Group items tagged

"...what is a "Google-proof question?" It is a question that can not be directly answered via Google (or any other search engine) because it requires, analysis, interpretation, and investigation. Writing such questions can be challenging. A helpful tool is Bloom's Taxonomy. "

The author describes the usefulness of essential questions, and how the use relates to students' critical thinking skills, or lack thereof.

An educational journal devoted to questions, questioning, sound intelligence, strategic reading and quality teaching

As funding becomes tighter and schools are looking for ways to save, switching to Google Apps for Education makes sense for many school districts. The decision is one that is often preceded by a lot of questions from school boards and school administrators. To answer some of the more common questions like "are there ads on Google Apps for Education?" and "what about COPPA compliance?" Google has released a PDF addressing those common questions.

ave you ever wondered what it would be like to sit down and talk to Albert Einstein, George Washington, or Susan B. Anthony?  Wonder no more, with Virsona, your students have the opportunity to do just that!   Virsona is an interesting tool that lets students create a virtual character of themselves (or a virtual literary character).  Students answer a variety of questions about themselves (or another character).  They can create automatically generated responses, greetings, and choose a personality for their virtual selves.  After they have created their virtual persona, they can share the link to their virtual self.  Anyone can ask their virtual self questions (via chat) and responses are automatically generated based on the answers that were given.  Virsona has some excellent built in historical, political, and literary characters that students can interact with..  Students can chat with a virtual George Washington, Abraham Lincoln, Albert Einstein, Henry Ford, Pocahontas, Babe Ruth, Susan B. Anthony, and more.  Students choose the persona to chat with, asking them questions about their stance on politics, entertainment, beliefs, and more.  It is very cool!  Try chatting with Abraham Lincoln here.

For Leadership Day 2009, here are some key questions that I'd ask about the technology leadership function in any school district:

"85,000 of the best questions from NY Regents, State Assessments, Academic Competitions, and more. Search by topic or exam. Select, arrange, and format questions the way you like. Create beautiful classroom materials in just minutes!"

A wiki with interview questions for various types of educational technology positions with some links to other sites.

This is a bank of possible interview questions for someone being hired as a technology integrator or technology integration coordinator.

Study questions from the entire text of Catcher in the Rye

Picturing Modern America (PMA) contains interactive exercises designed to: * Deepen students' understanding of common topics in the study of modern America 1880-1920 * Build students' skills in analyzing primary sources, especially visual sources * Generate questions that students can pursue by searching in American Memory and other sources. Above all, we hope that you use PMA to encourage your students to actively read, question and discuss the photographs and other documents that give us fragmentary evidence of American life at the turn of the last century.

Here are a few interview questions and sample responses for schools that are "technology focused."

A large collection of links to sites to promote critical thinking skills and problem-based learning. The site include activities such as WebQuests, I-Searches, scaffolds and graphic organizers, writing essential questions, and more.

An article written for the Philadephia Inquirer by renowned librarian, Joyce Kasman Valenza about framing questions to promote higher order thinking. Lots of links, too.

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

Sample standardized test questions database plus online practice.

From IU 1 Mara Linaberger says: At IU1 we do an induction workshop for year 2 teachers on Google Tools - its called "Growing with Google" (we keep adding new tools to the choices as we go and as they become available). Its run as small group inquiry and has web links out for each of the tools for teachers to self-train on the tools they choose. It is loosely a "web quest" - although there aren't specific questions to be answered, because the teachers identify their own questions/needs and take their learning from there.

Has anyone tried this yet? Looks very interesting.

Essential Questions for the Successful Staff Developer