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Matt Renwick

Coffee Shops Are Better Than Classrooms | Looking Up - 69 views

andrewscampbell.com/...ops-are-better-than-classrooms

coffee shops classrooms design

shared by Matt Renwick on 16 Nov 14 - No Cached
  • a cross between a hospital operating theatre and a Viking longboat
Charles Hwang

English Companion Ning - 5 views

englishcompanion.ning.com

shared by Charles Hwang on 01 Feb 09 - Cached
  • A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
  • A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
  • anonymous on 01 Feb 09
     
    A thriving community of teachers and others involved in teaching English Language Arts. Has abundant support, resources, a several thousand members who offer encouragement, job news, curriculum, and community. A great place to be.
  • anonymous on 01 Feb 09
     
    Social network for English teachers: "Where English teachers meet to help each other." Created and maintained by Jim Burke. See also www.englishcompanion.com, his other website for his own work.
  • Megan Dougherty on 27 Jun 10
     
    A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
Donal O' Mahony

#betterbroadbandinINSOMNIAthanyourchildsschool - 25 views

donalomahony.edublogs.org/...ininsomniathanyourchildsschool

connectivity broadband

shared by Donal O' Mahony on 26 Nov 12 - No Cached
  • Donal O' Mahony on 26 Nov 12
     
    This is a rather strange title but as a teacher I am getting frustrated that there is better connectivity in many coffee-shops, than in many classrooms.
Kathleen Gormley

Sherry Turkle: Connected, but alone? | Video on TED.com - 49 views

www.ted.com/...rry_turkle_alone_together.html

connected TED

shared by Kathleen Gormley on 27 Feb 13 - No Cached
  • Kathleen Gormley on 27 Feb 13
     
    Sherry Turkle (TED Talk), a professor at MIT, discusses (2012) how our many devices isolate us. Just last week, I watched a group of seniors at a coffee shop sitting together and texting rather than conversing. It made me think about their definitions of communication. Thought provoking.
Randolph Hollingsworth

Suffern Middle School in Virtual Worlds - A running account of the process of the propo... - 1 views

ramapoislands.edublogs.org

shared by Randolph Hollingsworth on 09 Mar 12 - Cached
  • Randolph Hollingsworth on 09 Mar 12
     
    not active currently - also created Educator Coffee Chats in Second Life
Mark Youngman

Carpenters Middle poetry students share at coffeehouse - 10 views

www.thedailytimes.com/...312159989

shared by Mark Youngman on 15 Dec 09 - Cached
  • Mark Youngman on 15 Dec 09
     
    Poetry Reading/Coffeehouse
  • Vicki Wright on 16 Dec 09
     
    Thank you for sharing this article. We held a "coffee house" poetry presentation last year at our middle school and it was wonderful. We plan to do it again and I am always looking for ideas. We held ours during the school day and had tables with table clothes and battery operated candles. We incorporated some beatnik themes - some of us wore berets and we had the students snap instead of clap. It was great fun.
  • Vicki Wright on 16 Dec 09
     
    Thank you for sharing this article. We held a "coffee house" poetry presentation last year at our middle school and it was wonderful. We plan to do it again and I am always looking for ideas. We held ours during the school day and had tables with table clothes and battery operated candles. We incorporated some beatnik themes - some of us wore berets and we had the students snap instead of clap. It was great fun.
Martin Burrett

Actually Giving a Damn: The ONLY Thing That Matters? by @RichardJARogers - 7 views

ukedchat.com/...giving-damn

shared by Martin Burrett on 09 Jun 18 - No Cached
  • Martin Burrett on 09 Jun 18
     
    "The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals' privacy. The aroma of coffee did little to awake the senses. For a sleepy NQT who was in his first week back at school after the Easter vacation, the old routines were a sharp shock to the system."
Margaret Moore-Taylor

Artsonia Kids Art Museum - The Largest Student Art Gallery on the Web! - 52 views

www.artsonia.com

free online art museum web2.0 resources

shared by Margaret Moore-Taylor on 07 Nov 09 - Cached
  • jodi tompkins on 07 Nov 09
     
    A place with teachers can display student artwork for the world to see. Becomes there own online gallery. Secure by parents approving comments. Can order copies of your child's artwork via gift shop and your school will received 15% back. Goal is for students to be able to come back here someday to see their own artwork.
  • sarah taylor on 04 Jun 10
     
    A great website for students and teachers to showcase artwork and create online portfolios, and it's free!
  • Margaret Moore-Taylor on 15 Apr 13
     
    With Artsonia, teachers can build a gallery of their students' art projects. The website lets family and friends log on to see the children's art. Friends and relatives can comment on students' work, which is posted with their first name and an ID number. They can also sign up to get alerts when their students' new masterpieces are uploaded. Anyone can purchase coffee mugs, key chains, and other items featuring the artwork. Items are often given as a holiday, Mother's Day, or Father's Day gift. Schools earn 15 percent when parents purchase custom keepsakes with their child's artwork. 
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
shawnhorst

