Jamie Horwitz, 202/549-4921; jhdcpr@starpower.net
Alex Molnar, 480/797-7261; nepc.molnar@gmail.com

URL for this announcement: http://tinyurl.com/bpoxwmd

BOULDER, CO (May 2, 2013) –A national study, released today by the National Education Policy Center (NEPC), offers a comprehensive review of 311 full-time virtual schools operating in the United States and finds serious and systemic problems with them.

University of Colorado Boulder Professor Alex Molnar, who edited Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence, summed it up this way: “Even a cursory review of virtual schooling in the U.S. reveals an environment much like the legendary wild west. There are outsized claims, lagging performance, intense conflicts, lots of taxpayer money at stake, and very little solid evidence to justify the rapid expansion of virtual schools.” 

Lagging Performance – Soaring Enrollment

On the publicly-available metrics of Adequate Yearly Progress (AYP), virtual schools lag significantly behind traditional brick-and-mortar schools

In the 2010-2011 school year, 52 percent of brick-and-mortar district and charter schools met AYP, contrasted with 23.6 percent of virtual schools – a 28 percentage-point gap.  Virtual schools also enroll a far smaller percentage of low-income students, special education students, and English language learners than brick-and-mortar public schools.

“It now appears that early adopters of the virtual school model were largely home-schoolers who were used to studying alone and who generally had lots of parental guidance,” said Western Michigan University Professor Gary Miron. “As virtual schools have expanded, it appears that their performance has slipped dramatically.”

Currently virtual schools enroll more than 200,000 elementary and secondary students in 39 states and the District of Columbia.  McLean, Virginia- based K12 Inc. is by far the largest private operator in this sector. 

Expansion Driven by Lobbying and Advertising Rather than Student Success

Despite virtual schools’ track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand virtual schools and online offerings to students. 

Publicly-funded virtual school expansion appears to be driven by lobbying and advertising dollars.  It is not justified by the research evidence, nor is it governed by thoughtful policy.

Columbia University Professor Luis Huerta, another of the report’s authors, noted that,  “In the past two years a number of states, including Wisconsin, Oregon, Louisiana, and Michigan, either raised or eliminated enrollment caps for full-time virtual schools.”   Co-author Jennifer King Rice, a University of Maryland professor, points out that at the same time,  ”None of those states passed legislation strengthening accountability and oversight.”

High Cost to Taxpayers

The overall cost to taxpayers for lackluster virtual schools has been significant.  Despite incurring much lower costs than brick-and-mortar schools, virtual school operators receive the same allocation as charter schools that pay for buildings, desks, textbooks, and other costs associated with more traditional school settings.

The consistently poor performance of full-time virtual schools makes it imperative to know more about these schools. Stanford University Professor Emeritus Larry Cuban, who contributed a review of current research knowledge on virtual education to the NEPC report and has long followed education technology issues, explained: “The current climate of elementary and secondary school reform that promotes uncritical acceptance of any and all virtual education innovations is not supported by educational research. A model that is built around churn is not sustainable; the unchecked growth of virtual school is essentially an education tech bubble.”

Recommendations

The authors of the NEPC report conclude that continued rapid expansion of full-time cyber schools is unwise. More research is needed, and to enable such research, state oversight agencies need to require more, and better refined, data. Financial controls and funding unique to cyber schools need to be established. 

The NEPC report Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research can be found on the web at http://nepc.colorado.edu/publication/virtual-schools-annual-2013.

Moi wrote in Should ‘Enron’ weasels be trusted with K-12 education?

The debate currently going on in society is whether education is a “public good.”

The Business Dictionary defines a “public good.”

public good

Definition

An item whose consumption is not decided by the individual consumer but by the society as a whole, and which is financed by taxation.

A public good (or service) may be consumed without reducing the amount available for others, and cannot be withheld from those who do not pay for it. Public goods (and services) include economic statistics and other information, law enforcement, national defense, parks, and other things for the use and benefit of all. No market exists for such goods, and they are provided to everyone by governments. See also good and private good
http://www.businessdictionary.com/definition/public-good.html#ixzz2DgXFJz5j

Joseph Stiglitz, the Nobel Prize economist wrote KNOWLEDGE AS A GLOBAL PUBLIC GOOD:

This paper combines two concepts developed over the past quarter of century: the concept of global public goods and the notion of knowledge as a global public good.[3]

A public good has two critical properties, non-rivalrous consumption–the consumption of one individual does not detract from that of another–and non-excludability–it is difficult if not impossible to exclude an individual from enjoying the good. Knowledge of a mathematical theorem clearly satisfies both attributes: if I teach you the theorem, I continue to enjoy the knowledge of the theorem at the same time that you do. By the same token, once I publish the theorem, anyone can enjoy the theorem. No one can be excluded. They can use the theorem as the basis of their own further research. The “ideas” contained in the theorem may even stimulate others to have an idea with large commercial value.

