This link has been bookmarked by 225 people . It was first bookmarked on 03 Mar 2010, by Kathee Godfrey.
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RvAdEycPQb EtEkiDRvlearning to be a teacher; teaching techniques. Sen to Nick.
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get better. There was
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Alicia WeschlerTeach Like a Champion: 49 Techniques That Put Students on the Path to College by Doug Lemov (Jossey-Bass, 2010)
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Faculty Center for Teaching and Learning Ferris State UniversityPublished: March 2, 2010, in the New York Times, by Elizabeth Green
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Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn’t reaching. On that particular day, he made a depressing visit to a school in Syracuse, N.Y., that was like so many he’d seen before: “a dispiriting exercise in good people failing,” as he described it to me recently. Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here. Student test scores had dipped so low that administrators worried the state might close down the school. But the teachers seemed to care about their students. They sat down with them on the floor to read and picked activities that should have engaged them. The classes were small. The school had rigorous academic standards and state-of-the-art curriculums and used a software program to analyze test results for each student, pinpointing which skills she still needed to work on.
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21 Jul 10
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Eric Hanushek, a Stanford economist, found that while the top 5 percent of teachers were able to impart a year and a half’s worth of learning to students in one school year, as judged by standardized tests, the weakest 5 percent advanced their students only half a year of material each year.
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07 Jul 10
Susan DavisExamines what really goes into being a good teacher -- effective interactions with kids, decoding how they are learning -- and suggests some ways to learn effective strategies in the classroom
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Wendy CottaThis is a comprehensive article that highlights how misguided most discussions about education reform are in their lack of understanding about how to define a "good educator." It is worth reading all 9 pages!
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Alice BarrON A WINTER DAY five years ago, Doug Lemov realized he had a problem. After a successful career as a teacher, a principal and a charter-school founder, he was working as a consultant, hired by troubled schools eager — desperate, in some cases — for Lemov to tell them what to do to get better.
There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing. -
03 May 10
Mohit JustBut what makes a good teacher? There have been many quests for the one essential trait, and they have all come up empty-handed. Among the factors that do not predict whether a teacher will succeed: a graduate-school degree, a high score on the SAT, an ext
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found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years
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Jeffrey RileyThere are more than three million teachers in the United States, and Doug Lemov is trying to prove that he can teach them to be better.
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Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses
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a dispiriting exercise in good people failing,
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teachers seemed to care
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Students disobeyed teachers’ instructions
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class discussions veered away from the lesson plans.
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teacher spent several minutes debating a student
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William Sanders, a statistician studying Tennessee teachers with a colleague, found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years
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Christine Morton"6"
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08 Apr 10
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William Sanders, a statistician studying Tennessee teachers with a colleague, found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years.
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“a dispiriting exercise in good people failing,”
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“a dispiriting exercise in good people failing,”
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But when it came to actual teaching, the daily task of getting students to learn, the school floundered.
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researchers ran the numbers in dozens of different studies, every factor under a school’s control produced just a tiny impact, except for one: which teacher the student had been assigned to.
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a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years. Teachers working in the same building, teaching the same grade, produced very different outcomes
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This record encouraged a belief in some people that good teaching must be purely instinctive, a kind of magic performed by born superstars
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Paul BeaufaitBy ELIZABETH GREEN
Published: March 2, 2010teacher development teacher education teacher training New York Times
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michaelfagiolisort of a companion piece to the Talk of the Nation episode about "champion teachers" with Doug Lemov. I would like to read this.
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10 Mar 10
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a dispiriting exercise in good people failing,”
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Todd StanislavPublished: March 2, 2010, in the New York Times, by Elizabeth Green
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09 Mar 10
MnSCU Faculty Development". . . Lemov himself pushed for data-driven programs that would diagnose individual students’ strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn’t reaching. On that particular day, he made a depressing visit to a school in Syracuse, N.Y., that was like so many he’d seen before: “a dispiriting exercise in good people failing,” as he described it to me recently. Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here. Student test scores had dipped so low that administrators worried the state might close down the school."
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Josh KasparLemov knew how to advise schools to adopt a better curriculum or raise standards or develop better communication channels between teachers and principals. But he realized that he had no clue how to advise schools about their main event: how to teach.
But what makes a good teacher? There have been many quests for the one essential trait, and they have all come up empty-handed. -
Felix GryffethThere are more than three million teachers in the United States, and Doug Lemov is trying to prove that he can teach them to be better.
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David WarlickON A WINTER DAY five years ago, Doug Lemov realized he had a problem. After a successful career as a teacher, a principal and a charter-school founder, he was working as a consultant, hired by troubled schools eager — desperate, in some cases — for Lemov to tell them what to do to get better. There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing.
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Brian BeaverBuilding a Better Teacher
By ELIZABETH GREEN
Published: March 7, 2010
There are more than three million teachers in the United States, and Doug Lemov is trying to prove that he can teach them to be better.profdev pedagogy pd teacher teachers professional management education development classroom books bestpractices training writing best techniques school teaching
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Ryan KellettThe Breakthrough/SB alumni emails include the awesome nytimes teaching article (and new Ashoka fellow too): http://nyti.ms/a9KBBW
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08 Mar 10
Tracy Varner“Building a Better Teacher” (NY Times Magazine cover story) is an outstanding in-depth article about the state of education today and the unique importance of the classroom teacher. It features an educator named Doug Lemov, whose new book sounds intriguing. It also references Michigan State’s education research in math teaching – talks about MKT – “Math Knowledge for Teachers”, and refers to the PRM/SE GRANT research.
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William Sanders, a statistician studying Tennessee teachers with a colleague, found that a student with a weak teacher for three straight years would score, on average, 50 percentile points behind a similar student with a strong teacher for those years.
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Dianne Krause"There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing."
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