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salman shakeel

Mystery surrounds giant shark swarm - 0 views

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    Mystery surrounds giant shark swarm
zaid kamal

G-20 protests is plagued by violence, vandalism - 0 views

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    Police said they were preparing for more disturbances Sunday after groups of demonstrators burned cars, threw bricks and smashed the windows as they tried to penetrate the fence surrounding the G-20 summit.
Virginia Glatzer

Readability - 7 views

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    If you like to read articles online, this tool makes all of the surrounding clutter disappear. Great for students who are easily distracted.
Michelle Krill

Online election resources | Webware : Cool Web apps for everyone - CNET - 0 views

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    Interesting sites surrounding the 2008 Presidential election.
Darcy Goshorn

The Catcher Controversy - 0 views

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    controversy surrounding the novel Catcher in the Rye - background information to provide context for reading
Donald Burkins

greatdebate2008 - home - 0 views

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    The "Great Debate of 2008" is a collaborative project that provides students in grades 8-12 with an opportunity to lead an exploration and discussion of issues and candidates surrounding the 2008 presidential election.historic1.jpg
waqas majeed

Bugatti Venom Deluxe car - 0 views

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    The world's most wanted car bugatti Venom is also known as world's most luxurious car and deluxe car. Venom has 4 cylinder, seating 2 inside plentiful method. The centre is swathe approximately wholly in pelt the rush; seating, ground plus side are everybody skin. Merely the gadget and a small number of metal trim parts cut short the pelt skill. The railway wagon as well surroundings its dweller by means of each genus of electronic small aim.
Ben Louey

Copyright Alliance Education Foundation - 8 views

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    The issues surrounding copyright have never been more visible. But the classroom presents its own copyright-related challenges, for students and teachers alike. How is an educator to know what the rules are? How do those rules apply in the classroom? And how can we make sure that students know the rules as well? To help educators answer these questions, the Copyright Alliance has established the Copyright Alliance Education Foundation.
anonymous

Best Practices in Online Teaching - 6 views

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    " This course provides practical strategies and pedagogical advice for instructors teaching in an online environment. The course includes advice about: preparing to teach in an online environment, managing the teaching of a course, and addressing larger issues surrounding online teaching (e.g. workload, intellectual property, etc.) The course includes interviews from a number of teachers who have taught in an online environment. This course is based on a training session offered to faculty who teach at The World Campus at Penn State University."
Mardy McGaw

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

  • 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.
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  • 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
       
      "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
       
      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.
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    A very interesting article. Lots of good discussion points.
seosmmseller458

Buy Google Business Reviews - 100% Safe, Permanent, Cheap … - 0 views

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    Google Maps is an incredibly powerful tool. You can find places to go, view the surrounding area, and even get directions if you need them. But did you know it also has reviews? Google Business Reviews are a great way to help your customers make informed decisions before they buy from your business. If you don't have any reviews yet and would like some, or if you already have plenty but want to improve your standing with potential clients and boost sales, then this article will explain how!
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