Contents contributed and discussions participated by Neil Winton

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Video Cameras in iPods: Bad News for YouTube? - Advertising Age - DigitalNext - 0 views

adage.com/...article

shared by Neil Winton on 10 Jul 09 - Cached

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Harold Jarche » The Learning Age - 0 views

www.jarche.com/...the-learning-age

shared by Neil Winton on 14 May 09 - Cached

One limiting factor was the iron fist of the IT department, which doesn’t allow access to a wide variety of web sites and platforms. People cannot easily connect and therefore they cannot learn from each other. The silence between the silos is deafening.
- Neil Winton on 14 May 09
  
  Oh how true this is! I don't think there is anyone in Education who won't recognise this...
  
  <div class="cArrow"> </div><div class="cContentInner">Oh how true this is! I don't think there is anyone in Education who won't recognise this...</div>
  
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a single, 12-year curriculum is laughable
- Neil Winton on 14 May 09
  
  Worth considering for Ed2020 on Islay...
  
  <div class="cArrow"> </div><div class="cContentInner">Worth considering for Ed2020 on Islay...</div>
  
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One limiting factor was the iron fist of the IT department, which doesn’t allow access to a wide variety of web sites and platforms. People cannot easily connect and therefore they cannot learn from each other. The silence between the silos is deafening.
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Experimenting with aCfE - 0 views

shared by Neil Winton on 14 May 09 - Cached

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cfe » LitEngExpOut - 0 views

cfe.wikispaces.com/LitEngExpOut

shared by Neil Winton on 12 Apr 09 - No Cached

I engage with a wide range of texts
- Neil Winton on 12 Apr 09
  
  I think it's important that we include texts that we look at, but don't necessarily mean to use for summative assessment. See http://nwinton.wordpress.com/2009/03/30/time-to-read/ for fuller thoughts on this.
  
  <div class="cArrow"> </div><div class="cContentInner">I think it's important that we include texts that we look at, but don't necessarily mean to use for summative assessment. See <a href="http://nwinton.wordpress.com/2009/03/30/time-to-read/" rel="nofollow" target="_blank">http://nwinton.wordpress.com/2009/03/30/time-to-read/</a> for fuller thoughts on this.</div>
  
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- Neil Winton on 12 Apr 09
  
  There are lots of tools that would allow this to be a fun activity. See Wordle (http://www.wordle.net/) and Tom Barrett's ideas for usin Wordle (http://tiny.cc/wuFZz - Needs a Google login ID)
  
  <div class="cArrow"> </div><div class="cContentInner">There are lots of tools that would allow this to be a fun activity. See Wordle (<a href="http://www.wordle.net/" rel="nofollow" target="_blank">http://www.wordle.net/</a>) and Tom Barrett's ideas for usin Wordle (<a href="http://tiny.cc/wuFZz" rel="nofollow" target="_blank">http://tiny.cc/wuFZz</a> - Needs a Google login ID)</div>
  
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Welcome! - 7 views

started by Neil Winton on 05 Apr 09 no follow-up yet

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cfe » literacypp - 0 views

cfe.wikispaces.com/literacypp

shared by Neil Winton on 05 Apr 09 - No Cached

the diversity of language
- Neil Winton on 05 Apr 09
  
  I like the recognition for language this implies: that 'Scots' is as valid as 'English'.
  
  <div class="cArrow"> </div><div class="cContentInner">I like the recognition for language this implies: that 'Scots' is as valid as 'English'.</div>
  
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creative thinking
- Neil Winton on 05 Apr 09
  
  I recently saw a revised version of Bloom's taxonomy that placed 'Creativity' at the top of the pyramid (Can't find the link at the moment). Interestingly, Stephen Downes has recently posted about Bionic Teacher's criticism of Bloom's and technology: http://www.downes.ca/cgi-bin/page.cgi?post=48409 I'm of the opinion that what their criticisms highlight is the way that technology has permeated every level of our learning now. The real skill comes in how we take a tool and apply it for learning. If I expand that to 'English', then it becomes about how pupils use language across the curriculum rather than in a specific subject. For too long, perhaps, we have pigeon-holed particular knowledge within particular subjects... and of course, that is not how the world works... Any thoughts?
  
