Skip to main content

Home/ Literacy with ICT/ Group items tagged expectations

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
John Evans

Teachers in the Makerspace: An Exploration Experiment | Expect the Miraculous - 2 views

expectmiraculous.com/...pace-an-exploration-experiment

teachers exploration makerspace experiment

shared by John Evans on 06 Aug 15 - No Cached
  • John Evans on 06 Aug 15
     
    "Each time I see students using our makerspace tools I see possibilities.  I see the problem solving that goes into each attempt and each failure.  I see the curiosity and energy that students bring with them.  I begin to make connections to the more structured curriculum that students use in their classrooms.  So far, I have been the main person to offer ideas to our teachers on how our makerspace supports the Common Core and the Georgia Performance Standards.  However, I don't want to be the only one.  Since every lesson that happens in the library is a collaboration between me, the classroom teachers, and other support teachers, I want their wheels to be turning about our makerspace as well."
John Evans

100 Words Every High School Freshman Should Know published by Houghton Mifflin Company - 0 views

www.houghtonmifflinbooks.com/...100freshman

freshman vocabulary mifflin houghton list

shared by John Evans on 18 Mar 09 - Cached
  • Does your vocabulary measure up? A confident command of a growing vocabulary is one of the best indicators of achievement in school. Building on the success of the popular 100 Words Every High School Graduate Should Know, the editors of the American Heritage® Dictionaries are pleased to introduce a new list of words geared toward the reading level expected of high school freshmen. With its attractive format and thoughtful word selection, 100 Words Every High School Freshman Should Know will spur students to add new words to their vocabularies as they make the important transition from middle school to high school.
John Evans

1 Thing Student Teachers Needs to Know! | Clif's Notes - 0 views

clifmims.com/1812

studentteachers knowledge practice teaching classroommanagement

shared by John Evans on 21 Jan 09 - Cached
  • I’m reminded of the best book any new teacher should have that helps address some of these questions, The First Days of School: How to Be an Effective Teacher by Harry Wong. There is a new 2009 edition out now. 
  • One point in Wong’s book that still lingers with me is the importance of planning and preparation. You cannot over plan.
  • With good procedures in order, students trained, expectations explained and lots of practice, the classroom can run smoothly. When you plan well, stay organized, and maintain a positive outlook even when it becomes stressful, you can bring new challenges and fun ways to learning. You will gain as much as your students do for it will be a rich and rewarding experience.
John Evans

The Strength of Weak Ties » On Common Ground - 3 views

strengthofweakties.org/?p=331

manifesto learner vision purpose djakes

shared by John Evans on 15 Feb 10 - Cached
  • What is in the window is a sign that makes clear the “design principles” of the school, written from the perspective of student expectations.  There are ten statements, printed on a transparent piece of plexiglas, which in itself sends a message. Here they are: I make choices that help me learn and do my best work. I am aware of the needs of others and do great things for them. I learn about myself and all that I can do by trying new things. I think of new ideas and share them with others. I think about people’s feelings and help take care of others. I learn from my mistakes and build on the things that I do well. I work with others to learn and complete a task.  I push myself to do my personal best and keep improving. I learn about and respect different people and include everyone. I care for and learn from nature. I take time by myself to think about what I have learned.
John Evans

Schools plan curriculum overhaul - Parentcentral.ca - 6 views

www.parentcentral.ca/...hools-plan-curriculum-overhaul

schools Ontario curriculum change

shared by John Evans on 20 Dec 09 - Cached
  • A special advisory group is expected to propose a new blueprint by February, based on such input as a tough-talking missive from the Toronto District School Board that called the curriculum "a series of overly robust subject-based documents which are disconnected, overwhelming and full of content reflective of 20th century knowledge. "The curriculum does not engage students within their own realities, nor does it integrate the skills society hopes to see in a 21st-century learner," said the recent submission by a group of principals, teachers, superintendents and trustees.
  • Karen Grose, the board's system superintendent, said it no longer makes sense to try to cram piles of facts into young minds.
  • Our kids live in a world where they are immersed in content through things like Twitter and Google, so we don't want them memorizing facts they can access easily, but we want them to think about how to apply that knowledge, and how it affects how they live as citizens and workers," said Grose
  • ...1 more annotation...
  • "School shouldn't be just about `covering' content, but about giving students the time to practise what they've learned and gaining a deeper understanding," said Wynne.
Phil Taylor

