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Caroline Bachmann

Safety Mode: giving you more control on YouTube - 0 views

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    Diversity of content is one of the great things about YouTube. But we know that some of you want a more controlled experience. That's why we're announcing Safety Mode, an opt-in setting that helps screen out potentially objectionable content that you may prefer not to see or don't want others in your family to stumble across while enjoying YouTube. An example of this type of content might be a newsworthy video that contains graphic violence such as a political protest or war coverage. While no filter is 100% perfect, Safety Mode is another step in our ongoing desire to give you greater control over the content you see on the site. It's easy to opt in to Safety Mode: Just click on the link at the bottom of any video page. You can even lock your choice on that browser with your YouTube password. To learn more, check out the video below. And remember, ALL content must still comply with our Community Guidelines. Safety Mode isn't fool proof, but it provides a greater degree of control over your YouTube experience. Safety Mode is rolling out to all users through out the day, watch for the new link at the bottom of any YouTube page.
Rick Beach

jmle.org » Blog Archive » D'Angelo - 7 views

shared by Rick Beach on 20 Oct 10 - Cached
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    Activities for studying social control and power through films and graphic novels.
Graca Martins

History of English - 0 views

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    History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. Indo-European language and people English is classified genetically as a Low West Germanic language of the Indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. In 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-Indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the Indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-Indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals in the modern I-E languages.) They also had domesticated animals, and used horse-drawn wheeled carts. They drank alcohol made from grain, and not wine, indicating they did not live in a warm climate. They belonged to a patriarchal society where the lineage was determined through males only (because of a lack of words referring to the female's side of the family.) They also made use of a decimal counting system by 10's, and formed words by compounding. This PIE language was also highly infl
Cindy Marston

How to Create Nonreaders - 11 views

  • all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 
  • I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.  Together the students decided whether to review the homework in small groups or as a whole class.  Together they decided when it made sense to schedule their next test.  (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?)  Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”
  • The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. 
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    Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.
Cindy Marston

"Paperless Tiger" - blog post - 0 views

  • paper management questions are logical, legitimate questions to ask, I will suggest that as teachers we should be asking instead, must we continue to think of our role as paper creators, paper controllers, paper graders?  
  • Essay writing skill is one of the greatest gifts I can help my students to achieve.  I am not willing to change that belief but I have become quite willing to embrace changes in the way the process looks. 
  • I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.
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  • kids are comfortable with their tech gadgets and willing to use them for learning,
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    Great blog post by Tricia Buck about the impact of deciding to go paperless on her teaching of English
Jenny Gilbert

Education Week: Stress, Control, and the Deprofessionalizing of Teaching - 6 views

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    I relate totally to this argument.
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