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in title, tags, annotations or urlWhat Works for Differentiating Instruction in Elementary Schools | Edutopia - 0 views
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when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?"
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"Create file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch."
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each procedure needs to be practiced 28 times to stick.
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A Letter To Parents Of Digital Age Children - 0 views
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Providing a rich and engaging environment for your children
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Years later, I found out that they were visiting a questionable chat room where a stranger was vaguely threatening them.
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seventeen-year-old son of a Pakistani immigrant had connected with a like-minded geek with whom he had begun sharing ideas for creating apps — and soon a business was launched. His mystified father shook his head as he told this story. “I don’t know how he did that,” he said.
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Edmodo vs Blogging - 0 views
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Grade 6 embraced Edmodo from the start and used it in many ways,
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class blogs have started to surface ( still limited to class member only access) and this has started to blur the lines between Edmodo and the class blogs. Our ICT Leader recently attended a network meeting and other leaders there questioned the purpose of Edmodo if they were already blogging
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how to make a convincing argument for both Edmodo and blogging being transformative teaching and learning tools
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Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views
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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
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Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
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it’s a cultural assumption that kids would think taking apart toys would be fun.
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How to Respond to Kids With ADHD Who Lie | Expert Corner - 0 views
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kids with ADHD may tell lies as a part of their ADHD symptoms
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You can preempt a lot of lies by guiding the conversation and asking the right questions.
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asking a child to think before you allow him to answer may help you sort out intentional lies from impulsive responses.
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The Marshall Memo Admin - Issues - 0 views
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1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
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However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
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Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: - Having students evaluate their own work; - Using on-the-spot and interim assessments; - Having students revise their work; - Encouraging multiple strategies for learning; - Peer-to-peer learning.
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Making Compassion the Fifth C of Learning - The Learner's Way - 0 views
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Critical thinking, communication, collaboration, and creativity are vital and each plays an important role in allowing us to manage the complexity of modern day life. Beyond being relevant to success in the classroom the Four C’s are the foundations of life-long learning but I question if alone they are enough. I believe we must include a fifth; compassion.
Seven ways to give better feedback to your students | Teacher Network | The Guardian - 0 views
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too much praise can convey a sense of low expectation and, as a result, can be demotivating.
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Teenagers care a lot about what their peers think of them. Constructive feedback given in front of others, even if it is well-intended, can be read as a public attack on them and their ability. This can lead to students developing a fear of failure and putting up a front.
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This is similar to the technique he calls the whisper correction – the feedback technically takes place in public, but the pitch and tone of voice is designed to be heard only by the individual receiving it.
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What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Independent Ideas Blog - 0 views
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“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website. (See graphic by Nigel Homes.)
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The “All or None” myth teaches us that there those who are “with it” and those who are not. Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
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This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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A Collection of Project Based Learning End Products - Learning in Hand - 0 views
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What I look for in projects:The project answers a driving question.The production is made by students or documents students’ learning.The production is made for an audience.The project is open-ended, so each end production is different.The product is hosted publicly online.Read more about project based learning.
Google Drive versus Dropbox and the rest: cloud storage compared | Technology | guardian.co.uk - 0 views
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Why has Dropbox been winning in this space? Fantastic convenience
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It has attracted huge numbers of free users though, raising questions about its business model, and its security record is not the best.
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many will never pay to upgrade.
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Q&A with Freeman Hrabowski: UMBC carving a singular niche in cyber, STEM education - Baltimore Business Journal - 0 views
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The broader a person’s education, the stronger a person’s thinking skills and ability to solve problems.
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What do you see as the next essential skill for tech-savvy students?
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We’re seeing this combination of working in teams, using collaboration, knowing how to not get upset when they have not seen something before. Being willing to ask good questions, being willing to get to people who can work with them in developing skills. More and more what we’re seeing is, the m
PBL Teachers Need Time to Reflect, Too | Edutopia - 0 views
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"We do not learn from experience . . . we learn from reflecting on experience."
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Reflection not only makes learning stick at the end of a project but also helps students think about what's working well and what's not during PBL.
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The same holds true for teachers.
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101questions - 0 views
Teaching Empathy: Turning a Lesson Plan into a Life Skill | Edutopia - 0 views
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academic rigor, with its unflinching emphasis on measurable success, seems strangely at odds with emotional intelligence, a soufflé of moods and feelings.
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Designed around cooperative learning, your lesson plan can actively foster class-wide feelings of cohesiveness, collaboration and interdependence -- without sacrificing instructional time or learning goals.
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In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.
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Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views
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It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
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But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
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At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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Teaching Adolescents How to Evaluate the Quality of Online Information | Edutopia - 0 views
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Middle school students are more concerned with content relevance than with credibility.
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They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.
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Dimensions of Critical Evaluation
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Creating A Classroom Parking Lot « Competency Works - 2 views
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