Let Faculty Off The Hook -- Campus Technology - 3 views

campustechnology.com/...let-faculty-off-the-hook.aspx

faculty resources change plan education

shared by Phil Taylor on 18 Mar 10 - Cached
  • Still, and this may be true for many decades to come, most college and university classrooms are designed for teacher presentation; the shape of the room, the acoustical design, control of lighting, lack of sufficient technology in the room, the furniture, security, window treatment, and so on, the space itself screams lecture. Likewise, parent and incoming student expectations have the force of centuries of fixed models about what teaching and learning are supposed to be. Such cultural memes (like physical genes), so ingrained, change ever so slowly.
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
John Evans

Dan Meyer: Math class needs a makeover | Video on TED.com - 5 views

www.ted.com/..._math_curriculum_makeover.html

math danmeyer TED TEDxNYED

shared by John Evans on 14 May 10 - Cached
  • Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.
John Evans

MiddleSchoolPortal/Reading and Writing Mathematics - NSDLWiki - 0 views

wiki.nsdl.org/...eading_and_Writing_Mathematics

middleschoolportal math mathematics

shared by John Evans on 04 Aug 09 - Cached
  • Far from expecting teachers to stretch their class time to include yet more content, we offer here resources that can enrich math instruction as teachers help their students better understand the content they are already tackling.
  • John Evans on 04 Aug 09
     
    Reading and Writing Mathematics
  • John Evans on 04 Aug 09
     
    Reading and Writing Mathematics
  • John Evans on 04 Aug 09
     
    Reading and Writing Mathematics
Phil Taylor

Tiny Bursts of Learning | Betchablog - 2 views

chrisbetcher.com/1483

Twitter learning PD education bursts teaching betchablog

shared by Phil Taylor on 13 Apr 11 - No Cached
  • In contrast to all this is the general sentiment among many teachers that "we need more PD!", or the always-amusing "How can they expect us to learn new things if all we get is a few PD days a year?"
  • That model is no longer sustainable and the days of PD as something that is done "to you" by "experts" a couple of times a year are over.
  • Learning needs to be ongoing. The world is changing. There are new tools that can help students learn, new ideas about learning, new brain research, new emerging technologies, new social structures, and so on
Phil Taylor

Hacked! - Magazine - The Atlantic - 3 views

www.theatlantic.com/...1

hacked magazine privacy passwords

shared by Phil Taylor on 18 Oct 11 - No Cached
  • provides specific advice on protecting and backing up data now—and gives a picture both consoling and unsettling of the vulnerabilities we can all expect to face in the future.
alxa robert

BSNL landlines will soon have Video chat facility | eGov Magazine - 0 views

egov.eletsonline.com/...-soon-have-video-chat-facility

eGovernance ICt News Government BSNL

shared by alxa robert on 28 Aug 12 - No Cached
  • alxa robert on 28 Aug 12
     
    Soon,old BSNL land phone connection will provide video calls, chats/conferencing facility, a feature which will be facilitated after C-DoT upgrades BSNL's existing telecom infrastructure to the Next Generation Network (NGN) - a process which has started & expected to complete within a year and a half.
zafar iqbal

