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traci miles

Free Rice - 0 views

www.freerice.com

social_studies geography education

shared by traci miles on 17 Jan 12 - Cached
  • traci miles on 17 Jan 12
     
    This is just a fun website that students can use to answer questions regarding world geography. When you answer questions right, rice will be donated to world food programs to help fight hunger.
Leah Irmiter

Great Books for Kids - Recommended Books that Help Children Learn about the Environment... - 0 views

www.childrenoftheearth.org/...books-children-environment.htm

science social studies environment childrens_literature

shared by Leah Irmiter on 26 Jan 12 - Cached
  • Leah Irmiter on 26 Jan 12
     
    Recommended Books that Help Children Learn about the Environment and the Natural World while Fostering Respect & Appreciation for Living Creatures Please Note: We have added links to purchase all of the recommended books at Amazon.com. Children of the Earth United receives about 5% of the purchase price of items that you add to your cart after clicking one of our Amazon links.
Siri Anderson

40 Maps That Will Help You Make Sense of the World «TwistedSifter - 3 views

twistedsifter.com/...lp-you-make-sense-of-the-world

math geography infographics economics culture world_geography

shared by Siri Anderson on 17 Aug 13 - No Cached
  • Siri Anderson on 17 Aug 13
     
    This is an amazing collection of conversation starters and thought provokers. Bookmark this for sure!
Siri Anderson

Big History Project - 2 views

www.bighistoryproject.com/bhplive

history Gates resources

shared by Siri Anderson on 05 Dec 13 - No Cached
  • Siri Anderson on 05 Dec 13
     
    Free curriculum to teach world history using interactive online modules. A Gates funded project.
Siri Anderson

Flat Classroom Project - 1 views

www.flatclassroomproject.org

NCSS Global Connections

shared by Siri Anderson on 01 Sep 09 - Cached
  • Siri Anderson on 01 Sep 09
     
    Tool for connecting with other classrooms.
  • Laurie Antonson on 29 Nov 09
     
    Students work with global partners using web 2.0 technology (wikis, videos, blogs, web pages, etc.) to study and discuss real-world topics. This would be a great way for students to make class to world connections and expand their computer skills.
Sarah Emery

Famous People - celebrity and historical - 0 views

www.famouspeople.com

NCSS I.B.1.

shared by Sarah Emery on 12 Sep 09 - Cached
  • Sarah Emery on 12 Sep 09
     
    An online biographical reference which chronicles the lives of people throughout the world. Famous people includes both celebrities and high achievers in all fields of human endeavor as well as those people who have touch the lives of others.
Amanda Blumhoefer

The World - 1 views

library.thinkquest.org/...laces%20and%20environments.htm

NCSS People Places and the Environment

shared by Amanda Blumhoefer on 08 Sep 09 - Cached
  • Holly Thumann on 23 Nov 09
     
    The world in spatial terms
  • Amanda Blumhoefer on 09 Mar 10
     
    This site has a ton of really cool links to help students in the area of People, Places and Environment. Check it out!
Barb Hagen

Upfront, "Bombs Away" - 0 views

teacher.scholastic.com/...index.asp

NCSS Power Authority add Governance

shared by Barb Hagen on 22 Sep 09 - Cached
  • Barb Hagen on 22 Sep 09
     
    Even As Iran, North Korea, and terrorists race to get them, President Obama says his goal is a world free of nuclear weapons. Six decades after Hiroshima, is it possible?
Siri Anderson

YouTube - Animaniacs - Nations Of The World - 1 views

www.youtube.com/watch

song youtube geography

shared by Siri Anderson on 08 Sep 10 - Cached
  • Siri Anderson on 08 Sep 10
     
    All the countries in the world in one long song!
Alys Mosher

Galileo Educational Network Association - 0 views

www.galileo.org/...essential_questions.html

essentialquestions essential_questions education curriculum Essential Questions history inquiry

shared by Alys Mosher on 28 Sep 10 - Cached
  • key components
  • arise from people's attempts
  • to learn more about the world(s) we live in
  • ...6 more annotations...
  • invite perspective to be brought to bear in order to develop deep understanding
  • Attempts to answer essential questions allow people to explore the connection between their personal, individual, unique experience of the world and its exterior, objective, held-in-common dimensions
  • allow us to explore what knowledge is, how it came to be, and how it has changed through human history
  • poised at the boundary of the known and the unknown
  • reaches beyond itself
  • engages the imagination in significant ways
  • Alys Mosher on 28 Sep 10
     
    Key Components of essential questions
  • Alys Mosher on 28 Sep 10
     
    Helps you understand the foundation of an essential question and how to form one.
Siri Anderson

A World Of Squantos - 0 views

www.historytimes.com/...184-a-world-of-squantos

history Mayflower

shared by Siri Anderson on 09 Oct 10 - No Cached
  • The unlikelihood of this sequence of events is simply astounding. What are the odds that a bunch of under-skilled and under-equipped Englishmen should pitch up and find perhaps the most fluent native American speaker of English anywhere on the continent?
  • Siri Anderson on 09 Oct 10
     
    A good point about the unlikely turn of events...
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
Siri Anderson

MLIC World of Work: Lumberjacks, part 3 - 0 views

www.rb-29.net/...lmbrjks3.html

shared by Siri Anderson on 26 Jan 11 - No Cached
  • Many unskilled immigrant workers came to this country from Socialist backgrounds, resulting in one of the first serious union organizational efforts in the industry through the formation of the Industrial Workers of the World (IWW). The struggle for the right to meet, protest and organize was curtailed by state and federal authorities, and many leaders were jailed.
Siri Anderson

MLIC World of Work: Flour Millers, part 2 - 0 views

www.rb-29.net/...flrmlrs2.html

MN History minnesota labor MNHS

shared by Siri Anderson on 26 Jan 11 - No Cached
  • Continuing pressures to modernize milling and distribution facilities required huge investments to meet growing national and world competition. Centralization of these huge industries created the need for the farmers, grain handlers and milling workers to seek job security and equity through cooperative efforts. [MIACOC]
Siri Anderson

Data | The World Bank - 0 views

data.worldbank.org

data geography world_geography WorldBank maps charts economics health education environment

shared by Siri Anderson on 30 Jan 11 - Cached
  • Siri Anderson on 30 Jan 11
     
    This world bank data bank facilitates excellent graphics/maps for putting some concrete numbers behind Social Studies topics.
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