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salman shakeel

Hrithik Roshan in 'Dhoom' Series Again - 0 views

www.celepedia.eu/oom%E2%80%99-series-again.html

Hrithik Roshan in 'Dhoom' Series Again

shared by salman shakeel on 30 Oct 10 - No Cached
  • salman shakeel on 30 Oct 10
     
    Hrithik Roshan is ready to play a front role in the upcoming sequel of 'Dhoom'. After the success of 'Dhoom' and 'Dhoom2′, Yash Raj movie's now coming with 'Dhoom 3′. Hrithik Roshan who has played a negetive role in 'Dhoom 2′ and now he is also a component of 'Dhoom 3′.
Darcy Goshorn

High-Impact Professional Development for Rural Schools | Edutopia - 5 views

www.edutopia.org/...ation-professional-development

professional development pd training professional learning emints coaching inservice

shared by Darcy Goshorn on 27 Aug 12 - No Cached
  • Darcy Goshorn on 27 Aug 12
     
    ...there's more to it than teaching teachers how to use technology. "We want to help teachers learn to be learners again," says eMINTS National Center executive director Monica Beglau. "We want to help them move away from being the people who hold all the knowledge to being the people who actually sit alongside -- not in front of -- their students and become facilitators of learning while continuing to learn themselves."
Darcy Goshorn

http://www.fordpas.org/RagsToRiches/index.html - 4 views

www.fordpas.org/...index.html

math simulation game economics money budget for:cffcoach

shared by Darcy Goshorn on 06 Jul 10 - Cached
  • Darcy Goshorn on 06 Jul 10
     
    Rags to Riches takes Lemonade Tycoon to a whole new level with simulated business. In Rags to Riches, students are working to make their band a success. Students play the part of a new band going on tour with a few new songs. As they play the Rags to Riches game simulation, students must make decisions about what the band should do. They have to decide which cities are best for them to play in, what venues to play, how much money to spend on publicity and how much to charge for tickets. Students start out with $100 and must make wise decisions to continue in the simulation. When they run out of money, the game ends and they must start again.
zaid kamal

New IPhone is not to "grip" for left-handers - 0 views

articles.ex-youtube.com/...s-not-to-grip-for-left-handers

assertiveness transport industry advertising and marketing resume style buy sell business customer service workplace bully selling organization job freight advice internetincome nonMLM publicity grand totals publi

shared by zaid kamal on 26 Jun 10 - Cached
  • zaid kamal on 26 Jun 10
     
    If you turn left and plans to buy the new iPhone Apple 4, then think again, many new owners of the must-have mobile said it is not so good for left handed people.
Virginia Glatzer

Ruler for iPod, iPad, and iphone - 4 views

www.prweb.com/...prweb4493944.htm

Ruler iPad ipod

shared by Virginia Glatzer on 25 Sep 10 - No Cached
  • Virginia Glatzer on 25 Sep 10
     
    Will we ever have to searchnfor a ruler again?
Dianne Krause

PA Institute for Instructional Coaching: October 2010 - 6 views

piic.pacoaching.org/...235-october-2010

coaching professionaldevelopment PD

shared by Dianne Krause on 05 Nov 10 - No Cached
  • Dianne Krause on 05 Nov 10
     
    "Becoming accustomed as a coach to not having your own classroom or your own students was probably challenging. I am sure, however, you quickly engaged in conversations with your colleagues about offering to demonstrate or co-teach some lessons to those teachers willing to share their students with you. Although alien at first, I'll bet it was very rewarding to work with students again and feel that great "high" that a teacher feels when the lesson worked well. "
anonymous

Photoshop Disasters: the Microsoft racism row and more photo retouching blunders - Tele... - 0 views

www.telegraph.co.uk/...photo-retouching-blunders.html

photo_editing

shared by anonymous on 07 Sep 09 - Cached
  • anonymous on 07 Sep 09
     
    Fun collection of bad photoshop edits. Can we EVER believe a picture again? I think not - unless WE take the picture.
Ty Yost

Zundy Junior High | FORD, DEBBY - 0 views

www.wfisd.net/...browse.asp

math pbl

shared by Ty Yost on 30 Apr 09 - Cached
  • Ty Yost on 30 Apr 09
     
    It happened again. You took a test and bombed it. You remembered how to do the math, but some of the words looked like they were writen in another language! How did that happen?! You forgot a lot of stuff from last year and now it is causing major problems for you. You have decided that you are going to learn the vocabulary no matter what it takes. Surely that will help your grade!!
Ben Louey

AppBeacon - iPhone & iPod Touch Apps Discovery Made Easy - 0 views

appbeacon.com

iPod Touch iTouch iPod iPhone Apps

shared by Ben Louey on 27 May 09 - Cached
  • Ben Louey on 27 May 09
     
    Looking for the best iPhone® and iPod Touch® Apps but tired of seeing the same lists over and over? AppBeacon is your personal App discovery engine for the iPhone. * Start at the New Apps link above. * See the list of all apps you haven't reviewed. * Don't like an App? Sink it. You'll never be bothered by it again. * Find a gem but not ready to buy yet? Bookmark the App and get updates on prices and new features. * Already own an App? Mark it as Owned. AppBeacon will help you keep track of news and information on it.
Kathe Santillo

Creative Chemistry Interactive Molecular Models - 1 views

www.creative-chemistry.org.uk/molecules

CFFButler Chemistry Interactive_Activities

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    Molecular models for you to play with. You can move, rotate and resize them, change them from space-filling models into wire-frame models and back again, or simply sit back and admire the animation!
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 4 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 08 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
anonymous

