Skip to main content

Home/ English Teachers/ Group items tagged school

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
anonymous

World Poetry Day - resources via edna.edu.au - 0 views

www.edna.edu.au/...poetry

poetry english world_poetry_day resources

shared by anonymous on 18 Mar 09 - Cached
  • anonymous on 18 Mar 09
     
    a collection of resources suitable for the teaching of poetry and poetry writing
Todd Finley

Jim Burke: English Companion - How To Read an Image - 0 views

www.englishcompanion.com/...readImages.shtml

shared by Todd Finley on 02 Sep 09 - Cached
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
Leigh Newton

Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached
  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
      Leigh Newton on 30 Jun 09
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
  • ...3 more annotations...
  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Leigh Newton

YouTube - Six Traits Word Choice Video - 0 views

www.youtube.com/watch

6traits writing

shared by Leigh Newton on 19 Jun 09 - Cached
  • Leigh Newton on 19 Jun 09
     
    For primary school children. Young girl teaching on word choice for writing.
  • Leigh Newton on 19 Jun 09
     
    Video by young girl teaching on the six +1 traits of writing.
Dana Huff

YouTube - Unraku School: Monster Shakespeare - 15 views

www.youtube.com/watch

shakespeare youtube

shared by Dana Huff on 09 Apr 10 - Cached
  • Dana Huff on 09 Apr 10
     
    Shakespeare speeches delivered by puppets. Really awesome.
Todd Finley

Poetry for High School Students - 9 views

poets.org/...376478

Poem Poetry

shared by Todd Finley on 04 May 10 - Cached
  • Todd Finley on 04 May 10
     
    A fine selection of poems
Dana Huff

Presentations in the High School English Classroom - 18 views

www.thethinkingstick.com/learning-through-presentations

presentations powerpoint

shared by Dana Huff on 05 Feb 11 - No Cached
  • Dana Huff on 05 Feb 11
     
    Utecht provides great guidelines, tools, and models for student-created presentations.
Jim Crabbe

Has anyone attended a Great Books Core Course? - 0 views

The Great Books Foundations is offering a 2 day seminar in my area. They specialize in teaching the Socratic method as well as shared inquiry. I am in graduate school to get a teaching license and ...

teaching tools Education resources

started by Jim Crabbe on 09 Sep 11 no follow-up yet
Rick Beach

The Best Web 2.0 Applications For Education - 2009 | Larry Ferlazzo's Websites of the D... - 5 views

larryferlazzo.edublogs.org/...pplications-for-education-2009

Web2.0 tools schooling

shared by Rick Beach on 04 Oct 09 - Cached
  • Rick Beach on 04 Oct 09
     
    best applications for education
Caroline Bachmann

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

googleblog.blogspot.com/...iving-you-more-control-on.html

youtube safety official google tools mode internet_safety security education school safe safesearch appropriate

shared by Caroline Bachmann on 12 Apr 11 - Cached
  • Caroline Bachmann on 12 Apr 11
     
    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.
Meredith Suits

Wrong Focus: Teacher-Centered Classrooms and Technology - LeaderTalk - Education Week - 0 views

blogs.edweek.org/..._focus_teacher-centered_c.html

technology education learner-centered resources tools

shared by Meredith Suits on 19 Oct 11 - No Cached
  • Look at the front of the classroom from the students' perspective. What do they see? In schools where it is feasible, they see a tech rich experience for the teacher: a computing device, an IWB, a projection device pointing at the front. Perhaps we see a teacher with an iPad, an iPod, or a doc camera. Regardless, we see a very tech rich experience for the teacher - a teacher-centered technology environment. Now flip it. What do educators see when looking at students? Paper. Pencils. Print texts. Notebooks. Pens. What an absolute disconnect!
  • I'd rather see teachers improving their ability to create contexts for powerful discussion, engage students with diverse approaches, facilitate project-based learning, etc. I'd rather see teachers open the doors to the kids getting their hands dirty with technology. I'd rather see teachers focusing on transformative aspects of the classroom than minor upgrades.
  • In fact, I'm not sure when it comes to EdTech, you need all this technology to teach better. Where its purpose is strongest is in the hands of students as they create their path and connections. It isn't when they watch from the seats this high-tech, fun flashy devices and hardware
  • Meredith Suits on 19 Oct 11
     
    A great reminder about why & how teachers should integrate technology in the classroom.
Cindy Marston

How to Create Nonreaders - 11 views

www.alfiekohn.org/...nonreaders.htm

shared by Cindy Marston on 10 Jan 11 - Cached
Paul Denten liked it
  • 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. 
  • Cindy Marston on 10 Jan 11
     
    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.
Jenny Gilbert

BBC - GCSE Bitesize - English Literature - 8 views

www.bbc.co.uk/...english_literature

literature english bitesize resources

shared by Jenny Gilbert on 28 Sep 09 - Cached
  • Jenny Gilbert on 28 Sep 09
     
    Revise GCSE English Literature topics including poetry, drama, shakespeare and short stories, using videos, games, poetry slideshows and more.">2006-09-15T12:35:00Z
chifrostudios

Nursery Rhymes for Kids for Android - 0 views

download.cnet.com/...3000-2102_4-76005497.html

Best Education Game Kids App Android for

shared by chifrostudios on 14 Apr 15 - No Cached
  • chifrostudios on 14 Apr 15
     
    Best Educational for Pre-School Kids which provides creative way of learning to kids , where they can enjoy musical rhymes and can dance on the beats
« First ‹ Previous 61 - 77 of 77
Showing 20▼ items per page