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"Have you found some amazing and cool videos on Facebook, and you are looking for a way on how to download them to your computer? Maybe, you have tried to get them, but you didn't find a solution or a working way. Really, it's so frustrating when you come across awesome videos on Facebook and you find yourself unable to save them to your PC for offline view. But no worries anymore, even if Facebook doesn't provide an option to download and save videos to your computer or any other device, In this post, I'm going to share with you a fantastic trick that will allow you to download any public or private video from Facebook without using any software or plugin. So, let's get started!"

"This question has attracted scientific research for more than a century. In fact, the first empirical study of this issue was published in 1835. Thus, I can offer a confident answer: not quite! At least not if creativity is assessed by productivity or by making original and valuable contributions to fields such as science and art. By that measure, output first increases in our mid-20s, climaxes around our late 30s or early 40s, and then undergoes a slow decline as we age. A person's single best work tends to appear at roughly the same age as their output peaks. But their expected creative productivity at 80 will still be about half of what it was at that high point. Whether you view that as a significant drop or not depends on whether you see the glass as half empty or half full."

"Ever want your students to slow down and notice details when they read - whether they're perusing a book, a poem, a map or a political cartoon? Young people often want to hurry up and make meaning via a quick skim or a cursory glance when a text can demand patience and focus. Closely reading any text, whether written or visual, requires that students proceed more slowly and methodically, noticing details, making connections and asking questions. This takes practice. But it certainly helps when students want to read the text. We've selected 10 photos from The Times that we've used previously in our weekly "What's Going On in This Picture?" and that have already successfully caught students' and teachers' attention. These are some of our most popular images - ones that may make viewers say "huh?" on first glance, but that spark enough curiosity to make them want to dig deeper. (Please Note: You can quickly learn the backstory about any of these photos by clicking the link in each caption that takes you to the original post, then scrolling down to find the "reveal.") Below, we offer ideas from students and teachers who have engaged with these images for ways to use them, or images like them, to teach close reading and visual thinking skills."

"Desktop, laptop, tablet, or mobile phone/smartphone, there sure are a multitude of options when it comes to classroom technology. You may be stuck with one or the other, but if you have a choice, what option will be the best for your students? The handy infographic below takes a look at why tablets are a game changer for education. So whether you're in the process of selecting (or at least lobbying the administration for) your classroom technology or if you just don't get what all the hype is about, keep reading to learn more!"

Asked to assess their students' performance on nine specific writing skills, teachers tended to rate their students "good" or "fair" as opposed to "excellent" or "very good." Students received the best ratings on their ability to "effectively organize and structure writing assignments" and their ability to "understand and consider multiple viewpoints on a particular topic or issue." Teachers gave students the lowest ratings when it comes to "navigating issues of fair use and copyright in composition" and "reading and digesting long or complicated texts."

"So your district or school is planning or in the process of implementing some sort of 1:1 device initiative. Seeing as these are all the rage, seems like it's a given that your deployment will be a smashing success, right? Here's the truth…. …it will fail. It may not be monumental failure, but parts of your deployment will not work. Whether it be the MDM that manages them or the rising stack of parent concerns, you will be faced with a choice as a district: retreat or carry on. In the wake of the LAUSD story and the recent Ft. Bend ISD news here in Texas about 're-evaluating' their deployments, I thought it'd be a good time to reflect on why some deployments work and some don't work. I'll let you know that our deployment was far from flawless, as I've listed here, but we had tools in place to overcome issues before they became an "Implementation Killer"."

"On the Mac, you may know that a right-click on just about anything can bring up a "Search the web" feature. When chosen, the selected term or phrase, whether from an app or from another web browser, gets quickly searched for using your default browser. This is great if you're reading something and you want more information about a mentioned subject or topic, but the iPhone and iPad don't have this ability… or so many thought! "

"Sometimes quotations can really sum up what we're thinking or feeling in words that are much more eloquently put than what we can come up with in the moment. You can use them to help remind you that others are feeling, seeing, and doing the same thing as you are. You can use them to share a message you feel strongly about. Or, you can use them to keep yourself inspired and energized (which is as necessary as coffee for most teachers!) Hang them in your classroom, keep them as a background on your phone, iPad, or laptop, or leave them on a sticky note in strategic places. Here are five teaching quotations to keep you inspired."