Non-rivalrousness

The fact that knowledge is non-rivalrous–there is a zero marginal cost from an additional individual enjoying the benefits of the knowledge–has a strong implication. Even if one could exclude someone from enjoying the benefits of knowledge, it would be undesirable to do so because there are no marginal cost to sharing its benefits. If information is to be efficiently utilized, it cannot be privately provided as efficiency implies charging a price of zero—the marginal cost of another individual enjoying the knowledge. However, at zero price, only knowledge that could be produced at zero cost would be produced.

To be sure, to acquire and use knowledge, individuals may have to expend resources–just as they might have to expend resources to retrieve water from a public lake. That there may be significant costs associated with transmission of knowledge does not in any way affect the public good nature of knowledge itself: private providers can provide the “transmission” for a charge reflecting the marginal cost of transmission while at the same time, the good itself can remain free. http://p2pfoundation.net/Knowledge_as_a_Global_Public_Good

See, Education is a public good, not a consumer good http://www.newstatesman.com/blogs/lifestyle/2012/07/education-public-good-not-consumer-good

Should ‘Enron’ weasels be trusted with K-12 education?

Moi wrote in Accountability in virtual schools:

Technology can be a useful tool and education aid, BUT it is not a cheap way to move the masses through the education system without the guidance and mentoring that a quality human and humane teacher can provide. Education and children have suffered because cash sluts and credit crunch weasels have destroyed this society and there is no one taking them on. They will continue to bleed this society dry while playing their masters of the universe games until they are stopped. https://drwilda.com/2012/03/18/accountability-in-virtual-schools/

Where information leads to Hope. ©                               Dr. Wilda.com

Dr. Wilda says this about that

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©                      http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                                             http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                                                    https://drwilda.com/

Tags: , , , , , , , , , , , ,

The 05/07/13 Joy Jar

6 May

 

It was 87 today in Seattle and in terms of Seattle weather, it was approaching hot. Other parts of the country might say it was downright pleasant. Ice is wonderful on a warm day because it cools everything. Moi is grateful that ice is so readily available. Today’s deposit into the ‘Joy Jar’ is ice.

“If I offer you a glass of water, and bring back a cup of ice, I’m trying to teach you patience. And also that sometimes you get ice with no water, and later you’ll get water with no ice. Ah, but that’s life, no?
”

Jarod Kintz, Ah, but that’s life, no?

“He who cannot put his thoughts on ice should not enter into the heat of dispute.”
Friedrich Nietzsche, Human, All Too Human

“Like there’s actually a need for Greenland. You can get ice at 7-Eleven.”
Steve Kluger

“ice contains no future , just the past, sealed away. As if they’re alive, everything in the world is sealed up inside, clear and distinct. Ice can preserve all kinds of things that way- cleanly, clearly. That’s the essence of ice, the role it plays.”
Haruki Murakami, Blind Willow, Sleeping Woman

“One of the reasons there are so many terms for conditions of ice is that the mariners observing it were often trapped in it, and had nothing to do except look at it.”
Alec Wilkinson, The Ice Balloon: S. A. Andrée and the Heroic Age of Arctic Exploration

“You never really know your friends from your enemies until the ice breaks”

Eskimo Proverb

“If you are going to walk on thin ice, you might as well dance”

Unknown

Tags: , , , , , , ,

TED teams up with PBS: What is TED?

6 May

Elizabeth Jensen reports in the New York Times article, TED Teams Up With PBS on Ideas for Education:

Television viewers — even those who watch the more sober-minded PBS — are generally not keen on sitting through long speeches. But TED, the nonprofit group that sponsors conferences on ideas, thinks it has found a way to bring its signature 18-minute talks to a TV audience that may not have found them on the Web or through mobile apps.

In its first television foray, TED has joined forces with the Corporation for Public Broadcasting and the New York public broadcaster WNET for a one-hour special, “TED Talks Education,” to be broadcast on PBS on Tuesday. If it is successful, the program could become a template for future joint projects, said Juliet Blake, one of the show’s executive producers and the TED official charged with bringing the conferences to television.

The program was 18 months in the making, a short time for public broadcasting but long for TED, which is accustomed to the more immediate online world. Other suitors have also sought to do TED television projects, Ms. Blake said, but “to reach the audience we want to reach, public television was the place.”

The Corporation for Public Broadcasting paid for the show’s $1 million costs under the auspices of an initiative that addresses the high school drop-out problem in the United States. “It was the perfect marriage of ideas that matter and our core value of education,” said Patricia Harrison, the corporation’s chief executive. http://www.nytimes.com/2013/05/06/business/media/ted-partners-with-pbs-for-education-program.html?ref=education&_r=0

That prompted moi to ask, what is TED?

