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Erin L

Kindergarten for Parents and Teachers - 1 views

htl.li/6ncOD

kindergarten fine motor centers

shared by Erin L on 08 Feb 12 - No Cached
    • Erin L
      Erin L on 08 Feb 12
       
      Need center ideas?  Use these action verbs to develop centers that will help your students develop fine motor skills - imperative for learning how to write.
  • Erin L on 08 Feb 12
     
    A list of action verbs for developing fine motor skills - ECE
Debora Gomez

Handbook of Cross-cultural Psychology: Basic processes and human development - John W. ... - 0 views

books.google.com/books

development information literacy

shared by Debora Gomez on 01 Mar 12 - No Cached
  • Debora Gomez on 01 Mar 12
     
    Literacy actually develops skills for life, it has not just academic pourposes
Gretchen Dillon

Developing Research and Information Literacy - 1 views

www.readingrockets.org/...50315

#infolit

shared by Gretchen Dillon on 03 Mar 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 03 Mar 12
       
      a great article discussing information literacy with young readers
  • Research and information literacy is something students work on throughout their school career. It's a collection of skills that, when combined, means that a learner is able to find, understand, evaluate and use information. Interest in information literacy grew out of a need to create learners for the 21st century. Here you'll find information about two ways to begin to develop information literacy in your child.
  • Parents and teachers can help children develop research and information literacy by sharing their love of learning. Encourage their curiosity about the world and desire to find out more. At the same time, help them become wise consumers of the information they find. These are skills that will last a lifetime.
jennifer lee byrnes

Education Week Teacher: Cultivating Student Leadership - 0 views

www.edweek.org/...tln_ferlazzo_leadership.html

leadership

shared by jennifer lee byrnes on 16 Feb 12 - No Cached
  • "Leadership is the wise use of power. Power is the capacity to translate intention into reality and sustain it.
  • One way to have power is by feeling a strong sense of self-efficacy—a strong belief that you can accomplish your goals.
  • helping them learn to categorize information instead of just listing data.
  • ...8 more annotations...
  • We can help our students gain the capacity to tackle unforeseen problems by emphasizing comprehension
  • We can also introduce students to what community organizers call "relational power" when we use cooperative learning activities and invite as much participatory democracy in the classroom as possible.
  • we can build relationships with students so we can learn their self-interests, hopes, and dreams, and be better prepared to more explicitly connect lessons to them. We can praise effort and specific actions more than intelligence. And we can encourage cooperative learning.
  • Good leaders also teach others.
  • "We learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say or write...[and] 90% of what we teach.”
  • Teaching others not only requires students to reread and return to learned material but it also enhances self-confidence and provides good modeling for peers.
  • When peers teach one another, they develop respect for each others’ judgment and expertise.
  • We can also develop student leadership by creating opportunities for students to take collective action to improve their community
  • Stephanie Cummings on 16 Feb 12
     
    This is an interesting article about instilling leadership skills into your students.
Pedro Aparicio

Educational Technology Guy: 10 Important Skills Students need for the Future - 2 views

educationaltechnologyguy.blogspot.com/...-skills-students-need-for.html

Educational Technology

shared by Pedro Aparicio on 18 Feb 12 - No Cached
    • Pedro Aparicio
      Pedro Aparicio on 18 Feb 12
       
      Some of the future work skills for the year 2020. I think I'm trying to deal with two of these skills right now: new-media literacy and virtual collaboration.
  • Here are the skills:Sense-making. The ability to determine the deeper meaning or significance of what is being expressedSocial intelligence. The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactionsNovel and adaptive thinking. Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-basedCross-cultural competency. The ability to operate in different cultural settingsComputational thinking. The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoningNew-media literacy. The ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communicationTransdisciplinarity. Literacy in and ability to understand concepts across multiple disciplinesDesign mind-set. Ability to represent and develop tasks and work processes for desired outcomesCognitive load management. The ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniquesVirtual collaboration. The ability to work productively, drive engagement and demonstrate presence as a member of a virtual team
Michelle Munoz

National Children's Literacy Website - 0 views

www.child2000.org/lit-tipst.htm

infolit

shared by Michelle Munoz on 22 Feb 12 - No Cached
  • Recognizing and using individual sounds to create words, or phonemic awareness.
  • Understanding the relationships between written letters and spoken sounds, or phonics.
  • Developing the ability to read a text accurately and quickly, or reading fluency. Children must learn to read words from left to right rapidly and accurately in order to understand what is written. 
  • ...3 more annotations...
  • Learning the meaning and the correct pronunciation of words, or vocabulary development. 
  • Acquiring strategies to understand, remember, and communicate what is read, or reading comprehension strategies. 
    • Michelle Munoz
      Michelle Munoz on 22 Feb 12
       
