Disqus - Latest Comments for peterpappas

Re: Presentation design blog Idea Transplant: iPad, Prezi, and remotes

peterpappas — Mon, 12 Mar 2012 07:15:08 -0000

Receiving my new iPad on Fri (my 1st) Can you recommend a site that explains the iPad + ATV set up? Sounds interesting.

Re: Presentation design blog Idea Transplant: iPad, Prezi, and remotes

peterpappas — Mon, 12 Mar 2012 01:25:40 -0000

Great question - I look forward to the answer. And while we're at it, why not leverage the iPad's mobile capacity. Why be chained to the lectern?

Re: To Ban or Not to Ban: Schools Weigh Cell Phone Policies

peterpappas — Wed, 24 Aug 2011 14:16:08 -0000

As a friend once said to me "if you can't fix it, feature it." Many students are already carrying the devices - don't compete with them - harness them. For more on the subject see my post "SmartPhone - Dumb School" School in the mobile context http://bit.ly/qayTq2

Re: The Question of the Week; Should You Buy the iPad 2?

peterpappas — Sun, 13 Mar 2011 01:50:16 -0000

Will I buy an iPad 2? See my multimedia Storify "Steve Jobs, You Evil Genius! - I - Must - Have - iPad 2!" http://bit.ly/ejxT1K

Re: Will you buy the iPad 2? [Poll]

peterpappas — Sun, 13 Mar 2011 01:47:00 -0000

Will I buy an iPad 2? See my multimedia Storify, "Steve Jobs, You Evil Genius! - I - Must - Have - iPad 2!" http://bit.ly/ejxT1K

Re: Should You Buy an iPad 2? - The Atlantic Wire

peterpappas — Sun, 13 Mar 2011 01:45:29 -0000

Should you get one? Read my post "Steve Jobs, You Evil Genius! - I - Must - Have - iPad 2!" http://bit.ly/ejxT1K

Re: New Visualization Tool from Google With Data From 5.2 Million Digitized Books

peterpappas — Sat, 18 Dec 2010 18:29:50 -0000

Google's "Books Ngram Viewer" is another free online tool that allows us to visualize information in new ways. I explore how to use the tool in the classroom to help students better understand the research method in my blog post - "How To Quantify Culture? Explore 500 Billion Published Words With Google's Ngram Viewer" http://bit.ly/gcKJdp

PS - Ngram includes an Easter Egg - Search for "never gonna give you up" and see what pops up!

Re: Jaws Drop at Google's New Research Tool | The Atlantic Wire

peterpappas — Sat, 18 Dec 2010 18:27:43 -0000

The rickroll easter egg is an added treat!

Re: Google Unveils the Fabulous Ngram Viewer

peterpappas — Fri, 17 Dec 2010 18:23:44 -0000

PS - It includes an Easter Egg - Search for "never gonna give you up" and see what pops up!

Re: Shanghai PISA scores

peterpappas — Wed, 15 Dec 2010 19:55:53 -0000

Is PISA "a Sputnik wake-up" or are international comparisons invalid. Rather than wade into that debate, I'd rather look more closely at the questions in the PISA test and what student responses tell us about American education. You can put international comparisons aside for that analysis.

Are American students able to analyze, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? Have schools been forced to sacrifice creative problem solving for “adequate yearly progress” on state tests?

I focus on a sample PISA question that offers insights into what American students can (and cannot do) in my post "Stop Worrying About Shanghai, What PISA Test Really Tells Us About American Students" http://bit.ly/eChNoY

Re: Shanghai Tops the PISA Scores – Will the US “Get-It?”

peterpappas — Wed, 15 Dec 2010 19:52:42 -0000

Re: Shanghai test scores have everyone asking: How did students do it? - CSMonitor.com

peterpappas — Fri, 10 Dec 2010 19:32:59 -0000

The PISA test results have generated much discussion - is it "a Sputnik" moment or are international comparisons invalid? Rather than wade into that debate, I'd rather look more closely at the questions in the PISA test and what student responses tell us about American education. You can put international comparisons aside for that analysis.

Your readers might enjoy answering one of PISA questions. It offers insights into the demands of higher order thinking. Do American students learn how to sequence (higher order thinking) or simply memorize sequences provide by the teacher?

See my post for the question, answers, and PISA data - "Stop Worrying About Shanghai, What PISA Test Really Tells Us About American Students" http://bit.ly/eChNoY

Re: A Taxonomy of Reflection

peterpappas — Mon, 18 Jan 2010 11:14:43 -0000

Stewart - didn't think it was askew. Rather it demonstrated creativity - a new combination of existing elements.

Re: A Taxonomy of Reflection

peterpappas — Tue, 12 Jan 2010 14:10:57 -0000

Stewart,
I was pleasantly surprised to see my model which was framed in an educational context neatly transformed into a context of financial reporting. Clearly you followed the reflective model and made a creative decision about what to do next! (perhaps you want to do a makeover to my retirement portfolio next?)
BTW to clarify the point you raise about the placement of applying ... I put it there because I was using applying in the sense of say a spreadsheet which applies new data to a formula. But I think your version works just as well.
Cheers!

Re: In search of the Reflective Practitioner

peterpappas — Sun, 10 Jan 2010 18:36:08 -0000

I've been thinking a lot about reflection - in fact I did a series last week on my blog that you might enjoy.