This is how TED describes itself at its site:

TED is a nonprofit devoted to Ideas Worth Spreading. It started out (in 1984) as a conference bringing together people from three worlds: Technology, Entertainment, Design. Since then its scope has become ever broader. Along with two annual conferences — the TED Conference on the West Coast each spring, and the TEDGlobal conference in Edinburgh UK each summer — TED includes the award-winning TED Talks video site, the Open Translation Project and TED Conversations, the inspiring TED Fellows and TEDx programs, and the annual TED Prize.

The two annual TED conferences, on the North American West Coast and in Edinburgh, Scotland, bring together the world’s most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes or less).

On TED.com, we make the best talks and performances from TED and partners available to the world, for free. More than 1400 TED Talks are now available, with more added each week. All of the talks are subtitled in English, and many are subtitled in various languages. These videos are released under a Creative Commons BY-NC-ND license, so they can be freely shared and reposted.

Our mission: Spreading ideas.

We believe passionately in the power of ideas to change attitudes, lives and ultimately, the world. So we’re building here a clearinghouse that offers free knowledge and inspiration from the world’s most inspired thinkers, and also a community of curious souls to engage with ideas and each other. This site, launched April 2007, is an ever-evolving work in progress, and you’re an important part of it. Have an idea? We want to hear from you.

The springtime TED Conference is held annually on the West Coast and simulcast at a nearby city. The breadth of content includes science, business, the arts and the global issues facing our world. Over four days, 50 speakers each take an 18-minute slot, and there are many shorter presentations, including music, performance and comedy. There are no breakout groups. Everyone shares the same experience. It shouldn’t work, but it does. It works because all of knowledge is connected. Every so often it makes sense to emerge from the trenches we dig for a living, and ascend to a 30,000-foot view, where we see, to our astonishment, an intricately interconnected whole.

TEDActive is a curated community of curious and energetic leaders who share an immersive week of watching TED Talks and surprising experiences designed to inspire conversation, exchange and immediate action around ideas worth spreading — all in a creative and casual setting.

TEDGlobal is TED’s summer conference. The themes of the global conference are slightly more international in nature, and the full TED format is maintained, with a wide-ranging roster of speakers and performers over four days of TED mainstage sessions — plus the famous TED University, where attendees share their own knowledge with one another. TEDGlobal was held in Oxford, UK, in 2005, 2009 and 2010, and in Arusha, Tanzania, in 2007. TEDGlobal is now held annually in Edinburgh, Scotland.

TED also hosts events around the globe. TEDIndia was held in November 2009 in Mysore, India, celebrating and exploring the beckoning future of South Asia. TEDWomen was held in December 2010 in Washington, DC, asking the question: How are women and girls reshaping the future? TED also hosts smaller events around the globe, including many TED Salons, evening-length events with speakers and performers, and TED@ events, exploring a topic or location.

The TED Prize is awarded annually to an exceptional individual, and is designed to leverage the TED Community’s wide array of talents and resources. In 2012, the cash award was raised to $1 million to provide powerful seed funding for “A Wish to Inspire the World.” After several months of preparation, the wish is unveiled during a ceremony at the TED Conference. Over the life of the prize, wishes have led to collaborative initiatives with far-reaching impact.

TED Talks began as a simple attempt to share what happens at TED with the world. Under the moniker “ideas worth spreading,” talks were released online. They rapidly attracted a global audience in the millions. Indeed, the reaction was so enthusiastic that the entire TED website has been reengineered around TED Talks, with the goal of giving everyone on-demand access to the world’s most inspiring voices. As of November 2012, TED Talks have been viewed more than one billion times.

The TED Fellows program helps world-changing innovators from around the globe become part of the TED community and, with its help, amplify the impact of their remarkable projects and activities. TED Fellows, TEDGlobal Fellows, and TED Senior Fellows are drawn from many disciplines that reflect the diversity of TED’s members: technology, entertainment, design, the sciences, the humanities, the arts, NGOs, business and more.

The TEDx program gives communities, organizations and individuals the opportunity to stimulate dialogue through TED-like experiences at the local level. TEDx events are planned and coordinated independently.

The TED Open Translation Project brings TED Talks beyond the English-speaking world by offering subtitles, interactive transcripts and the ability for any talk to be translated by volunteers worldwide. We launched the project with 300 translations, 40 languages and 200 volunteer translators; now, there are more than 32,000 completed translations from our thousands-strong community. It’s an ambitious project that radically enhances the accessibility of the talks — for the hearing-impaired, for those who speak English as a second language, for search engines (which can now index the full transcript of a talk), and of course for the vast audience of non-English speakers worldwide.

