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Carolina Montes

Redefining... - 0 views

www.facebook.com/permalink.php

shared by Carolina Montes on 25 Feb 12 - No Cached
  • The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I’d always done. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practic
  • Redefine with a goal in mind. When rethinking your curriculum and classroom, identify the goals you have for yourself and your students. I focused on two important goals: increased differentiation and robust, efficient assessment. Next, I asked myself, "Can the iPads help me reach those goals?" Realizing that they could, I redesigned my classroom practice around the goals, with iPads as the infrastructure. Here are a few examples:
Lisa Keeler

Bill and Sheila's Information Literacy Place - 0 views

dis.shef.ac.uk/literacy

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      I like Bill and Sheila for creating this great site for infolit!
  • These pages are produced by Sheila Webber, who teaches at Sheffield University, and Bill Johnston, who teaches at Strathclyde University (see who we are and what these pages are for, below). New on 3 September 2006. I am giving these pages an overhaul! The Definitions and models and Standards and position papers were updated today (3 Sept 2006), with new content added and links checked. I also did some content updating of the Resources and the Our views and publications pages, and corrected the links both for those and the Learning and Teaching Resources page. I removed a couple of the old sections (Events and People). The remaining sections were last updated in 2003, but I do intend to overhaul them too. For events, news, reports etc. I recommend looking on my Information Literacy weblog which normally has about 5 entries added a week. Standards & position statements Organisations & resources Definitions and models of IL Learning and teaching resources Research into information literacy IL in schools Conference papers on information literacy Our publications & presentations etc. Relationship between librarians and faculty Information literacy and society
Erin L

Can Do Kinders: guided reading activities - 0 views

candokinders.blogspot.com/search/label/guided reading activities

guided reading activities kindergarten

shared by Erin L on 02 Feb 12 - No Cached
    • Erin L
      Erin L on 02 Feb 12
       
      This blog post resonated with me as I am always looking for new ideas to help my students learn to read.  Guided Reading is practiced in many classrooms but I do not feel that experienced in it.  This idea is relevant, simple and gives students ownership in their learning.
    • Erin L
      Erin L on 02 Feb 12
       
      I would probably alter the activity slightly by having multiple bags ready containing different stories.  Students choose a bag, dump it out, and then retell the stories to each other in a center, after we have read the book together.  
  • Erin L on 02 Feb 12
     
    A fantastic activity to help with Guided Reading.  I am always looking for more ideas!  This activity also helps with sequencing in math.  Students can work independently with each other.  Fantastic idea!
Anamaria Recio

Google Reader (123) - 0 views

www.google.com/...view

infolit

shared by Anamaria Recio on 16 Feb 12 - No Cached
  • Anamaria Recio on 16 Feb 12
     
    I enjoyed reading this article especially since I have been trying to implement blogging into the curriculum and raise interest levels in class.
anonymous

Preparing Students to Learn Without Us - 4 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx

21C BYOD

shared by anonymous on 02 Feb 12 - No Cached
    • anonymous
      anonymous on 02 Feb 12
       
      Useful for 21stC skills & concepts and BYOD
    • veronica occelli
      veronica occelli on 03 Feb 12
       
      I don't know if blogging is part of our students lives, but I certainly want to find out
    • Lisa Keeler
      Lisa Keeler on 03 Feb 12
       
      Blogging is a fantastic tool for students who are creating a record of a project, particularly the Personal Project. Easy to share with supervisors, teachers and friends, easy to record ideas on the go - and best of all, no paper!
  • personalizing learning means allowing students to choose their own paths through the curriculum
  • t means connecting our expectations to students' passions and interests as learner
  • ...1 more annotation...
  • most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • anonymous on 02 Feb 12
     
    Great to use for 21st Century Skills & Concepts and the BYOD initiative
  • Isabel Fernandez on 03 Feb 12
     
    I don't think blogging is part of their social lives, but academically they like it. I've used it several times for projects, to share ideas, to recommend websites and they really know how to use it and take advantage of it.
  • imelda Morales on 03 Feb 12
     
    I just read this article and the whole personalized education makes a lot of sense.. it goes beyond diferentiation
jennifer lee byrnes

Elementary Four Blocks Lesson Plans - 0 views

www.margb.com/...tary_four_blocks_lesson_pl.htm

block lesson wordstheirway

shared by jennifer lee byrnes on 12 Feb 12 - Cached
  • jennifer lee byrnes on 12 Feb 12
     
    Here is a Making Words Take Home Sheet I have put together. I set it up so I just have to type in the letters needed for the "mystery word" and then print off the page. These are What Looks Right? lesson cards I laminated and put on a ring.
imelda Morales

21st Century Students need 21st Century Teachers | Once a Teacher…. - 0 views

onceateacher.wordpress.com/...nts-need-21st-century-teachers

education 21C 21stcentury

shared by imelda Morales on 05 Feb 12 - Cached
  • I’m recycling a couple of videos that I have posted in the past, mostly because I believe that they’re worth watching again.  These videos – the original higher ed version of “A Vision of Students Today” by Mike Wesch, the spin-off , called “A Vision of K-12 Students Today”, and “The Networked Student”, created by Wendy Drexler‘s high school students  – bring to mind many thoughts that I find both challenging and encouraging.  Hopefully you will, too.
Michelle Munoz