"When adopting technology in the classroom, one of the key concerns for teachers and administrators is classroom management. I am often asked if there is a way to "lock down an iPad screen" or "ensure students cannot go to inappropriate websites" (e.g. Social Media). In other words, how do we keep students on task and ensure that they are not distracted by the novelty of gadgets or communicating with friends via texting or social media? Often, teachers will take up devices (such as mobile phones) to avoid the issue of students texting or checking Facebook on their phones (eliminating access to a powerful, pocket computer in the process)."

"The child in the photo above just received the most amazing toy! It might have been a giant stuffed giraffe, or a truck, or a new game. However, the cardboard box is even more exciting. The child will eventually outgrow the giraffe or the truck because those toys can be only one thing -- but the box is timeless. The box can be a racecar, a submarine, a suit of armor, a castle, or a cave. We can learn a lot from children's infatuation with cardboard boxes. It shows us how much they want to shape and construct new things, how they long for the freedom to create. In fact, as illustrated by the phenomenon of Caine's Arcade, when students gain the freedom to explore, to learn independently, and to share their creations, they will astound us. Consider the fact that one boy's cardboard arcade inspired thousands from around the world to create and share their own inventions."

"Most of the reason we take videos is to be able to share them with friends and family. Whether you just want to send a video via email or text message, or want to upload it to YouTube for everyone in the world to see, your iPhone or iPad has all the tools you need built right into the Photos app!"

"If you work in education, then the chances are you work with a number of people yet you're never in the same room. It might be because your fellow educators are in classrooms and otherwise engaged; you might work with a large, disparate group of people, spread across the city, the country or across timezones, or you might be trying to coral together a bunch of parents, students or community workers. It could be anything - how am I supposed to know? But what is known is that there's a whole bunch of tools which help you organise, talk to, share with and otherwise connect with people in ways which would have been utterly impossible even 2 or 3 years ago. So have a look at some of the better ones."

"As part of our Back-to-School series, we are sharing chapters and excerpts from the Makerspace Playbook: School Edition. Today, an excerpt from Chapter 9, Startup: tips for funding your Makerspace. One idea not shared in the playbook that has come up time and again is having a Make Sale, where you sell some of the items made in the Makerspace. Hillel Posner's students make cutting boards and necklaces in their woodworking class. Casey Shea at Analy High School recoups some of the high cost of buying and maintaining the school's laser cutter with an annual yearbook-engraving fundraiser. What have you done in your school to raise money to Make? On to our excerpt: Your Makerspace may not need much of a budget to operate, if you have a space you can use for free, tools to borrow, and materials found or donated. For some Makerspaces, the ones with lots of parental involvement, many of the projects are self-funded. But if your Makerspace takes place at a school without as much family support, or if you simply do not have this all in place, you may need to research community or family foundation grants to fill in the gap. It's possible there could be city or other government agency grants available to get your Makerspace what it needs. Sometimes you can find the funding with a "planning grant." If you are partnering with a non-profit, get advice from the fundraising staff who may be able to suggest the right foundations to approach. Ask around. Online tools like Kickstarter and Indiegogo might help you conduct pointed fundraising campaigns towards a specific goal. There are many sites like this - search on "crowdfunding" for more suggestions. While it's not a Makerspace, we know that the Rhode Island Mini Maker Faire used this tactic to launch a Maker Faire. Maybe it could work for a Makerspace too."

"The simple truth is that turning students on to nonfiction reading - proving that articles from sources like Popular Science and Gizmodo and National Geographic can be JUST as amazing as The Hunger Games or The Lightning Thief or The Lunar Chronicles - is probably the MOST important contribution that I can make to the academic and intellectual growth of my students. Being exposed to high interest articles from a wide range of fields - space science, biology, chemistry, earth science - might just introduce kids to personal passions and future professions.  Seeing science in action turns what could be just another boring subject in school into an interesting career worth pursuing.  Just as importantly, exposing kids to high interest nonfiction text on a regular basis will build their comfort level with a genre that will increasingly define the reading that they do as middle schoolers, high schoolers and adults. So I'm trying something new this year:  I'm going to use Remind - a free service that allows teachers to send out text and/or email updates to parents and students - to share two or three interesting science current events every week."