  <div class="cArrow"> </div><div class="cContentInner">I recently saw a revised version of Bloom's taxonomy that placed 'Creativity' at the top of the pyramid (Can't find the link at the moment). Interestingly, Stephen Downes has recently posted about Bionic Teacher's criticism of Bloom's and technology: <a href="http://www.downes.ca/cgi-bin/page.cgi?post=48409" rel="nofollow" target="_blank">http://www.downes.ca/cgi-bin/page.cgi?post=48409</a> I'm of the opinion that what their criticisms highlight is the way that technology has permeated every level of our learning now. The real skill comes in how we take a tool and apply it for learning. If I expand that to 'English', then it becomes about how pupils use language across the curriculum rather than in a specific subject. For too long, perhaps, we have pigeon-holed particular knowledge within particular subjects... and of course, that is not how the world works... Any thoughts?</div>
  
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broad descriptions
- Neil Winton on 05 Apr 09
  
  I like the fact that by using 'broad' descriptors we will be given the freedom to be more imaginative and creative in the texts we use and how we approach them. This will give us some wonderful opportunities for investigating literacy... ...but, I can see how this may be intimidating to those who prefer more direction in their teaching. Perhaps we need to think about making some finished lesson plans/lessons/units available... or even better, run a session (on Glow?) about how to create such a unit/lesson? Any thoughts?
  
  <div class="cArrow"> </div><div class="cContentInner">I like the fact that by using 'broad' descriptors we will be given the freedom to be more imaginative and creative in the texts we use and how we approach them. This will give us some wonderful opportunities for investigating literacy... ...but, I can see how this may be intimidating to those who prefer more direction in their teaching. Perhaps we need to think about making some finished lesson plans/lessons/units available... or even better, run a session (on Glow?) about how to create such a unit/lesson? Any thoughts?</div>
  
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...10 more annotations...
and the range of texts,
- Neil Winton on 05 Apr 09
  
  This was added to the original. I'm glad to see that it shows recognition of the variety of sources for texts. This is also echoed in the range of 'texts' in the table at the bottom of the page... which I suspect the Daily Mail will have a field day on! (social networking in schools anyone?)
  
  <div class="cArrow"> </div><div class="cContentInner">This was added to the original. I'm glad to see that it shows recognition of the variety of sources for texts. This is also echoed in the range of 'texts' in the table at the bottom of the page... which I suspect the Daily Mail will have a field day on! (social networking in schools anyone?)</div>
  
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those that are used regularly by everyone in their everyday lives
- Neil Winton on 05 Apr 09
  
  This is laudible and right, but I hope there is not going to be a move towards removing 'unnecessary' langauage (aka, literature!). I'd hate to think that utility was to be the main criteria by which a text is judged.
  
  <div class="cArrow"> </div><div class="cContentInner">This is laudible and right, but I hope there is not going to be a move towards removing 'unnecessary' langauage (aka, literature!). I'd hate to think that utility was to be the main criteria by which a text is judged.</div>
  
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effective collaborative working
- Neil Winton on 05 Apr 09
  
  Wikis / Bebo / MySpace / Diigo... Social networking gets recognition?
  
  <div class="cArrow"> </div><div class="cContentInner">Wikis / Bebo / MySpace / Diigo... Social networking gets recognition?</div>
  
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critical literacy
- Neil Winton on 07 Apr 09
  
  I believe this to be one of the key skills we need to impart. The skill of evaluating any text is crucial to making sense of the plethora of information we have to deal with every day.
  
  <div class="cArrow"> </div><div class="cContentInner">I believe this to be one of the key skills we need to impart. The skill of evaluating any text is crucial to making sense of the plethora of information we have to deal with every day.</div>
  
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trust
- Neil Winton on 07 Apr 09
  
  Key term!
  
  <div class="cArrow"> </div><div class="cContentInner">Key term!</div>
  
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when and how
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should
- Neil Winton on 07 Apr 09
  
  I like 'should' rather than 'could'. This will have implications for accurate record keeping of what a pupil is doing... perhaps by means of an e-portfolio?
  
  <div class="cArrow"> </div><div class="cContentInner">I like 'should' rather than 'could'. This will have implications for accurate record keeping of what a pupil is doing... perhaps by means of an e-portfolio?</div>
  
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- Neil Winton on 28 Oct 09
  
  Carry out an audit of existing practice with a view to seeing how it relates to the outcomes.
  
  <div class="cArrow"> </div><div class="cContentInner">Carry out an audit of existing practice with a view to seeing how it relates to the outcomes.</div>
  
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As a first step, you might want to consider the ways in which you use listening, talking, reading and writing for learning day to day in your teaching programmes.
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Where you answer ‘yes’ to these questions, you are contributing to the development of the literacy of the learners for whom you are responsible.
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Neil Winton

Principal TEacher of English @ Perth Academy, Perth, Scotland.