No teacher left behind hd


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Handout from Ron Berk's presentation "No Teacher Left Behind" at AACTE's 63rd Annual Meeting and Exhibits, February 24-26, 2011 in San Diego, CA, #AACTE2011

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No teacher left behind hd

  1. 1. “NO TEACHER LEFT BEHIND!” Ronald A. Berk, PhD The Johns Hopkins University Phone: (410) 940-7118 E-mail: Web: Web: Blog: LinkedIn: a rash, swelling, bloating, hemorrhaging, or gangrene develops, youmight want to stop reading this.This handout contains extremely boring material that some ofyou may find interesting. What is wrong with you?DO NOT drink alcoholic beverages or ingest hallucinogens beforereading this paper. They may create a false sense of value in the content.Keep away from ferrets, weasels, alligators, and monsters.BEST when read before Invited presentation at the 63rd annual meeting of the AmericanAssociation of Colleges for Teacher Education, San Diego, CA. February 24, 2011 COPYRIGHT© 2011 Ronald A. Berk, LLC, & Stylus Publishing
  2. 2. PUBLICATIONS UPON WHICH THIS SESSION IS BASED BOOKSBerk, R. A. (2009). Top secret tips for successful humor in the workplace (Available as PB and E-book)Berk, R. A. (2003). Professors are from Mars®, Students are from Snickers® (Availableat as PB)Berk, R. A. (2002). Humor as an instructional defibrillator (Available as PB) ARTICLES (Under PUBLICATIONS on, R. A. (2010a). How do you leverage the latest technologies, including Web 2.0 tools, in your classroom? International Journal of Technology in Teaching and Learning, 6(1), 1–13.Berk, R. A. (2010b). Net generation profile scale: This is only a test scale! Transformative Dialogues: Teaching & Learning Journal, 3(3), 1–6.Berk, R. A. (2009a). Derogatory and cynical humor in clinical teaching: A need for professionalism. Medical Education, 43, 7–9.Berk, R. A. (2009b). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal on Technology in Teaching and Learning, 5(1), 1–21.Berk, R. A. (2009c). Teaching strategies for the net generation. Transformative Dialogues: Teaching & Learning Journal, 3(2), 1–23.Berk, R. A. (2009d). A tribute to teaching: Putting it on the line. College Teaching, 57(2), 126–127.Berk, R. A. (2008a). Humor and the net generation. Thriving in Academe, 25(4), 5–8.Berk, R. A. (2008b). Music and music technology in college teaching: Classical to hip hop across the curriculum. International Journal of Technology in Teaching and Learning, 4(1), 45–67.Berk, R. A. (2007). Humor as an instructional defibrillator. Journal of Health Administration Education, 24(2), 94–117.Berk, R. A. (2005). Laughterpiece theatre: Humor as a systematic teaching tool. Teaching Excellence, 17(2).Berk, R. A. (2004). Coping with the daily stressors of an academic career: Try Mirthium®. Academic Physician and Scientist, July/August, 1–4.Berk, R. A., & Trieber, R. H. (2009). Whose classroom is it, anyway? Improvisation as a teaching tool. Journal on Excellence in College Teaching, 20(3), 29–60.
  3. 3. NAMES or MONIKERS: Millennials Generation Y Echo Boomers Net GenerationWHO ARE OUR STUDENTS? Trophy Generation First Digitals Dot.Com Generation Digital Aboriginals Nexters Digital Natives RESEARCH ON NET GENERS: DEFINITION:• More than 40 books• 10 National and International Surveys Born 1982 – 2003 1. EDUCAUSE 2. College Students’ Perceptions of Libraries and IT (7– 28 years old) 3. Greenberg Millennials Study 4. HERI American Freshman Survey 5. National Center for Educ. Statistics 2st Grade – Graduate School 6. Net Generation Survey 7. Net Generation: A Strategic Investigation 8. Nielsen NetView Audience Survey Nearly 90 Million 9. Pew Internet and Am. Life Project (1/3 of U.S. Population) 10. Tech. Preparedness among Entering Freshman LEARNER CHARACTERISTICS: 1. Technology Savvy 2. Relies on Search Engines for Information 3. Interested in Multimedia “NO TEACHER LEFT BEHIND!” 4. Creates Internet Content 5. Operates at “Twitch Speed” 6. Learns by Inductive Discovery 7. Learns by Trial and Error 8. Multitasks on Everything 9. Short Attention Span 10. Communicates Visually 1