"Don't try to put making in a box. Don't make it a kit, standardize it, and water it down.  Don't develop a canned-for-sale-program out of it.   Don't make it a packet to sell on website. Don't reduce it to a moment in a day, a day in a week, or a kit from the shelves. Don't make it into a program that a school has to pay billions to be a part of. Don't reduce making to that "thing" that happens in a certain room or a certain space or once a month.  Please just don't reserve making for gadgety electronics or robotics.  Don't just call it STEAM. Making is connecting, interpreting, and building a relationship with the world. Let's make school more about making. The mathematics and patterns in sewing, the joy in colorful art, the visual beauty in cooking, painting, the science of mixing colors, the music of sculpture in the wind, the flow in writing from the imagination, the collaboration in developing something together, the spark in sharing cardboard creations via Skype, the motivation in sharing with the world, the engagement in raw discovery, the fun in tinkering with a pile of junk, the passion in an idea grown from a seed, and the excitement in untouched exploration."

"Gamification is the process by which teachers use video game design principals in learning environments. The effects are increased student engagement, class wide enjoyment of academic lessons, and high levels of buy-in, even from your most reluctant learners. When gamifying a classroom there are several things you'll need to consider. The first is content, as in what are you trying to teach? Like any lesson or unit plan, you'll need to figure out how to organize and assess new material. You'll also need to consider your students. What kind of learners are they? What information do they already know? You'll need to have a basic understanding of your students' technology skills and how much support each student may need. You'll want to consider putting together a training manual or some other support system for students who may need extra help. You'll also need to consider your own comfort level with technology and the actual technology available to you. These considerations may lead you to designing your own game, or relying one a template or already built quest."

"Whether your kids' summer days are jam-packed with activities or left wide open for leisurely exploration -- or something in between -- chances are some of those days will involve a smartphone, tablet, or other device. Now more than ever, you can use these powerful tools to enhance the activities that kids are already doing -- or to help create brand-new experiences. We've chosen the best apps, games, and websites for learning while doing this summer. Get ready to have the Best. Summer. Ever!"

"I'm in Minecraft, of course-the phenomenally popular, open-ended game that places players in a world in which they can live and build things infinitely. Marcus "Notch" Persson, the Swedish creator of Minecraft, started out by creating a simple game, allowing players to construct whatever they wanted, using a few different colored blocks, each equivalent to one cubic meter. Released in 2009, it has evolved into a massive, world-building video game in which players uses those blocks to create anything they can think of, from houses, caves, and machines to a scale version of the Death Star. Microsoft purchased Minecraft from Notch and his team for $2.5 billion in November 2014. There aren't any express objectives or any real way to win in Minecraft. It's a "sandbox," in gaming speak-offering free play without a specific goal and currently used by more than 18.5 million players, with some 20,000 more signing up every day. Users may choose between Creative Mode, in which they can build using unlimited resources by themselves or with friends, with no real danger or enemies, and Survival Mode, where they fend off enemies and other players and fight for resources and space. They can trade items and communicate using a chat bar. Modifications (or mods) can add complexity by creating things like economic systems that let players buy and sell resources from in-game characters using an in-game currency system. These downloadable mods can also add computer science concepts and thousands of additional features."

Lectures play a vital role in teaching. There will always be a place for lectures in the curriculum -- to give technical material or factual information, to provide structure to material or an argument, to display a method or example of how one thinks in a given field, or even to inspire and motivate students to explore further. At the same time, it often enhances both your presentation of the material and students' learning when students are able to participate in some way. When students engage actively with material, they generally understand it better and remember it longer.

"What is an inquiry diary? Essentially, it is a large book (or digital equivalent - but more on that later) into which the inquiry is recorded as it unfolds - one of those big, spiral bound sketch books is ideal. Some teachers construct a diary for each inquiry while others use a single diary for the whole year. Some teachers reserve the diary for documentation of the unplanned, 'spontaneous' investigations that occur throughout the year (such as the sad death of the preying mantis at St. Fidelis Primary early this year!). Entries can be made at various times throughout the process - daily, weekly, sporadic or regular. The teacher often scribes students' suggestions or invites a small group to work on an entry. Importantly, the diary gives us an opportunity to reinforce the language of inquiry and the transferable skills and strategies that are being used within it. They can be as simple or as detailed as suits. "