Today, TED is best thought of as a global community. It’s a community welcoming people from every discipline and culture who seek a deeper understanding of the world.                                                                                              http://www.ted.com/

See, About TED » Who we are » Who owns TED http://www.ted.com/pages/42

Here is information about the Sapling Foundation from Guidestar:

Basic Organization Information

SAPLING FOUNDATION

Physical Address:
New York, NY 10013 
EIN:
94-3235545
NTEE Category:
T Philanthropy, Voluntarism, and Grantmaking 
T99 (Other Philanthropy, Voluntarism, and Grantmaking Foundations N.E.C.) 
Year Founded:
1996 
Ruling Year:
1996 

Sign in or create an account to see this organization’s full address, contact information, and more!

http://www.guidestar.org/organizations/94-3235545/sapling-foundation.aspx

Nilofer Merchant writes in the Business Insider article, Is TED Elite?

Five common myths of TED and my take on them:

1. It’s Snobby.

To get into TED Long Beach, you have been picked because you are at the top of your game, in business, politics, education, social media, or whatever. There’s a definite snobbiness to that. I got rejected the first time I applied. So in some ways, this myth is completely true, yet I’ve already shared that being with this crowd has allowed me to stop playing small. Because most people are already established, the energy that many take into impressing each other is (largely) gone. That let’s us have more real conversations.

That said, you’d be surprised if you looked around at the demographics to see that there’s a vast range of economics, age, sex, and geographies represented at the TED Long Beach conference itself.That tells me TED is being intentional about the mix of who they bring together.

It has about 25% of the stage full of women, the highest I know of, besides an all-women’s conference. And, about 30% of the participants are women, which represents a pretty good mix. Not great – I’d love to see more gender parity, and this is a place of improvement that SheTalksTED advocates.

2. It’s pretentious.

This is a tough one.  I don’t believe the #TED organizers are not aiming to be pretentious. What I do see is a lot of people who come to TED for the first time, tweet comments from it to show their friends’ back home that they are at TED and their friend’s are not. I can see the temptation of tweeting that you are, say, sitting next to @ev, or Cameron Diaz, or Jeff Bezos or Tony Hsieh. But I think that’s the behavior that happens when first-timers are just a wee-bit impressed that they are “in” the club. Most people, thankfully, do not do this.  And perhaps if the new-bie understood the cultural norms of TED better, they would be more self-managing.  

The ideas developed in 18 minutes don’t lend themselves to tweetability. So sometimes we sound inane, as Jeff Jarvis was right to point out.

The actual curators of TED see what they do as a huge responsibility. One curator works in a sort of 24×7 way and is currently helping curate and support the folks in Cairo, and other Middle Eastern cities have neutral (non-political, non-sectarian) conversations that could truly change the world. He won’t get credit, or money, and neither is his goal. TED has come to represent the best ideas to change the world. His goal is truly to help change the world by the possibility of great ideas, being told well, and then discussed amongst that community. I don’t know about you, but I am so seriously hoping for what might happen. (I don’t have permission to share his story but I’m hoping he’ll forgive me)

3. There is no action out of it.

A good friend of mine, Michael Dila, said something a few years ago that has stuck with me: conversations are truly the only way in the world is changed, not technology. Conversation drives a new way of thinking, therefore new states of being, and the results that follow from that. The purpose of having loads of white spaces into the conference is to talk about ideas. I got into an interesting conversation with the head of WPP, one of the largest advertising organizations in the world about the situation in Nigeria, which was a deeply thoughtful idea about how to change an entire country known best for corruption. I don’t underestimate this discussion or what could happen if the head of WPP thinks about how to change the world with any of the ideas presented but without this venue, there is little likelihood most of us would spend 18 minutes thinking about Nigeria and corruption and how to influence the situation. Action follows from a shift in mindset. So I think TED creates context, the rest is up to us.

Second thing related to action. Bill Gates curated a session where he highlighted the Khan Academy. I didn’t know of this organization, founded by a former hedge fund creating YouTube videos, to help people learn. This was where I wanted people to tweet and many did. Education could be changed dramatically if this idea that Jennifer Pahlka captured: reverse homework and classwork, let them watch the videos at home and work on problems in class. So while no action was done right at that very moment, the 1000 or so conversations people had when they called home might just bring that idea into the system so that 100, 1000, or 10,000 educational institutions try something new in the next few years.

Of course, many other good efforts that flow from the TEDPrize to help create the change we wish to see in the world.  Architecture for Humanity, an amazing organization creating a more sustainable future, through the power of architectural design. They got hyper-boosters on their mission, by TED and the TED community.