      A way to improve the ability to read. Very useful for our kids in KIII!
Gretchen Dillon

Introducing Programming to Preschoolers | MindShift - 1 views

mindshift.kqed.org/...ng-programming-to-preschoolers

#infolit

shared by Gretchen Dillon on 24 Feb 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 24 Feb 12
       
      An interesting discussion of early childhood development and digital learning.
  • Lifelong Kindergarten is collaborating with Tufts University’s DevTech Research Group to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.
  • The new project raises questions about childhood development and digital learning
  • ...2 more annotations...
  • We want them to see digital technologies as something they can use to express themselves.”
  • There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.
Kate Spilseth

Learning and Teaching Information Technology Computers Skills in Context - 0 views

www.libraryinstruction.com/info-tech.html

information literacy

shared by Kate Spilseth on 25 Feb 12 - Cached
  • There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. 
  • Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 
  • Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process. 
  • Kate Spilseth on 25 Feb 12
     
    How to appropriately use computer skills and integrate technology into education
Tania Hinojosa

Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views

www.ala.org/...vol2fitzgerald

evaluation information

shared by Tania Hinojosa on 27 Feb 12 - No Cached
  • The student who is information literate evaluates information critically and competently”
  • Definition of Evaluation
  • o evaluate is to judge the quality of an idea
  • ...61 more annotations...
  • critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
  • rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
  • a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
  • Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
  • two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
  • reader’s purpose
  • he cognitive strategies chosen and level of engagement depend largely upon this goa
  • At the end of an evaluative episode, a decision or judgment often occurs
  • lack of motivation may decrease evaluation accuracy.
  • that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
  • Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
  • feeling[s]” of “vague puzzlement”
  • Bloom’s Taxonomy
  • an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
  • logic and reasoning skills.
  • The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
  • “reflection”
  • Contextual Factors
  • The importance of context
  • Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
  • less time spent deliberating will lead to lower-quality decisions
  • Problem structure. An important aspect of the evaluation process is the type of problem involved
  • human beings are, in fact, more gullible than they are suspicious”
  • Processing depth
  • Summary of contextual factors
  • the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
  • Influences to Evaluation
  • found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
  • four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
  • The Development Continuum
  • he ability to evaluate increases with age
  • Education
  • school-aged children do not find inconsistencies well if they are not primed to seek them
  • Flavell postulates that a major difference between children and mature thinkers involves goals
  • . The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
  • The Epistemology Continuum
  • Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
  • the beliefs that people hold about how we come to know what we know.
  • ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
  • “an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
  • The Affect Continuum
  • effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
  • es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
  • n the other hand, happy-mood people do not differentiate well between strong and weak arguments
  • A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
  • wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
  • he Prior Knowledge Continuum
  • Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
  • Research projects should culminate in the production of different types of media.
  • There is no better way to practice evaluation than to perform research regularly and intensely.
  • f evidence
  • They should also switch sides and argue opposite positions
  • Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
  • In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
  • When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
  • It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
  • boratively implemented by both school library media specialists and teach
  • valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
  • on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
  • Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
  • What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
  • Cynthia Castro on 27 Feb 12
     
    steps to critical thinking and evaluation
Erin L

Curriculum21 - 0 views

curriculum21.ning.com

resources curriculum21 21stcenturylearning collaboration teaching

shared by Erin L on 25 Feb 12 - Cached
  • Erin L on 25 Feb 12
     
    Curriculum Development in the 21st Century Heidi Heyes Jacobs
Debora Gomez

Health Information Literacy and Competencies of Information Age Students: Results From ... - 0 views

www.ncbi.nlm.nih.gov/...PMC1550696

information literacy

shared by Debora Gomez on 01 Mar 12 - No Cached
  • This study aimed to measure the proficiency of college-age health information consumers in finding and evaluating electronic health information; to assess their ability to discriminate between peer-reviewed scholarly resources and opinion pieces or sales pitches; and to examine the extent to which they are aware of their level of health information competency.
  • health information resources,
  • 55% of Americans with Internet access seek health information online
  • ...4 more annotations...
  • A sample of 400 college-age students was selected because this cohort is the first Information Age generation that has been exposed, for up to one-half of their lives, to the Internet.
  • How proficient are university students at searching for and evaluating health-related information? How well do they understand the difference between peer-reviewed scholarly resources and opinion pieces or sales pitches? How aware are they of their own level of health information competencies?
  • Today, health consumers are actively seeking information and using it to make health decisions
  • Individuals with less education and exposure to information-related activities are expected to have even lower health information competencies than our study participants
  • Debora Gomez on 01 Mar 12
     