Doodle: easy scheduling - 4 views

www.doodle.com

tools scheduling

shared by anonymous on 20 Jan 10 - Cached
  • anonymous on 20 Jan 10
     
    Just so I've got this in my Diigo account, I'm bookmarking this again. A great site to let folks choose dates and times for meetings. Sync your calendars. Even an iphone app. Custom branding available, as well.
anonymous

True size of Africa - 7 views

flowingdata.com/...true-size-of-africa

visualization geography mapping

shared by anonymous on 23 Feb 11 - No Cached
  • anonymous on 23 Feb 11
     
    Check out this map of Africa to see its real size. Tell me again why we don't study Africa in school?
Michelle Krill

Movie Sheets - Teacher Submitted Movie Worksheets for the Classroom - 9 views

moviesheets.com

Movies backchannel

shared by Michelle Krill on 24 Nov 09 - Cached
  • Michelle Krill on 24 Nov 09
     
    "Showing videos and the occasional Hollywood film in the classroom is an innovative way to demonstrate concepts and expose common misconceptions while providing a thought provoking change of pace for students. These worksheets are NOT meant to supplement good interactive, thought provoking activities in the classroom, rather they are meant to provide an OCCASSIONAL change of pace in the classroom. It is recommend to show the film, then stop the footage, do some teaching, and start it up again."
  • Michelle Krill on 24 Nov 09
     
    Maybe information on these worksheets could be used to create backchannel discussions during viewing, using tools like edmodo or Moodle forums...
Darcy Goshorn

eLearning Guild - Bloom's Taxonomy: What's Old is New Again - 0 views

insdsg602-s13-manning.wikispaces.umb.edu/...guildresearch_blooms2013.pdf

discussion elearning teaching pedagogy e-learning course questions critical thinking blooms

shared by Darcy Goshorn on 28 May 13 - No Cached
  • Darcy Goshorn on 28 May 13
     
    Within the report are numerous charts, job aids, and activities that allow you to make  the most of the innovations and updates in Bloom's Taxonomy for yourself and your  work team.
Robinson Kipling

Custom Web Design Company Bangalore Provides Best Design: - 1 views

Web design does not follow any rules, regulations or any stereotype formulae. Most importantly, one cannot imitate web designing from any other websites. Web design can be the inspiration but not i...

web2.0 tools science socialstudies for:cffcoach

started by Robinson Kipling on 10 May 13 no follow-up yet
anonymous

YouTube - ISTE 2010 Conferece Kickoff: Explorers and Excellence - 2 views

www.youtube.com/watch

iste

shared by anonymous on 15 Jul 10 - Cached
  • anonymous on 15 Jul 10
     
    The ISTE presentation on Excellence. It's excellent.
  • anonymous on 15 Jul 10
     
    Your site is very beautifull.It have much information that i need and i like it very much.I will visit again on it. ello there, I discovered this web site by mistake i was looking for Google for a registry cleaner that I had currently paid for when I discovered your site, I must say your web page is truly cool I just like the theme, its awesome!. I don't have the time these days to entirely browse through your site but I've bookmarked it and also signed up for your RSS feeds. I will likely be back within a day or two. many thanks for a great website."If you want more suggestions about it or any other information then you can visit on this source http://www.teachingquran.com/
anonymous

iLearn Technology » Blog Archive » Interactive book from Google: 20 Things I ... - 3 views

ilearntechnology.com/?p=3340

shared by anonymous on 19 Nov 10 - No Cached
  • Google has done it again with a new online e-book called 20 Things I Learned.  This interactive e-book is your guide to how browsers and the web work, how the World Wide Web has evolved, cloud computing,  and what we need to know to navigate the web safely.  The book has an enchanting quality with its humorous approach to the web (love the titles) and fun illustrations.  This guide-book is one you will want to share with all of your colleagues, relatives, friends, students…you will want to dive into it yourself.
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
anonymous

Stages of PLN adoption | The Thinking Stick - 0 views

www.thethinkingstick.com/stages-of-pln-adoption

shared by anonymous on 23 Sep 09 - Cached
  • Stage 1 Immersion: Immerse yourself into networks. Create any and all networks you can find where there are people and ideas to connect to. Collaboration and connections take off.
    • anonymous
      anonymous on 24 Sep 09
       
      How can we convince teachers to try this?
    • Sharon Stanski
      Sharon Stanski on 24 Sep 09
       
      great way to bring teachers and students together
    • Chris Hyde
      Chris Hyde on 24 Sep 09
       
      Get them to attend more PD conferences.
    • Aly Kenee
      Aly Kenee on 24 Sep 09
       
      I worry a bit that teachers who are just starting might be overwhelmed if they join "any and all" -- perhaps we could help them pick a smaller number of highly effective and friendly networks?
  • Stage 1 Immersion: Immerse yourself into networks. Create any and all networks you can find where there are people and ideas to connect to. Collaboration and connections take off.
    • sam elias
      sam elias on 24 Sep 09
       
      I'm convinced. Time to import my delicious tags...
    • anonymous
      anonymous on 24 Sep 09
       
      How can we get teachers to try this?
    • Aly Kenee
      Aly Kenee on 24 Sep 09
       
      Let's try this again.
    • Chris Hyde
      Chris Hyde on 24 Sep 09
       
      Get them to attend more technology conferences.
  • Stage 2 Evaluation: Evaluate your networks and start to focus in on which networks you really want to focus your time on. You begin feeling a sense of urgency and try to figure out a way to “Know it all.”
    • Sharon Stanski
      Sharon Stanski on 24 Sep 09
       
      Evaluation can be done by a survey
    • anonymous
      anonymous on 24 Sep 09
       
      I agree and I hope this shows up
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