A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals: http://bit.ly/8cLsBX
The Reflective Student: http://bit.ly/7cOR28
The Reflective Teacher: http://bit.ly/92kDwc
The Reflective Principal: http://bit.ly/4xdDhF

Re: We All Live In Public Now. Get Used To It.

peterpappas — Thu, 31 Dec 2009 02:45:31 -0000

The redefinition of privacy raises new questions for educators. I explore this theme in my post "What Questions Should Leaders Be Asking about 21st Century Learning?" http://bit.ly/w0OBP

Re: In search of the Reflective Practitioner

peterpappas — Wed, 30 Dec 2009 13:32:23 -0000

As a long-time teacher turned trainer, I've looked for ways to help teachers reflect on their craft. I've had some success with reflective classoom walks - think of a roving Socratic seminar.

See my how to post: Teacher-Led PD: 11 Reasons Why You Should be Using Classroom Walk Throughs http://bit.ly/3ZvEqT

Re: 30 Twitter Tips for Teachers

peterpappas — Wed, 07 Oct 2009 11:20:50 -0000

Twitter is a great PLN tool for teachers. A chance to reach out and share ideas with peers. You might also want to try it in your classroom. Here's two of my blog posts you might find useful:
"Engage Student Discussion: Use the Social Network in Your Classroom" http://bit.ly/TlzrN

Harness Twitter and Your Audience Backchannel with Wiffiti. http://bit.ly/4dWwx9

Re: Book review - "Brain Rules" for presenters

peterpappas — Tue, 04 Aug 2009 15:07:35 -0000

Jan,

I use A TurningPoint system. The software is a plugin for PPT - so setting up the presentations is a snap. Essentially the graph slides are there awaiting audience data. I plug a USB receiver into my laptop. The audience gets RF cards and have worked with groups as large as 450.

A few years back I switched to presenting with Mac Keynote. That added a few extra elements that I detail in this blog post. See my workaround (with screen shots) for Using Apple Keynote with TurningPoint ARS http://bit.ly/hSK2q

Best of luck!

Re: Book review - "Brain Rules" for presenters

peterpappas — Mon, 03 Aug 2009 23:00:22 -0000

I've been using an audience response system in my presentation for the last few years. Wouldn't work without one. It nicely counteracts / augments some of the points raised above.

Re: In the Future, the Cost of Education Will Be Zero

peterpappas — Mon, 27 Jul 2009 17:01:50 -0000

As the marginal cost of information (and learning) approaches zero, our students will need to be able to better process and critically evaluate information. Demand for information is rather inelastic - as the price drops to zero, you don't have any additional time in the day. Your readers might like some of my tech posts at: http://peterpappas.blogs.co...

Re: Conspiracy Theories: Patterns, Teaching, and Thinking

peterpappas — Sun, 19 Jul 2009 17:45:56 -0000

Great post - we are wired for pattern recognition! Unfortunately much of the time in school students aren't allowed to make their own judgments about what’s important in the patterns they uncover. Typically the teacher is guiding them to a pre-selected pattern.

That's why your observations are so important. When students do get a chance to genuinely summarize, they will need to utilize a narrative structure - continuity/change, cause/effect, etc. Student will need explicit training about narrative structures, and you offer a great example of the carry over of the "internal forces/changes" model across a variety of disciplines.

Recognizing how information is organized helps students to analyze original work and summarize it for their audience. And let's not forget that students need to be able to share what they’ve learned with an audience other than the teacher.

Re: Redefining our roles as teachers

peterpappas — Wed, 10 Jun 2009 18:05:28 -0000

Hi Jo,

I enjoyed your take on the block and reading that I served as a catalyst for your post. I think the key to successful transition to a block comes when the majority of the faculty is comfortable with a more student-centered approach and want more time. Too often, a top-down plan is mandated before the faculty is on board. Step 1: Craft a shared vision of teaching and learning Step 2: Create the organizational structure to make it happen. (And don't mix up the order of the steps!)

There are many different types of blocks and + and - for all. Many formats can be adopted to your local needs of rooms, staffing, buses, etc. The key - It takes time for students to take responsibility for their learning - the product, process followed and evaluation for progress. It's hard for that to happen in a 45 min span.

Enjoy summer and when you get a chance,go dig up that list of reasons and sell it!

Re: Learning: Three Basics to Improve Teaching

peterpappas — Tue, 28 Apr 2009 14:14:35 -0000

Excellent distillation of what teachers need to be successful.

I use an audience response system in my teacher training workshops. When I ask teachers what they most want to get out of the session - "ideas I can use" far out scores "a better understanding of learning theory."

I give them a good selection of ideas and have to sneak the theory in.

Re: Under pressure to score tests faster, a proposal to scrap writing

peterpappas — Sat, 28 Mar 2009 14:36:06 -0000

In the name of expedience for the testing machine, this proposal takes schools further in the wrong direction.

I find that I rarely get asked to do staff development to "bring the scores up." Increasingly I'm asked to help teachers create more engaging learning environments for students.

While NCLB began with the admirable goal of narrowing demographic performance gaps and putting an end to sorting kids on the “bell curve,” it may be doing just the opposite. Many of our schools are now compelled to force feed the content required for “adequate progress” as measured by standardized state tests. Does test prep = academic "feed-lot?"

Too little time is left for student-centered, project-based learning that allows students to work at the upper level of Bloom. Innovation requires much trial and error (Bloom’s evaluation). Learning to self-assess your problem solving approach is not a skill fostered in multiple-choice test-prep environment.

NCLB correctly put the focus on student achievement. Our students will need a strong foundation in core concepts. But schools can’t be filled with routine tasks. They need to be fluid environments focused on helping students take responsibility for thinking and problem solving where there sometimes isn’t a right answer.