LessonCast helps learning communities design professional development that targets specific needs and changes instructional practice. We support a continuum of professional learning that spans support for teachers new to the classroom, experienced teachers with expertise to share, and leaders guiding a community in improving instruction. The Common Core Conundrum – Why We Can Set the How or the What but not Both
2013-05-02 12:17:50
Once upon a time, I learned that in leading a school initiative I could specify the how or I could s...
Archive for September 2011
What is Research-based and Who Decides?
In a climate of increased accountability, schools and districts are pushed to demonstrate that they are employing research-based strategies to improve instruction. But what makes a teaching strategy, technique, or practice “research-based”? A commonly accepted answer defines research-based as the bar set by the What Works Clearinghouse (WWC). The WWC sets standards for reviewing scientifically based research designed to determine if an intervention shows a positive effect on student learning. To meet evidence standards, studies must be “well-conducted randomized controlled trials (RCTs) that do not have problems with randomization or …
Let’s Teach Teachers to Speak Ed Tech
Katrina When I went through the pitch process at the Mega Start-Up Weekend in Mountain View (See article in Fast Company for description of event), I initially felt frustrated. Coming into the weekend, I was hyper-excited about being there because I loved my first experience of Start Up Weekend SF EDU. When pitch after pitch had little to do with teaching–and two pitches advocated horrible pedagogy, I was running a bit hot. I felt like we were facing the same issue as we did before— a real lack of understanding …
Art for Understanding
Nicole I confess – I’m a doodler. In fact, if I have been sitting for a long time in one spot and I’m not doodling, I’m probably sleeping with my eyes open. Thanks to science, I no longer feel the need to defend my doodling habit or my artistic proclivities. In Audrey Watters article, More Doodling Makes for Better Learning, she explains how research suggests that doodling can lead to increased retention and drawing can help students understand scientific concepts. “But just as important as their understanding, perhaps, drawing helps …
Good Tech, Bad Tech: Why Do We Lump All Technology Together?
Katrina Many journalists have responded to aspects of Matt Richtel’s Sunday article in the New York Times, “In Classroom of the Future, Stagnant Scores,” because it raises so many different issues about the effective use of technology in our schools and our over-reliance on test scores as a measure. My concern with this article and this public debate in general is the lumping together of all technology. Imagine if we talked about books this way—all books are good, all books are bad. The use of books increases or decreases standardized …
