The New York Times published a recent article criticizing New York City's push to pay teachers based on value-added. While the article could have been more informative, its overall point that value-added is highly imperfect system seems valid. A line from one of my favorite edublogs, The Quick & The Ed, sums it up quite nicely, "Value-added is the worst form of teacher evaluation but it's better than everything else."
Here is what I see as the good, the bad, and the ugly of value-added:
The Good: Value-added provide...
So I saw a poster in the subway tunnel this morning for the Centsables, a new breed of Superheroes!!!
Here's part 3 of the Media Show in the classroom series! Students learned storyboarding and scriptwriting, and started working on remixing their commercials:
Apple has removed MIT's Scratch App from the iTunes store. Many folks in the educational and creative programming fields are pretty upset by the decision. There doesn't seem to be a clear reason why but this blog post touches on it.
I am sure many of you remember the Scratch seminar held at the Lab last year. I personally think it is a fantastic tool and it's a shame that it can't be used on Apple's touch devices.
Tired of grading? Dissatisfied with your TA? Dissatisfied with being a TA? Worried that your kick-ass teaching style will lead to over-enrollment in your classes? Wishing for an opportunity to embrace the "world is flat" future? Well, your cares are over with a new outsourced grading service from Edumetry. According to this article in the the Chronicle, the service is catching on at a number of institutions.
If you follow my posts on the blog, you know I have a real passion for numbers/statistics (e.g., Disruptive Research: Sexy Statisticians, Data Mining and the Obama Campaign, particularly as they relate to sports and education (e.g., The No-Stats All-Star, The Death of Moneyball. And if you have any doubts about the importance of statistics, check out this TED talk titled, "Arthur Benjamin's formula for changing math education" (3:02).
Several members at Development & Research team have worked on the TC Asset project for a while and think that some of the products created by EdLab could be part of the TC 101 resources. Basically, we select topics of our interest and/or that relates to TC history (e.g. scientific inquiry, refugee education, citizenship education, media literacy, political climate and American curriculum, TC history, design-based learning), search resources owned by TC (TCR, Pocketknowledge, AfterEd, TC press, iTune U@TC), and organize them in a thematic way that make them effective resources for TC students' ...
I ran into this New York Times article about The Story of Stuff, a 20-minute short video about the cycle of human consumption, and found it as an interesting approach to bringing social issues into the classroom.
Last Saturday I had the opportunity to attend the 'Project New Media Literacies' conference at MIT.
The event was part conference, part professional development and ALL PR and outreach for MIT's Project NML in the Comparative Media Studies department. More specifically they wanted to plug their new tool, The Learning Library.
Art and Code was a symposium/conference/workshop at Carnegie Mellon that took place last month.
Golan Levin, the conference organizer, wrote this in the Motivation section of the conference website:
Just as true literacy in English means being able to write as well as read, true literacy in software demands not only knowing how to use commercial software tools, but how to create new software for oneself and for others. Today, everyday people are still woefully limited in their ability to create their own software. Many would like to create their own programs and interactive artworks, but fear that programming is “too hard.” The problem, it turns out, may not be programming itself so much as the ways in which it is conventionally taught.