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Lord of The Flies « Sam Weber
- 7 views
sampaints.com/?p=265
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weber
Lord of the Flies
Illustration
shared by
Todd Finley
on 19 Oct 09
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Todd Finley
on 19 Oct 09
Lord of the Flies - Art by Sam Weber
Lord of the Flies - Art by Sam Weber
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Wilfred Owen: Dulce et Decorum Est
- 9 views
www.learning-pod.com/...using-adverbs-in-dialogue.html
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dulce
decorum
wilfred
Owen
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Todd Finley
on 16 Oct 09
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Todd Finley
on 16 Oct 09
Sharp little narrated Powerpoint on Dulce et Decorum Est
Sharp little narrated Powerpoint on Dulce et Decorum Est
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newtoolsworkshop - Cartoon Generators
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newtoolsworkshop.wikispaces.com/Cartoon+Generators
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on 19 Oct 09
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Todd Finley
on 19 Oct 09
Includes a substantial list of free and commercial cartoon generators
Includes a substantial list of free and commercial cartoon generators
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Voxopop - a whole new way to talk online
- 6 views
www.voxopop.com
diigo
audio
voice
web2.0
voxopop
shared by
Todd Finley
on 02 Nov 09
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Todd Finley
on 02 Nov 09
Instead of discussion forum, talkgroups
Instead of discussion forum, talkgroups
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Olly Moss Illustration
- 13 views
www.ollymoss.com/chart.jpg
diigo
jpeg
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Todd Finley
on 09 Nov 09
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Overview of Bob Broad's Dynamic Criteria Mapping (2005)
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www.google.com/search
diigo
criteria
mapping
dynamic
assessment
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Todd Finley
on 16 Nov 09
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Cached
Todd Finley
on 16 Nov 09
[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this
[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this
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