3. Money goes to line their pockets.

One big myth is that Chris Anderson and the folks at TED must be doing this to be rich.  TED is owned by the Sapling Foundation, a 501(c)3 foundation and all the profits are reinvested in things like the TED Prize and distributing the talks free online. Chris Anderson doesn’t even take a salary (he made his money when he founded Business2.0) and he took over the TED conference and a short 7 years later he (and his team) opened it up with TEDEd, TEDFellows, TED.com, TEDx and so on.  I don’t know about you but I get pretty tired when I just think of all they have done…

Add to this mix, the 40 or so TEDFellows, a group of innovators, artists and change agents,  curated by Tom Reilly, from around the world,  to amplify the work of people who are working to change the world. All those Fellows need funding and support and the Sapling Foundation does that.  So if my measly thousands of dollars can help fuel access to ideas globally, I gladly give.

One important thing that Todd Lombardo helped me remember is the Sapling Foundation may not be transparent enough to ward off the critiques. How much money does it cost to run these events? Are all the amenities necessary? Palotta Teamworks who ran the AIDS Rides were registered as a for-profit company and weren’t transparent about the flow of capital through their organization… This ultimately ruined that company. I suspect the TED braintrust is working on this. 

4. You limit access to great ideas by limiting who gets to see it live.

While I love the immersive experience of TED Long Beach, I recognize there are many ways to experience it. Did you know there’s the simulcast at $500 where people can organizer a crowd of people in a high school gymnasium or one’s own living room (and split the costs to $1-25/head)? That means anyone who really wants to see it live, can.

Add to that, TEDActive and TEDx audiences and you can’t possibly say “it’s limited” cause “it” is now available to “us”. Laura Stein has set the TEDx licensee policy so that one **cannot** charge for attendance. Anybody could organize a TEDx, curate the best TED talks or local TEDxtalks and create something themselves. So, definitely not limited if you consider how accessible TED can be, if you’re willing to roll up your sleeves. 

TED talks are translated, for free, by people from around the world, allowing 15 million people to view the well-produced talks online. In some ways, by editing well, instead of streaming live, it creates a library of high-production content that will let it be seen by more people than the streaming version would allow.

5. Aren’t they Hypocritial?

Consider the Sarah Silverman episode of 2010. She did what she was asked to do, Her brand of humor, her story. But because some (Steve Case was notable visible around this) felt uncomfortable with what she did, she was viewed as banished by Chris and some of the TED community.

I was there when this happened, and frankly I thought Chris was very genuine when he posted he hated it, but then he retreated. I think he could have said he hated it, others liked it and that’s what TED is all about — many ideas being discussed. A slightly awkward moment on twitter got caught into a huff but perhaps it was a learning moment… I don’t know.

In Summary

While I do think TED is full of elite people of many disciplines, ages and economics, it is not, in my opinion, Elitist. I have never seen a more open, curious group of people who truly want to understand the world better and to hopefully apply their skills and talents to contribute their part to make the world a better place. I tweeted yesterday that a great audience allows a speaker to step up his/her game and deliver the best idea that could change the world, well. So having TED the conference is important in the mission.

I notice that most of the people who “hate” on TED are people who have never been, as demonstrated by Sarah Lacey, Umair Haque, and Jeff Jarvis. Sarah posted a one-sided argument from someone this week that could have benefitted from a little more journalism. Umair posted something that could have been much tighter given a simple Google search. And Jeff Jarvis, whom I respect, was definitely taking jabs from afar calling it a cult. Can I ask you to come? Or at least attend a simulcast. Robert Scoble did a very thoughtful critique of TED, called Elephants in the Room, after coming and I respect him for what he shared….. http://www.businessinsider.com/is-ted-elite-2011-3

It will be interesting to see where the PBS and TED collaboration goes.

Where information leads to Hope. ©                               Dr. Wilda.com

Dr. Wilda says this about that

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©                      http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                                             http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                                                    https://drwilda.com/

Tags: , , , , , , , , , ,

The 05/06/13 Joy Jar

5 May

Most of the folk in the South or any tropical region would refer to Seattle folk as weather wimps. We are in the midst of a Seattle ‘heat wave.’ That means the temperature is over 80 degrees Fahrenheit. If it gets close to 90, then many folk indigenous to the area complain. Transplants from warmer climes love it because it reminds them of the home they left. The great thing about the Puget Sound region is that after a while the natural air conditioning kicks in. Today’s deposit into the ‘Joy Jar is the rhythm of weather in the Puget Sound region.

It was luxuries like air conditioning that brought down the Roman Empire. With air conditioning their windows were shut, they couldn’t hear the barbarians coming.
Garrison Keillor

“Activity conquers cold, but stillness conquers heat”

Lao Tzu

“Although an ass is tired, he continues to carry his burden; he is unmindful of cold and heat; and he is always contented; these three things should be learned from the ass.”

Chanakya

“Heat cannot be separated from fire, or beauty from The Eternal.”

Dante Alighieri

“HEAT, n.

