delightful
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Writing Center Staff | Wilk - 0 views
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When I have gone to a new country, such as Zambia and Mexico, I looked up the ways in which to communicate with folks there, forbidden hand gesture, is shaking hands okay. In some culture they kiss each other on the cheek as a greeting. Ignorance towards body language, attitudes, and preferences may drive an eternal wedge between the tutor and tutee. This is a huge part of understanding cultural differences.
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Going back to ESL learners, a part of understanding cultural differences is understanding that they are coming to me for help with their writing-writing which is in a foreign language to them. Understanding prioritizing is part of the solution when tutoring ESL learner, and all learners consequently.
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shared by Martin Burrett on 02 Apr 12
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Tools for English - 0 views
www.toolsforenglish.com
English multiple-choice verbs conjunctions paragraphs true & false worksheets grammar
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A superb site for creating a range of English game and activity sheets to use in your class, including word and paragraph scrambles, matching pairs and much more. http://ictmagic.wikispaces.com/English
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How To Write A Strong Body Paragraph For An Essay? - 0 views
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Your Followers Are No Measure of Your Influence - Advertising Age - Special Report: Inf... - 12 views
Michael Kors Jet Set Cabas Le - 0 views
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shared by takshilalearn on 03 Dec 20
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Best Article Rewriter Tool for Content Marketing : Free and paid - 0 views
www.takshilalearning.com/ter-tool-for-content-marketing
ArticleRewriterTool digitalmarketingcourseinhindi bestdigitalmarketingcourse ContentMarketing
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Article Rewriter Tool (Article spinning tool) is a tool that rewrites the article and changes it into a new article. These tools do it by replacing specific words, phrases, sentences, or sometimes entire paragraphs with random alternate versions. They do all these while keeping the key message intact. They can rewrite any content by using paraphrasing tools to avoid plagiarism.
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Lesson 02 - Reading comprehension - TOEFL - 0 views
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Implementing 21st Century Skills - Blog - 0 views
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Garth, Steph and I are currently listening to Alan November speak at a technology conference at Bowling Green State University. He started with a question: "what is the most important skill we should be teaching students?". Alan then said thathat the president of HSBC, West Point University and a college professor all said that it should be EMPATHY. Interesting talk Mr. November is giving about all the ways we, as teachers, should be using technology, but he is very pessimistic about teachers changing, giving students more control and bringing social networking into the classroom. Great talking points, lots to think about. More from the road as it occurs.
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I read Harry Wong's First Days of School years ago. I bought in to his ideas on teaching rules and procedures for the first days of school. However, doing that on the first day of school made me just like everyone else. That is not me, I am not everyone else. I stand at the door and greet my students. At th
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Students as Historians, project video up to view. #sschat #socialstudies #historyteacher #edchat http://t.co/uirdKmej
Louisiane. sac longchamp Pliage pas cher - 0 views
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views
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Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
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The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.