  4. 4. 11. Craves Social Face-to-Face Interaction12. Emotionally Open13. Embraces Diversity/Multiculturalism14. Prefers Teamwork & Collaboration15. Strives for Lifestyle Fit16. Feels Pressure to Succeed NET GENER PROFILE SCALE17. Constantly Seeks Feedback18. Thrives on Instant Gratification19. Responds Quickly and Expects Rapid Responses in Return20. Prefers Typing to Handwriting INGREDIENTS IN A MUSIC NET GENER’S WORLD: MOVIES 1. Sesame Street 2. MTV/VH-1/BET/mtvU MUSIC VIDEOS 3. PCs (200,000 e-mails; 80% online games) PC & VIDEO GAMES 4. social media (Facebook, MySpace, TV PROGRAMS Twitter) 5. video games (10,000 hrs.) 6. iPods/iPhones/iPads 7. MP3 players 8. PDAs MEDIA OVERSTIMULATION 9. cell/smart phones (10,000 hrs.) (6.5–11 hrs. per day multitasking) 10. TV/DVD remotes (20,000 hrs.) TECH SAVVY AVATAR in the CLASSROOM • 97% own a computer 1. Gather INTEL on your students • 94% own a cell phone a. the way they think • 99% use the Internet for homework b. how they behave • 89% use search engines like Google c. their interests • 87% use news Websites d. their culture • 57% are media creators 2. Understand a–d • 49% download music 3. Leverage a–d in HOW you teach • 92% multitask while texting or IMing 4. Establish a connection through • 75% have a Facebook account ENGAGEMENT 5. Gain their TRUST • 53% own an MP3 player 2
  5. 5. MATCH TEACHING STRATEGIESTO STUDENT CHARACTERISTICS: Student Characteristic Teaching Strategy1. Interest in media (music, TV, 1. Incorporate media to intro videos, movies, YouTube)2. Image oriented topics and in content 2. Use videos, TV, movies, FINALE class demonstrations3. Teamwork 3. Plan cooperative learning, games, improvisation4. Kinesthetic, experiential 4. Develop hands-on exercises5. Multiple intelligences 5. Tap 4–6 intelligences WHAT’S THE POINT? Leverage multiple and multimedia elements in your students’ world— music, movies, TV programs, YouTube, games, social media— in order to tap their multiple intelligences and learning styles so every student can succeed and can have fun learning in the process. 3
  6. 6. NET GENER PROFILE (NGP)) SCALEDIRECTIONS: Read each statement in the context of your own daily activities. If youdo it MOST or ALL OF THE TIME, place an X in the YES box; otherwise, mark theNO box. Add the Xs in the YES column to determine your NGP score at the bottom.IN MY DAILY ACTIVITIES: YES NO 1. I function at high speed or close to it in everything I do.   2. I use a PC/Mac, iPhone, MP3 player, and other hi-tech equipment.   3. I multitask easily with various tech equipment.   4. I use search engines like Google to find whatever I need.   5. I respond quickly to messages (phone, texting, e-mail, etc.).   6. I use Facebook, MySpace, Twitter, or other online social networks to   stay connected with family and friends. 7. I prefer to learn by trial and error rather than to read a manual.   8. I learn best by doing rather than by reading or observing.   9. I prefer to collaborate with others on projects rather than to work alone.   10. Working at home is more convenient than going to the library or elsewhere.  11. I download music, videos, and software easily, sometimes for free.   12. I contribute to my own Website, blog, or a video on YouTube.   13. If I’m not actively doing something, I get bored or impatient.   14. I enjoy being with people from diverse racial, ethnic, and cultural   backgrounds. 15. I prefer visuals, graphics, and images to just reading text material.  Score 1 point for each X in the YES column. Write your total score on this line: ________ NET GENER PROFILE (NGP) CATEGORY: 13−15 High 9−12 Moderate 0−8 Low COPYRIGHT © 2010 Ronald A. Berk, LLC