This from http://www.onlinecollege.org might be of interest to innovative math educators trying to bring resources to their classroom.
From the site:
While many math geeks out there may have been teased for their love of numbers, it’s math that makes the world go round, defining everything from the economy to how the universe itself operates. You can indulge your love of mathematics in these great lectures and lecture series. Some are meant to review the basics and others will keep you on the cutting edge of what renowned researchers are doing in the field, but all will help you expand your knowledge and spend a few hours enjoying a topic you love.
At the site you'll find the following types of lectures:
Basic Math
These lectures cover some pretty basic mathematical issues that can be a great review or help younger math lovers get a handle on a subject.
Calculus
Calculus has a reputation for being hard, and while some of it surely is, these lectures show you how to conquer some pretty difficult problems as well as explain some in-depth concepts in a way you can understand.
Algebra
In these lectures you’ll learn about a wide range of topics in algebra.
Geometry
These lectures cover everything from geometry basics to extremely advanced topics.
Other Math
These lectures covers a wide spectrum of mathematical topics from the basics of probability to the intricacies of differential equations.
Physics
Math forms the foundation of the science of physics and you can learn more about recent developments, the basic equations and much more in these lectures.
Engineering
Get a better idea of the math behind engineering of all kinds with these great lectures.
Business and Economics
Watch or listen to these lectures to learn something new about statistics, economics, or the basic mathematical principles of the financial world.
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The common standards movement is underway in 48 states in our nation and these standards are set to be finalized this month. I’ve been reading what the smart educators I respect are saying about these standards. Here is the summation. These are poorly written standards being put in place with testing companies at the forefront of the decision making. These ed testing companies as well as other big educational businesses/curriculum providers have a huge financial profit to gain after the adoption of these standards because a nation can now adopt their curriculum. There is no alignment or recognition of the changing face of education and the digital worlds in which our students are existing, reading, writing, interacting, producing, and publishing.
What can we do? Provide feedback today about the standards by visiting http://tinyurl.com/fixthestandards. It literally takes less than five minutes. You can use my words above, the words of others below or write your own.
Below are excerpts from other educators about their take on the standards, links to each resource, and where to visit for more information.
One look at the reading standards and you can’t help but be left with the impression that the authors have never “read” anything much beyond words on paper and that the idea of “remix” and even links are outside of their experience. There is nothing here about how reading and writing in online and digital spaces changes the interaction, nothing about the social interactions that readers and writers will have around texts that are changing rapidly and substantially.
In all of this, the thing that most frustrates me both in the talk about national standards and national assessments and the whole “Race to the Top” bunk that is coming out of the administration is just a total lack of vision, this sense that nothing has fundamentally changed, that this is the same old classroom with the same old expectations and the same old ways of proving them that we’ve had forever. I’m not saying we don’t need assessments, but there’s a lot of required learning right now that few if any standards are addressing.
Replacing one externally-created checklist with another undoubtedly more voluminous one will not help one child.
You cannot have “core” standards without additional standardized testing. Now districts already addicted to testing will have a more potent hallucinogenic with which they can poison public education.
Teachers and students are terrorized by testing and externally-imposed curricular mandates.
This Core Standards movement should scare everyone who believes that meaning and learning is still most powerfully made in the spaces that students and teachers share. More than teachers, students, state administrators, the group that stands most to gain from national standards and a national test is the education-industrial complex.
This isn't about whether or not people think that all students should be able to write a thesis statement. This is about how students are taught that information, how they are assessed on that information, and on the role of big business in teaching and assessing them.
I find them hard to read, because I think they are poorly written, but standards often are.
We are inviting testing companies to determine the future of our schools with virtually no accountability or public input.
These standards were developed by two testing companies, the College Board and ACT, with help from a nebulous non-profit, Achieve, Inc. It is essential to understand this when reading the Common Standards; it explains many of their odd choices. In the example above, the obvious interpretation is that they chose to define the standard as "support or challenge assertions" rather than "construct a response or interpretation," as every international example they cited did, because the former is much easier and cheaper to score reliably on a standardized test.
No high performing educational system in the world would consider giving testing companies this much control over their standards and curriculum. It is absurd.
These standards are specifically designed to not be the sole responsibility of English teachers, so any data system properly linking student performance on related tests to teachers would attribute the results to all subject area teachers.
The idea that these English Language Arts standards are "internationally benchmarked" to those of high performing countries is a farce, except insofar as the benchmarking demonstrates the low level and quality of our proposed standards.
No country with high reading scores in international assessments conceives of the discipline of Language Arts as being limited to literacy skills, or "college- and career-readiness," as the Common Standards do. Thus, the Common Standards are narrower, lower and shallower than the English Language Arts standards of high performing countries.