The Average American in Retirement Has a Nest Egg That's This Big -- The Motley Fool - 30 views

www.fool.com/...retirement-has-a-nest-egg.aspx

resource allocation opportunity cost

shared by shawnhorst on 15 Mar 16 - No Cached
  • shawnhorst on 15 Mar 16
     
    I spend half of my year with my wife and two-year old daughter in rural Costa Rica. We live and volunteer on a permaculture coffee farm. Our life there is a nice byproduct of being able to work via the Internet. One person we've gotten to know well there is a woman I'll call Dona Maria.
Amy Burns

Coffitivity - 57 views

www.coffitivity.com

tools Sound ambient

shared by Amy Burns on 05 Jan 15 - No Cached
  • Amy Burns on 05 Jan 15
     
    Use this site to create the ambient sounds of a coffee shop. Boost creativity with sound!
Scott Cameron

Think Before You Click - Is that free coffee or a scam? - 2 views

www.freetech4teachers.com/...re-you-click-is-that-free.html

information literacy media literacy technology web 2.0 scams

shared by Scott Cameron on 07 Feb 12 - No Cached
  • Scott Cameron on 07 Feb 12
     
    Tips on how to avoid scams on facebook - written by Richard Byrne
  • Scott Cameron on 07 Feb 12
     
    This article gives some points on how to avoid scams and how not to pass on these scams. This deals with information literacy as students need to learn how to analyze information that is found.
Tonya Thomas

Annie Murphy Paul: Your Morning Routine Is Making You Dull | TIME Ideas | TIME.com - 65 views

ideas.time.com/...outines-are-creativity-killers

annie murphy paul morning routine making time ideas com

shared by Tonya Thomas on 02 Feb 12 - No Cached
  • So what would our mornings look like if we re-engineered them in the interest of maximizing our creative problem-solving capacities? We’d set the alarm a few minutes early and lie awake in bed, following our thoughts where they lead (with a pen and paper nearby to jot down any evanescent inspirations.) We’d stand a little longer under the warm water of the shower, dismissing task-oriented thoughts (“What will I say at that 9 a.m. meeting?”) in favor of a few more minutes of mental dilation. We’d take some deep breaths during our commute, instead of succumbing to road rage. And once in the office — after we get that cup of coffee — we’d direct our computer browser not to the news of the day but to the funniest videos the web has to offer.
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
Ed Bowen

OUseful.Info, the blog… - 0 views

ouseful.wordpress.com

Sandbox

shared by Ed Bowen on 11 May 09 - Cached
  • As yet more tales of woe appear around failing business models (it’s not just the newspapers that are struggling: it appears Youtube is onto a loser too…), I thought I’d take a coffee break out of course writing to jot down a cynical thought or two about lifelong learning… …because along with the widening participation agenda and blah, blah, blah, blah, lifelong learning is one of those things that we hear about every so often as being key to something or other. Now I’d probably consider myself to be a lifelong learner: it’s been a good few years since I took a formal course, and yet every day I try to learn how to do something I didn’t know how to do when I got up that morning; and I try to be open to new academic ideas too (sometimes…;-) But who, I wonder, is supposed to be delivering this lifelong learning stuff, whatever it is? Because there’s money to be made, surely? If lifelong learning is something that people are going to buy into, then who owns, or is trying to grab that business? Just imagine it: having acquired a punter, you may have them for thirty, forty, fifty years?
kimdoyle

Before Coffee, Facebook: New Literacy Learning for 21st Century Teachers - ProQuest - 35 views

search.proquest.com.pearl.stkate.edu/...928760709

literacy 21st century learning

shared by kimdoyle on 05 Mar 16 - No Cached
  • we might start with our own experiences-developing digital insider perspectives so we can envision new pedagogy for our classrooms
    • kimdoyle
      kimdoyle on 05 Mar 16
       
      teachers role
Jac Londe

Big food corporations work with corrupt government agencies to eliminate "small time" c... - 25 views

www.zmescience.com/...corporations-monopoly-28022013

food corporations government agencies competition industry capitalism monopolism corpocracy

shared by Jac Londe on 01 Mar 13 - No Cached
  • Big food corporations work with corrupt government agencies to eliminate “small time” competition and take over the industry Published on Thu, Feb 28, 2013 by Mihai Andre
  • Three companies now account for more than 40 per cent of global coffee sales, eight companies control most of the supply of cocoa and chocolate, seven control 85 per cent of tea production, five account for 75 per cent of the world banana trade, and the largest six sugar traders account for about two-thirds of world trade, according to the new publication from the Fairtrade Foundation.
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