    Develop health information competencies
Michelle Munoz

Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225846

infolit

shared by Michelle Munoz on 04 Mar 12 - No Cached
  • We need to explicitly develop learning materials and activities that go beyond simple content delivery, or just teaching.
  • as instructors will need to be creative in developing and assessing these mobile learning activities, instructors and institutions will need to help students be creative in finding access to different mobile multimedia production devices.
Ruth Santiago

Thomas Suarez: A 12-year-old app developer | Video on TED.com - 0 views

www.ted.com/...12_year_old_app_developer.html

shared by Ruth Santiago on 13 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 13 Feb 12
       
      Wouldn't it be fun to have an APP CLUB in school? 
    • Ruth Santiago
      Ruth Santiago on 13 Feb 12
       
      "These days, students know a little bit more than teachers...with the technology" Funny but true!
Stephanie Cummings

School Library Monthly - Building Guided Inquiry Teams for 21st-Century Learners - 0 views

www.schoollibrarymonthly.com/...hau&Maniotes2010-v26n5p18.html

info lit

shared by Stephanie Cummings on 16 Feb 12 - Cached
  • Guided inquiry is a practical way of implementing an inquiry approach that addresses these 21st-century learning needs for students.
  • An important advantage for students who use the guided inquiry approach is the variety of different competencies and knowledge they can develop.
Mariana Perez Galan

"Teaching information literacy skills" by Patricia A. Iannuzzi, Charles T. Mangrum II e... - 0 views

digitalcommons.library.unlv.edu/...341

shared by Mariana Perez Galan on 20 Feb 12 - No Cached
    • Mariana Perez Galan
      Mariana Perez Galan on 20 Feb 12
       
      This is just what I needed to understand #infolit jajajaja
  • Abstract
  • According to the American Library Association (ALA), an information literate person is able to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The acquisition of information literacy skills is an important step in developing life-long learners in an increasingly complex, technology-based learning environment.
Kristen Heusinger

National Forum on Information Literacy | 21st Century Skills - 0 views

infolit.org

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • The mission of the  National Forum on Information Literacy is to promote and mainstream information literacy at home and abroad.  In doing so, we provide programmatic research and workforce development training activities to a broad spectrum of constituencies in the following areas (1) education and learning, (2) business and economic interests, (3) health and wellness, and (4) government and citizenship.
  • Kristen Heusinger on 13 Feb 12
     
    National Forum that help promote information literacy. I learned that there is a digital learning day February 1st. 
Jenna Kubricht

Assessment Professional Development Guide | Edutopia - 0 views

www.edutopia.org/assessment-guide

shared by Jenna Kubricht on 12 Feb 12 - No Cached
  • Jenna Kubricht on 12 Feb 12
     
    Good article about assessments! Got me thinking about the importance of assessments and how to help students succeed!!!!
Cynthia Castro

Core Strategies for Innovation and Reform in Learning | Edutopia - 0 views

www.edutopia.org/core-concepts

edutopia info home

shared by Cynthia Castro on 15 Feb 12 - Cached
  • Edutopia is dedicated to transforming the learning process by helping educators implement the strategies below
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      empower
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      which
  • Project Learning
  • ...9 more annotations...
  • Integrated Studies
  • Teacher Development
  • ands-on approach to learning core subject
  • tudents to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact
  • Technology Integration
  • Social and Emotional Learning
  • Comprehensive Assessment
  • ssment should mea
  • sure the full range of student ability
  • Cynthia Castro on 15 Feb 12
     
    basics for understanding edutopia
Lisa Keeler

Information Literacy Website - 0 views

www.informationliteracy.org.uk

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
  • IFLA: The Road to Information Literacy: Librarians as facilitators of learning – bookings now open February 23rd, 2012 by IL website administrator The Road to Information Literacy: Librarians as facilitators of learning Dates: 8-10 August 2012 Location: Tampere, Finland IFLA-satellite registration is now open: http://iflasatellitetampere2012.wordpress.com/ Sponsor: IFLA Continuing Professional Development and Workplace Learning Section and IFLA Information Literacy Section Contacts: Susan Schnuer, schnuer@illinois.edu ; Leena Toivonen, leena.t.toivonen@uta.fi Filed under: Conferences | Comment (0) Article tags: IFLA
  • Lisa Keeler on 25 Feb 12
     
    Interesting infolit event
Aaron Mines

ICT Literacy Maps - The Partnership for 21st Century Skills - 0 views

www.p21.org/ict-literacy-maps

infolit ADE634 information literacy math

shared by Aaron Mines on 03 Mar 12 - No Cached
  • Aaron Mines on 03 Mar 12
     
    In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history).
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