Correlations between the value-added rankings and other measures of teacher effectiveness?

How useful are the views of public school students about their teachers? Quite useful, according to preliminary results released on Friday from a $45 million research project, funded by the Bill and Melinda Gates Foundation, that is intended to find new ways of distinguishing good teachers from bad. Read more here.

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Webcast — Innovation in Education Digital Town Hall

On Dec. 7, 2010, the Aspen Institute, Intel Corporation, PBS NewsHour and Information Technology and Innovation Foundation (ITIF) are convening a digital town hall conversation on this issue: Education for Innovation. The goal is to develop collaborative and thoughtful insights into the state of STEM education today and how we can give our students the education they need to become the innovators of tomorrow. Click here for more details.

Dr. Corey Johnson & Dr. Gwynn Powell – Innovation 20/20 series

“Yes We Can … Revolutionize Higher Education”

httpv://youtu.be/Bxbyu3qUbRo

Dr. Corey Johnson & Dr. Gwynn Powell – November 18, 2010

Johnson & Powell explore innovative curriculum design: four courses traditionally taught separately are now blended into a learning community known as the “Unified Core.”  The tenants of unified curriculum design include authentic assignments, senior mentors and doc student incubator, to name a few. This design received the National Innovation in Teaching Award from the Society of Park and Recreation Educators in 2009. Further resources: INSIDE HIGHER ED and The Unifed Core_UGA.

Dr. Lloyd Rieber – Innovation 20/20 series

“In Search of Lost Wisdom”

httpv://www.youtube.com/watch?v=Ur4bLsUKL8E

Dr. Lloyd Rieber – October 21, 2010

This presentation by the Director of Innovation in Teaching and Technology provides a brief introduction to the idea behind the “Innovation 20/20 Series,” as well as a look into using gaming to infuse innovation into teaching. Lloyd talks about an online game he designed to teach task analysis, an important and fundamental skill in instructional design. The game is played online asynchronously over about 5 days. To play the game, each student in the course takes on two roles: 1) the “writer of lost wisdom,” that is, a task analysis of some everyday procedure or topic; and 2) archaeologist in the year 4028 who “discovers” all of these examples of lost wisdom and has to try to guess the identity of each.

Click here to read an essay Lloyd wrote about this game that appeared in “Chalk Talk,” a book recently published by the UGA Teaching Academy.