EDU150

Jared T. Byrd

April 15, 2010

Reconciling the issue of quality control in education and permitting the educators the freedom they need to teach via their own method is tricky business. Add the rights of the students, parental concerns, and Board of Education politics into the mix and it becomes quite the situation. An unfortunate fact that ( Read more... )

EDU150

Jared T. Byrd

April 13, 2010

Throughout this semester we have been hearing more and more about the demands being put on teachers in public schools. We've also heard more and more about the resources those teachers have access to being taken away. Now we cover the loss of one of the more basic things a teacher needs access to, the means by ( Read more... )

EDU150

Jared T. Byrd

April 8, 2010

It has been interesting to see, despite the difference in demographics, some of the similarities between the responses I got during the Joe Public interviews. The absolute prevailence of Math really isn't too surprising, but it is very, very central; it's on everyone's top three. The only person who I ( ( Read more... )

EDU150

Jared T. Byrd

April 6, 2010

It is interesting to note that in both Perennialism and Reconstructivism there is a basic assumption that society is deeply defective and that steps must be taken to fix the next generation before they fall into the same faults as the present one. Notwithstanding the idea that a defective society can produce a ( Read more... )

EDU150

Jared T. Byrd

April 1, 2010

While the see-and-say method most directly matches the natural method by which a child learns vocabulary, it does not provide the necessary tools for further solitary analysis of language required for expanding one's vocabulary on one's own. See-and-say is probably ideal for Kindergarten. However, by the second ( Read more... )

EDU150

Jared T. Byrd

March 25 2010

Anyone who's reading this online can go back a few years to the October document and see my thoughts on reality put in a semi-plain way. The truth of it is that nothing is known, nothing can be known as everything can be mistaken. In fact, all we can do is go along with what seems to match the theories we form ( Read more... )

EDU150

Jared T. Byrd

March 25 2010
   Probably in a large part due to my long-standing interest in the culture, the Japanese school model most approaches my ideal. Here, the teacher has the very students as a resource, these students take pride in their class, school, and schoolhouse because it is theirs to maintain. This responsibility creates a ( Read more... )

EDU150

Jared T. Byrd

March 23 2010

Young Mr. Ruiz, in the video we were shown, said the first thing he would look at when deciding who would get into college was socio-economic background. Odd, I think, as this is the exact criterion that was used in the old system and just the thing the new system is trying to get away from. What the SAT should be ( Read more... )

EDU150

Jared T. Byrd

March 18 2010

I remember from back in high school and, perhaps, one college course, an instructor being asked if they would grade the test on a curve. Their response was "no" by reason of their having no problem with the entire class passing the course. While I can see the use of a norm-referenced assessment when a certain ( Read more... )

EDU150

Jared T. Byrd

February 25, 2010
   The example given in the text of the failure to adapt Dvorak is really a great meter by which to measure the introduction of new technology. If any given technological advancement does not produce a significant enough impact to counteract the waste of investment in previous technologies, it will likely not be ( Read more... )