Syria conference basically leaves start Assad question - 0 views

generalnewsonline.com/...-leaves-start-assad-question-2

Syria conference basically leaves start Assad question

shared by zafar iqbal on 01 Jul 12 - No Cached
  • zafar iqbal on 01 Jul 12
     
    GENEVA - An worldwide conference on Sunday accepted a U.N.-brokered serenity strategy that demands the development of a adjusting govt in Syria, but at Russia's insistence the bargain contract remaining the entrance start to Syria's chief professional being aspect of it. The U.S. supported away from requiring that the strategy should clearly contact for President Bashar Assad to have no part in a new Syrian govt, expecting the concession would motivate Italy to put higher stress on its long time best friend to end the aggressive attack that the resistance says has stated more than 14,000 life. But even with Russia's most specific declaration of assistance yet for a governmental changeover in Syria, it is far from certain that the strategy will have any actual impact in reducing the assault. A key expression in the contract needs that the adjusting relating to human body "shall be established on the foundation common approval," successfully providing the existing govt and the resistance veto energy over each other. Syrian resistance results instantly denied any idea of providing in a changeover with Assad, though the contract also needs protection power chiefs and solutions to have the assurance of the individuals. Assad's govt had no immediate response, but he has regularly said his govt has a liability to remove terrorists and will not take any non-Syrian style of government.
David McGavock

MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views

www.pbs.org/...erent-kind-of-literacy277.html

literacy digital education DigitalLiteracy

shared by David McGavock on 11 Oct 11 - No Cached
  • "Education," scholar and writer Ralph Ellison once said, "is a matter of building bridges." And perhaps, no bridge is more important than the bridge to the future. As educators, it's our responsibility to prepare students for the world of tomorrow. Yet tomorrow isn't what it used to be.
  • How do we prepare students for work that hasn't been invented yet? While it's difficult to predict what the social and economic climate will be like in the years to come, we can analyze trends and extrapolate future scenarios.
  • While these 21st century skills are essential, they aren't enough. There is a growing expectation for these abilities to be leveraged and expressed using digital tools.
  • ...6 more annotations...
  • Our global environmental, economic and social challenges require non-standardized skills such as creativity, problem-solving and collaboration.
  • literacy vs. technical skills
  • While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.
  • These new media literacy skills are expanding our definitions of literacy but must be cultivated from the foundation of traditional literacy.
  • "Traditionally we wouldn't consider someone literate if they could read but not write. And today we shouldn't consider someone literate if they can consume but not produce media."
    • David McGavock
      David McGavock on 11 Oct 11
       
      Key point
  • Those of us living in this digital age are required to learn, unlearn and learn again and again.
  • David McGavock on 11 Oct 11
     
    How do we prepare students for work that hasn't been invented yet? While it's difficult to predict what the social and economic climate will be like in the years to come, we can analyze trends and extrapolate future scenarios.
Roger Morris

Successfully Launched My writer Career… Thanks John - 1 views

I want to express my gratitude to John who helped me become the writer I want to be. Before meeting him, I thought that I was born to be a novel writer and I almost believed it after receiving 400 ...

started by Roger Morris on 10 Oct 12 no follow-up yet
John Evans

Kindergarten Green Screen Animal Interviews | Expect the Miraculous - 2 views

expectmiraculous.com/...green-screen-animal-interviews

kindergarten green screen doink app

shared by John Evans on 02 Mar 16 - No Cached
  • John Evans on 02 Mar 16
     
    "Ms. Kelly's Kindergarten class has been hard at work on an animal research project that is unlike any other I've been a part of.  For the culmination of the project, students recorded an interview of an animal in its habitat using our green screen and the Do Ink app.  There were many layers to the process that students went through the create their final product. The class has been to the library throughout the project to initiate various pieces and then moved forward with the project work in class."
John Evans

Creativity Is About Combining The Unexpected, Not Just Drawing It - The Tech Rabbi - 4 views

thetechrabbi.com/...ng-the-expected-not-drawing-it

creativity art photography adobe spark

shared by John Evans on 19 Jul 18 - No Cached
  • John Evans on 19 Jul 18
     
    "I share during many talks that creativity is a mindset not an art set. The elephant in the room is once you buy into the mantra, what steps can you take to act on the mindset? There are so many cool ways to build up our creative abilities. What I am striving to do with all my work on the Educated By Design project, is to discover ways in which creative exercises can compliment development of fundamental literacies and competencies to make our students and ourselves more capable of doing great work. For those who have yet to see the work from Stephen McMennamy, you are in for a treat. His ability to look at the world around him and find creative connections in seemingly divergent of objects is uncanny. "
« First ‹ Previous 181 - 200 of 205 Next ›
Showing 20▼ items per page