Heat, says Professor Tyndall, is a mode Of motion, but I know now how he’s proving His point; but this I know –hot words bestowed With skill will set the human fist a-moving, And where it stops the stars burn free and wild.
_Crede expertum_ –I have seen them, child. –Gorton Swope”

Ambrose Bierce

“Truth often suffers more by the heat of its defenders than from the arguments of its opposers”

William Penn

“I have discovered that the world over, unusual weather prevails at all times of the year.”
Edgar Rice Burroughs

“Don’t knock the weather. If it didn’t change once in a while, nine out of ten people couldn’t start a conversation.”
Kim Hubbard

Tags: , , , , , , , , ,

Harvard-Smithsonian study: The subject matter knowledge of science teachers is important element of student science learning

5 May

Moi has written about teacher quality in Studies: For struggling math students, teacher quality matters https://drwilda.com/2013/04/14/studies-for-struggling-math-students-teacher-quality-matters/

and New Harvard study about impact of teachers:

The Guide to Teacher Quality lists several key attributes of a quality teacher:

WHAT WE KNOW ABOUT TEACHER QUALITY

• Experience is very important. The ability of a new teacher to support student learning

increases greatly during his/her first year of teaching and continues to grow through at least the

first several years of teaching (Clotfelter, Ladd & Vigdor, 2007; Clotfelter, Ladd & Vigdor, 2004;

Hanushek et al., 1998).

• Teacher attrition matters. Districts and schools with relatively high rates of teacher

attrition are likely to have more inexperienced teachers and, as a result, instructional quality

and student learning suffer (Alliance for Quality Teaching, 2008).

• Ability matters. Teachers with higher scores on college admission or licensure tests as well

as those from colleges with more selective admission practices are better able to support student

learning (Gitomer, 2007; Rice, 2003; Wayne and Youngs, 2003; Reichardt, 2001; Ferguson

& Ladd, 1996; Greenwald, Hedges & Laine, 1996).

• Teachers’ subject matter knowledge helps students learn. Students learn when their

teacher knows the subject, particularly in secondary science and mathematics (Floden &

Meniketti, 2006; Rice, 2003; Wayne and Youngs, 2003; Reichardt, 2001).

• Preparation and training in how to teach makes a difference. Knowing how to teach

improves student learning, particularly when a teacher is in his/her first years of teaching (Rice,

2003; Allen, 2003; Boyd, Grossman, Lankford, Loeb & Wyckoff, 2005).

• Teacher diversity may also be important. There is emerging evidence that students learn

better from teachers of similar racial and ethnic background (Dee, 2004; Dee, 2001; Hanushek

et al. 1998).

One of the important attributes is the subject matter knowledge of the teacher. These findings are particularly important in light of the study, The Long-Term Impacts of Teachers: TeacherValue-Added and Student Outcomes in Adulthood by Raj Chetty, Harvard University and NBER , John N. Friedman, Harvard University and NBER, and Jonah E. Rockoff, Columbia University and NBER .

Here is a portion of the executive summary:

Many policy makers advocate increasing the quality of teaching, but there is considerable debate about the best way to measure and improve teacher quality. One method is to evaluate teachers based on their impacts on students’ test scores, commonly termed the “value-added” (VA) approach. A teacher’s value-added is defined as the average test-score gain for his or her students, adjusted for differences across classrooms in student characteristics such as prior scores. School districts from Washington D.C. to Los Angeles have begun to use VA to evaluate teachers. Proponents argue that using VA can improve student achievement (e.g. Hanushek 2009), while critics argue that test score gains are poor proxies for a teacher’s true quality (e.g. Baker et al. 2010).

The debate about VA stems from two fundamental questions. First, does VA accurately measure teachers’ impacts on scores or does it unfairly penalize teachers who may systematically be assigned lower achieving students? Second, do high VA teachers improve their students’ long-term outcomes or are they simply better at teaching to the test? Researchers have not reached a consensus about the accuracy and long-term impacts of VA because of data and methodological limitations.

We address these two questions by tracking one million children from a large urban school district from 4th grade to adulthood. We evaluate the accuracy of standard VA measures using several methods, including natural experiments that arise from changes in teaching staff. We find that when a high VA teacher joins a school, test scores rise immediately in the grade taught by that teacher; when a high VA teacher leaves, test scores fall. Test scores change only in the subject taught by that teacher, and the size of the change in scores matches what we predict based on the teacher’s VA. These results establish that VA accurately captures teachers’ impacts on students’ academic achievement and thereby reconcile the conflicting conclusions of Kane and Staiger (2008) and Rothstein (2010). These methods provide a simple yet powerful method to estimate the bias of value-added models in any district; interested readers can download computer code to implement these tests from this link.

