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anonymous

Computational Thinking with Scratch - 0 views

scratched.gse.harvard.edu/ct

scratch assessment computational thinking learning

shared by anonymous on 21 Oct 14 - No Cached
  • anonymous on 21 Oct 14
     
    A new site from Scratch Ed to support learning.
lawagner

Writing Center Staff | Wilk - 0 views

www.pitt.edu/wilk.html

tutoring ESLlearners culturaldifferences

shared by lawagner on 07 Mar 16 - No Cached
  • delightful
  • gut-wrenching descent
    • lawagner
      lawagner on 07 Mar 16
       
      Thesis: understanding the differences and cultural factors will help with some guidelines for communicating with ESL students/tutees, thus leading to more beneficial tutoring sessions.
  • ...56 more annotations...
    • lawagner
      lawagner on 07 Mar 16
       
      Introduction
  • severe
  • ittle headway
  • communications gap.
  • made in the paper.
  • struggled
  • in my explanations
    • lawagner
      lawagner on 07 Mar 16
       
      Since the first paragraph identified the problem and stated the solution, the reader needs to understand what is causing the probelm
  • cultural factors plague important aspects of ESL communications in the writing center.
  • ack of a shared linguistic knowledge base,
  • ifferences in the educational, rhetorical, and cultural contexts of their language
  • acquisition
  • learning
  • subconsciously incorporating of linguistic forms through reading and listening.
  • consciously assimilating rules and forms through study and instruction.
    • lawagner
      lawagner on 07 Mar 16
       
      What causes the communication gap/ differences between what the ESL learner wrote and what the tutor is trying communicate as errors
  • Understanding those differences helps in formulating beneficial principles of communication
  • rhetorical models are quite diverse
  • In some cultures, one would be considered rude or abrupt to announce one's point immediately.
    • lawagner
      lawagner on 07 Mar 16
       
      Socratic dialogue vs didactic context (lecture and passive learning)
  • Socratic dialogue
    • lawagner
      lawagner on 07 Mar 16
       
      The tutor takes on the role of collaborator and is an authoritative figure based on didactic tutoring. Tutors don't need to know all the answers, but it seems this paragraph is saying start by using didactic tutoring and move towards Socratic dialogue.
  • didactic context
    • lawagner
      lawagner on 07 Mar 16
       
      So we have a communications gap, how do we begin to communicate with the ESL learner. What tutoring style should we use? Didactic context and communicate collaboratively, but realize that tutor is more of an authoritative figure, telling/informing the tutee of what he/she must do.
  • shared assumptions and patterns of language
  • apply a principle they have learned to a grammar error.
  • communicate collaboratively
  • ole as cultural/rhetorical informants as well as collaborators.
  • Cultural differences in body language
  • attitudes and preferences
  • The acceptability of degrees of physical proximity and eye contact differ between cultures.
    • lawagner
      lawagner on 07 Mar 16
       
      Cultural differences in body language (speaking without speaking), attitudes and preferences need to be known so that the tutor and tutee may communicate effectively. Examples of these cultural differences are given: Latin American, Arabic, Asian, and Chinese.
    • lawagner
      lawagner on 07 Mar 16
       
      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.
  • it down first and allow the student to establish comfortable body positioning
  • ake body language cues from the writer
  • encouraging the student to speak up or ask questions
    • lawagner
      lawagner on 07 Mar 16
       
      This paragraph answers a question Writing Centers, directors and tutors may wonder: Do I have to know everything about every culture in order to communicate effectively? When writing essays it's important to keep in mind questions that may arise from the intended audience.
    • lawagner
      lawagner on 07 Mar 16
       
      The tutor does not need to know everything about every culture, rather keenly observe the tutee, and modify behavior when appropriate.
  • utor can foster discourse through slightly modified behavior.
  • temptation to address too many issues in one session
    • lawagner
      lawagner on 07 Mar 16
       
      Another issue with tutoring ESL learners: trying to fix everything at once. They are not the same as a native English speaker and cannot be expected to eat, chew and digest everything put in front of them. You need to pick up the steak knife and cut up the steak into manageable pieces. 
    • lawagner
      lawagner on 07 Mar 16
       
      Native English speaker vs ESL learner; don't tutor them the same Although this paragraph seems slightly out of place and doesn't move the argument forward, it is a reminder that ESL students are tackling the foreign language and cannot be expected to handle the same workload as native speakers.
  • effective communications is best achieved by limiting the topics covered within the session
  • English is not the primary language.
    • lawagner
      lawagner on 07 Mar 16
       
      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.
  • The driving force behind limiting is prioritizing.
  • the primary cultural barrier to communication
    • lawagner
      lawagner on 07 Mar 16
       
      Explaining the differences in mechanics seen in varying languages spoken by other cultures. Patience is key nevertheless.
    • lawagner
      lawagner on 07 Mar 16
       
      So how do tutors not overwhelm the tutees? By prioritizing-what is causing the most issues and go from there.
    • lawagner
      lawagner on 07 Mar 16
       