Zhao describes how schools have to keep pace with a world that is being dramatically transformed by globalization, the “death of distance,” and digital technology. Instead of falling in line with mandates for standardization, his prescription is for educators to
Expand the definition of success beyond math and reading test scores.
Personalize schooling so that every student has opportunity to learn.
View schools as enterprises that embrace globalization and digital technology.
Gotham Schools in New York City is running this series on the Common Standards:
Note that many of the handy links to benchmarked standards under "see evidence" don't point to the right place, so if you want to be complete you need to use...
England's standards make an easy point of comparison if you're curious about what actual benchmarked English Language Arts common standards might look like.
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I'm sharing another powerful piece that was written a couple years ago in Penelope Trunk's blog The Brazen Careerist. I find myself reading this post over and over again as it explains so well why I have found it virtually impossible to separate my personal and professional lives...and I think that is a great thing.
However, I hear so often from my Digital Immigrant colleagues some of the following: -Kids are destroying their reputations online. -They would never be friends with colleagues online because lines must be drawn...and, -Being involved in student's online identity is out of the question.
I also often hear these arguments: -We must keep our personal and professional separate. -We must have two of everything. Two phones, two cameras, two laptops, two iPods, etc. etc. because our lives CAN NOT be blended. -We don't want our colleagues knowing the personal social side of us. Business and pleasure should not mix.
I did keep the two separate for most of my life, however, I always valued those relationships where personal and professional were blurred. These colleagues felt like friends and family and colleagues and that was great. Now with online networking and powerful tools available to help me establish and build my personal learning network, I have found the two have completely and totally morphed into something that is incredibly powerful and provided never-before-possible growth in me as both a social and professional human being.
If you haven't been following the Brazen Careerist blog, I recommend you do. It is the blog employers go to, to find out how to tap into today's graduates and in it's provocative and compelling style has fantastic advice for educators about the students they are graduating and how to reach them. So without further adieu, I hope you will find this post as relevant as I have.
By Ryan Healy – During my senior year at Penn State, the Nittany Lions knocked off the highly (over) rated Ohio State Buckeyes. It was one of the best football games of my college years. A mob of students rushed down the bleachers, the field became a flood of blue and white.
But unfortunately, rushing the field is not a Big Ten-acceptable activity. So the other guys in blue, the police, started an investigation using Facebook to identify suspects.
I guess if you're going to perform illegal acts, Facebook, MySpace and other online networks that incorporate photographs are probably not for you. But as we leave our crazy college years behind and enter the workforce, should we really have to worry what recruiters think of our social lives?
I have a MySpace page and a Facebook profile. I have hundreds of pictures on each site that show me in both professional and not-so-professional settings. Some people remove their embarrassing or "incriminating" pictures after college to save some face in the real world. I have never considered removing pictures.
Social networking sites are blurring the lines between personal and professional life. There is no reason these lines should not be blurred. Most young people lead very healthy social lives, and because of these websites much of our social lives are online. When you live your personal/social life online there is no escaping who you are and what you do. It may be scary to people not accustomed to the openness of the Internet, but as far as I'm concerned, it's a refreshing. Why should I pretend to be one person for eight hours a day and someone else entirely for the rest?
It's absurd to pretend that everyone at work is a saint. It's just not true. What's the big deal if our bosses know what we did on Saturday night or what we did in college for that matter?
The whole idea of our lives being available for public display is actually pretty cool. Think about it. If the world already knows what we do in our spare time and we are all able to be completely open about our interests, thoughts and ideas without fear of retribution or not being hired then we can bring our whole being to work everyday.
Of course, if you're idea of a good time is extremely sick and twisted then you may want to consider keeping things a secret. Better yet, you may want to figure out some better things to do in your spare time to avoid a prison sentence. But for most of us who like to have a little innocent fun, there is no reason to play the Jekyll-and-Hyde role.
Jason Warner, head of staffing at Google writes, "Today there is a fuzzy, but growing distinction that companies will continue to draw between candidate professional experiences, competencies, and capabilities and their private lives and outside behaviors. It's a line we don't likely want to cross, because if we cross it for candidates, we may cross it for employees, and that compounds the problem."
The more young people enter the workforce the less risk there is that someone will Google them to look for bad behavior. Human resources leaders don't have the time to sleuth. But also, there just aren't enough perfect little angels in the world to go around.
I urge everyone: Let's leave all of our pictures up on whatever social networking sites we use. What we do on the weekends is just as much apart of our lives as our day jobs. Don't be afraid of your boss seeing a risqué photo of you and don't be afraid to talk a little business at the bar. The sooner we get past this personal and professional juggling act, the sooner we can see real change in the workplace.
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