In the second part of our study, we analyze whether high VA teachers also improve students’ long-term outcomes. We find that students assigned to higher VA teachers are more successful in many dimensions. They are more likely to attend college, earn higher salaries, live in better neighborhoods, and save more for retirement. They are also less likely to have children as teenagers.

Teachers’ impacts on students are substantial. Replacing a teacher whose true VA is in the bottom 5% with a teacher of average quality would generate lifetime earnings gains worth more than $250,000 for the average classroom. VA estimates are less reliable when they are based on data from a small number of classes. However, even after observing teachers’ impacts on test scores for one year, estimates of VA are reliable enough that such personnel changes would yield large gains on average.

Teachers have large impacts in all the grades we analyze (4 to 8), implying that the returns to education remain large well beyond early childhood. Teachers’ impacts on earnings are also similar in percentage terms for students from low and high income families. As a rough guideline, parents should be willing to pay about 25% of their child’s income at age 28 to switch their child from a below-average (25th percentile) to an above-average (75th percentile) teacher. For example, parents whose children will earn around $40,000 in their late 20s should be willing to pay $10,000 to switch from a below-average to an above-average teacher for one grade, based on the expected increase in their child’s lifetime earnings.

Overall, our study shows that great teachers create great value – perhaps several times their annual salaries – and that test score impacts are helpful in identifying such teachers. However, more work is needed to determine the best way to use VA for policy. For example, using VA in teacher evaluations could induce undesirable responses that make VA a poorer measure of teacher quality, such as teaching to the test or cheating. There will be much to learn about these issues from school districts that start using VA to evaluate teachers. Nevertheless, it is clear that improving the quality of teaching – whether using value-added or other tools – is likely to have large economic and social returns.

See, Annie Lowrey’s New York Times article, Big Study Links Good Teachers to Lasting Gain

Erik Robelen writes in the Education Week article, Knowing Student Misconceptions Key to Science Teaching, Study Finds which finds that teacher knowledge matters in science teaching.

It seems obvious that teachers need to understand the content they’re trying to convey to students. But a new study finds that what’s especially critical to improved science learning is that teachers also know the common misconceptions students have. And in science, there are plenty of things that young people—and a lot of adults—don’t correctly understand, such as what causes the change of seasons.

The study, conducted by researchers at the Harvard-Smithsonian Center for Astrophysics, targeted middle school physical science. The researchers enlisted 181 teachers to administer a multiple-choice test of student knowledge of science concepts. Twelve of the 20 items were designed to have a “particularly wrong answer corresponding to a commonly held misconception,” explained Philip Sadler, the lead author and a senior lecturer at the Harvard-Smithsonian center.

The “unusual” part of the study, he said, was that teachers also took the test, and were asked to identify both the correct answer and the one students were most often likely to incorrectly select. Although the teachers overall did “quite well” at selecting the correct answer, the results were more mixed in predicting students’ incorrect response.

“Teacher knowledge was predictive of higher student gains. No surprise there,” Sadler explained in an email. “However, for more difficult concepts where many students had a misconception, only teachers who knew the science and the common misconceptions have large student gains.” What’s key, he said, is knowing “what was going on in their students’ heads.”

The study, supported by funding from the National Science Foundation, was recently published online in the American Educational Research Journal. The study also is the focus of an article published yesterday in Science Daily.

The researchers acknowledge that many educators question the value of tests composed of multiple-choice items, but said in the study that when items are written to include popular misconceptions as “distractors, they function well in diagnosing misconceptions that impede the learning of science.” The test questions were based on concepts covered in a set of science content standards published by the National Research Council in 1996. Topics addressed included properties of matter, motions and forces, and transfer of energy.

In his email, Sadler said the study was sparked by the reaction many educators have had to a video he helped to develop, called “A Private Universe,” in which graduating Harvard University seniors reveal “the same wrong ideas” about science as middle-school students. http://blogs.edweek.org/edweek/curriculum/2013/05/it_goes_without_saying_that.html

Citation:

The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms

  1. Philip M. Sadler,

  2. Gerhard Sonnert,

  3. Harold P. Coyle,

  4. Nancy Cook-Smith and

  5. Jaimie L. Miller

+ Author Affiliations

  1. Harvard-Smithsonian Center for Astrophysics

Abstract

This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger classroom gains, much larger than if the teachers knew only the correct answer. On items on which students did not exhibit misconceptions, teacher subject matter knowledge alone accounted for higher student gains. This finding suggests that a teacher’s ability to identify students’ most common wrong answer on multiple-choice items, a form of pedagogical content knowledge, is an additional measure of science teacher competence.

This Article

  1. Published online before print March 6, 2013, doi: 10.3102/0002831213477680 Am Educ Res J March 6, 2013 0002831213477680

  1. » AbstractFree

  2. Full Text

  3. Full Text (PDF)

Every child has a right to a good basic education. In order to ensure that every child has a good basic education, there must be a quality teacher in every classroom.