Digital Kindergarten: 1:1 iPad use in Full Day Kindergarten - 1 views

digitalkindergarten.blogspot.com/...-in-full-day-kindergarten.html

infolit

shared by Michelle Munoz on 23 Feb 12 - No Cached
  • The iPad is far superior to the workbooks- instant, self correcting, gives immediate feedback, kids progress at own levels and can be working at differentiated levels.
    • Michelle Munoz
      Michelle Munoz on 23 Feb 12
       
      "Bookless" classrooms
    • imelda Morales
      imelda Morales on 23 Feb 12
       
      I love this post! thanks Michelle! I do believe that technology has to be part of the early years classrooms..but it has to be brought in in a way that it is not a treat. Kids need to see them as learning and exploration tool just like they see legos, blocks and books.
  • Other curriculum areas we use the iPad in are science (as a journal to record our observations) to check the weather, Social Studies- we tweet other kindergarten classrooms and find them on maps and the globe and learn about their lives; comparing similarities and discussing differences and even collaborating on play projects.
  • Mariana Perez Galan on 23 Feb 12
     
    Wow! Super aplicada Miss Michelle, you are finding amazing things for us in the ECC! I do believe that ads are a wonderful tool althought, will they or could they replace workbooks, puzzles, boardgames, books, manual activities???
Alejandra Salazar

20 Twitter Hashtags Every Teacher Should Know About | Edudemic - 1 views

edudemic.com/20-hashtags

Twitter hashtags education

shared by Alejandra Salazar on 10 Feb 12 - No Cached
    • Catherine Short
      Catherine Short on 10 Feb 12
       
      Since I am brand new to twitter, this article is really helpful.  3 days ago, I didn't even know what a hashtag was!
  • Isabel Fernandez on 10 Feb 12
     
    Worth it to read. Very useful.
Kristen Heusinger

Information Literacy « LibraryNext - 1 views

librarynext.wordpress.com/...information-literacy

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - No Cached
  • Information literacy has been known by many different names: library orientation; bibliographic instruction; user education; information skills training.  Each has built on the other.  Library orientation concentrates on how to use a physical building and bibliographic instruction and user education on the mechanics of using particular resources.  Information skills training and finally information literacy concentrates on cognitive and transferable skills, such as problem solving, evaluation and communication skills.
  • Kristen Heusinger on 13 Feb 12
     
    I really like the visual on this page about what information literacy includes.
Lisa Stewart

http://www.esmeefairbairn.org.uk/docs/WIP_web.pdf - 1 views

www.esmeefairbairn.org.uk/...WIP_web.pdf

information_literacy resources

shared by Lisa Stewart on 04 Feb 12 - No Cached
    • Lisa Stewart
      Lisa Stewart on 04 Feb 12
       
      A lengthy British document discussing why and how to improve student's writing.  Yet, thankfully the execuitive summary on pages 10-13 are nice and short! I thought the conclusions on page 12 provided some good food for thought! 
    • Lisa Stewart
      Lisa Stewart on 04 Feb 12
       
      I think that this article provides a wealth of information pertaining to not only why writing skills are important, but what changes schools should implement to make sure that teachers are using best teaching practices. For starters, it shouldn't be assumed that all teachers write well themselves!
Mademoiselle Sakina

What defines a great library? - Curiosity - 0 views

curiosity.discovery.com/...great-library-definition

library 21C

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
  • You might think that I would respond by saying, "A great library is a great big library." But actually, I think a great library is one that stimulates curiosity.
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      What makes a great library according to you?
  • Mademoiselle Sakina on 20 Feb 12
     
    Interesting video by Michael A. Keller, University Librarian and Director of Academic Information Resources, Stanford University
Mariana Perez Galan

14 Steps to Meaningful Student Blogging - 0 views

mrspripp.blogspot.com/...aningful-student-blogging.html

shared by Mariana Perez Galan on 21 Feb 12 - No Cached
  • Mariana Perez Galan on 21 Feb 12
     
    I would LOVE to do this in class, imposible to do this at the ECC but maybe lower school?! 
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. 
Mariana Lavin

ASCD Inservice: Should We Allow Students to Use Cell Phones in School? - 0 views

ascd.typepad.com/...use-cell-phones-in-school.html

ADE634

shared by Mariana Lavin on 25 Feb 12 - No Cached
    • Mariana Lavin
      Mariana Lavin on 25 Feb 12
       
      I like how it relates it to different places besides from school.
  • Mariana Lavin on 25 Feb 12
     
    At our high school, we recently reexamined our electronic use policy. In conversations during the summer, the assistant principals and I agreed that enforcing our current policy of no electronic devices during the school day was inconsistent with societal norms. So in the opening days of this school year, we asked our students to use their cell phones and other devices responsibly.
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
anonymous

Recommended hashtags - Hashonomy - Social bookmarking via Twitter - 1 views

hashonomy.com/...recommended

recommended hashtags

shared by anonymous on 26 Feb 12 - No Cached
  • anonymous on 26 Feb 12
     
    Sign in with Twitter account. I searched for differentiation.
veronica occelli

Information Literacy Weblog: Teens, Virtual Environments and Information Literacy - 0 views

information-literacy.blogspot.com/...-virtual-environments-and.html

i information_literacy

shared by veronica occelli on 13 Feb 12 - No Cached
    • veronica occelli
      veronica occelli on 13 Feb 12
       
      This would be an excellent idea to incorporate to the technology program in our school
  • veronica occelli on 13 Feb 12
     
    How to make Teens engage in getting the very much needed information competence.
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