Resources:

National Council on Teacher Quality

How I was evaluated as a first-year teacher – 10/04/2012

A first year teacher, ripe for feedback and improvement, gets none.

What’s the Latest on Teacher Evaluation? – 10/02/2012

We’ve got the skinny on what states are doing to evaluate their teachers and award them tenure. Read more

2011 State Teacher Policy Yearbook

January 2012

State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies

October 2011

State of the States 2012: Teacher Effectiveness Policies

October 2012

Center for Teaching Qualityhttp://www.teachingquality.org/

The National Comprehensive Center for Teacher Quality http://www.tqsource.org/

Related:

Linda Darling-Hammond on teacher evaluation https://drwilda.wordpress.com/2012/05/09/linda-darling-hammond-on-teacher-evaluation/

Report: Measuring teacher effectiveness                   https://drwilda.wordpress.com/2012/06/13/report-measuring-teacher-effectiveness/

Where information leads to Hope. ©                               Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©                      http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                                             http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                                                    https://drwilda.com/

Tags: , , , , , , , , , , , ,

The 05/05/13 Joy Jar

4 May

 

Moi saw Silver Linings Playbook and understood why it was so widely acclaimed. Besides a good story with great characters, it dealt with the subject of mental illness is a realistic and compassionate way. The movie was about HOPE. Today’s deposit into the ‘Joy Jar’ are those inspirational movies which move our emotions and make us think about the way we think about life.

“Give them pleasure. The same pleasure they have when they wake up from a nightmare.”
Alfred Hitchcock

“It’s not what a movie is about, it’s how it is about it.”
Roger Ebert

“It’s funny how the colors of the real world only seem really real when you watch them on a screen.”
Anthony Burgess

“Books and movies, they are not mere entertainment. They sustain me and help me cope with my real life.”
Arlaina Tibensky

A film is – or should be – more like music than like fiction. It should be a progression of moods and feelings. The theme, what’s behind the emotion, the meaning, all that comes later.
Stanley Kubrick

Movies can and do have tremendous influence in shaping young lives in the realm of entertainment towards the ideals and objectives of normal adulthood.
Walt Disney

“Film is one if three universal languages, the other two: mathematics and music.”
Frank Capra

“Never compare your love story to those you watch in movies. They’re written by scriptwriters, yours is written by God.”
Efren Peñaflorida Jr.

Tags: , , , , , , , , ,

The 05/04/13 Joy Jar

3 May

 

The weather is heating up in Seattle. For many parts of the country that have vary defined seasons with high temperatures and high humidity, Seattle warm would be no big deal. Still, warm weather means a warm weather beauty routine. Tie the hair back to get it off one’s face. Moi went to the dollar store and got a bunch of hair ties in various colors. Today’s deposit into the ‘Joy Jar’ are hair ties.

If truth is beauty, how come no one has their hair done in the library?
Lily Tomlin

Beauty is about perception, not about make-up. I think the beginning of all beauty is knowing and liking oneself. You can’t put on make-up, or dress yourself, or do you hair with any sort of fun or joy if you’re doing it from a position of correction.
Kevyn Aucoin

Beauty isn’t seen throughout the makeup brushes or hair products; beauty is seen by those who choose not to see imperfections, and by those who you love and those who love you. Everyone is beautiful, but some people choose to hate on others for things they don’t like. Forget about those who make your days miserable, and live for those who make your life beautiful.

Unknown

I’m far from perfect. I could have a flatter stomach, clearer skin, whiter teeth, better hair, etc. But at least I don’t have an ugly heart.

Unknown

There’s many a man has more hair than wit.
William Shakespeare

Tags: , , , , , , , ,

The 05/03/13 Joy Jar

2 May

 

The next few days will be ‘Seattle warm’ with temperatures headed toward the 80s. Time to drag out the bright colors and the summer clothes. Time to drag out the red shoes. Today’s deposit into the ‘Joy Jar’ is moi’s red shoes.

“The red shoes dance her out into the street, they dance her over the mountains and valleys, through fields and forests, through night and day.”
-The Red Shoes 1948

“Every woman loves shoes, and every woman has a pair of red shoes, which is good news.”

Unknown

“Give a girl some red heels and she can conquer the world”
-Bette Midler

And whenever I’m in a situation where I’m wearing the same as 600 other people and doing the same thing as 600 other people, looking back, I always found ways to make myself different, whether it be having a red lining inside of my jacket, having red shoes, it hasn’t changed.

Jeremy Irons


“When in doubt, wear red.”

Bill Blass

Tags: , , , , , , , , , , ,

← Older Entries
Newer Entries →