      Communication barriers lie in the language itself and its attached conversational dialect, transcending into how the ESL learner communicates in their native tongue. * I think this paragraph could be two.
  • ack of fluency in conversational dialect
  • Close observation is a key to interpreting and dispelling cultural interference.
    • lawagner
      lawagner on 07 Mar 16
       
      Summarizing the last several paragraphs; close observation is the key as well as other possible modifications.
    • lawagner
      lawagner on 07 Mar 16
       
      Summarizing the main points is like the Therefore since we know all of this we can understand  the cultural differences between the tutor and ESL tutee and thus eliminate or at least reduce the cultural barriers.
    • lawagner
      lawagner on 07 Mar 16
       
      Conclusion
    • lawagner
      lawagner on 07 Mar 16
       
      A continuance of the last paragraph. All of this information presented  may help or it may not.
Kerry J

E-learning Insights » Copyright and Creative Commons: Episode 22 (E-learning ... - 1 views

blogs.educationau.edu.au/...episode-22-e-learning-insights

elearning copyright creativecommons

shared by Kerry J on 12 Mar 09 - Cached
  • Kerry J on 12 Mar 09
     
    As learning moves online and educators and learners look to use and share materials, there are issues regarding copyright and educational exemptions that both groups need to consider. What is legal to use in a classroom often is not legal to make available to the wider internet, despite an educational use or context. If you want to share something you've created as an educator - you might not be able to do so legally. Creative Commons, an international movement to create licenses that allow creators to freely share their works online, is one way of lessening the confusion. MCEETYA (the Ministerial Council on Education, Employment, Training and Youth Affairs) and Creative Commons Australia are teaming up to help educators thread their way through the maze - so they can advise learners and model best practice. In this episode, we talk with Delia Browne, National Copyright Director for MCEETYA and Jessica Coates, Project Manager, Creative Commons Clinic, Queensland University of Technology.
Maggie Verster

An overview of copyright law for teachers - 1 views

www.utsystem.edu/...teachact.htm

copyright education school2.0 policies aup

shared by Maggie Verster on 30 Jul 09 - Cached
  • Maggie Verster on 30 Jul 09
     
    Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. This article give an oveview of copyright for educators
dsatkins1981

The Forgotten Childhood: Why Early Memories Fade : Shots - Health News : NPR - 0 views

www.npr.org/...ldhood-why-early-memories-fade

memory teaching parenting learning childhood amnesia childhood brain science npr

shared by dsatkins1981 on 16 Jul 17 - No Cached
dsatkins1981 liked it
  • "What we found was that even as young as the second year of life, children had very robust memories for these specific past events,"
  • "Why is it that as adults we have difficulty remembering that period of our lives?"
  • More studies provided evidence that at some point in childhood, people lose access to their early memories.
  • ...12 more annotations...
  • children as old as 7 could still recall more than 60 percent of those early events
  • children who were 8 or 9 recalled less than 40 percent.
  • we observed was actually the onset of childhood amnesia,"
  • still not entirely clear why early memories are so fragile
  • Some early memories are more likely than others to survive childhood amnesia
  • One example, she says, is a memory that carries a lot of emotion.
  • "They want to be cooperative," she says, "so you have to be very careful not to put words in their mouth."
    • dsatkins1981
      dsatkins1981 on 16 Jul 17
       
      It seems that any role that an adult plays in helping to re-tell, frame, and contextualize a memory in order to bring it to the surface or to make it last must be gentle and organic. We're not talking about rote memorization of past events - can you imagine the trauma from that at home or school let alone in a court room? Some things you wouldn't want to remember.
  • Another powerful determinant of whether an early memory sticks is whether a child fashions it into a good story, with a time and place and a coherent sequence of events, Peterson says. "Those are the kinds of memories that are going to last," she says.
  • And it turns out parents play a big role in what a child remembers, Peterson says. Research shows that when a parent helps a child give shape and structure and context to a memory, it's less likely to fade away.
  • At first, he just talked about it with her.
    • dsatkins1981
      dsatkins1981 on 16 Jul 17
       
      Talking through and eventually encouraging writing about past events - preferably pleasant memories - seems like a great way to help students build a repository of lasting childhood remembrances. I can recall my Mom and Dad saying things like, "We had a great day today didn't we? We got up so early! Didn't Dad make an excellent breakfast? Eggs and bacon. That bacon was so crispy. Don't you think that the smell of a good breakfast cooking makes it easier to get up?" Just an example, and I included the kind of leading questions a lawyer would want to avoid if this was about more than breakfast, but my folks were inviting we the children to enter the conversation as a valued part of the kind of reminiscing that adults may do after a nice day. It was just conversation but I can remember loads of them. And there was plenty of time for us to respond and share.
  • school writing assignments.
  • when our own memories start to fail, Peterson says, we rely on family members, photo albums and videos to restore them.
  • dsatkins1981 on 16 Jul 17
     
    How studying childhood amnesia is leading to changes in the way we think about brain development, learning, and memory --- this article mentions implications in the home and in the courts but it also seems relevant to the classroom
kewing12

WHO IS AN ENTREPRENEUR AND SMALL BUSINESS - Small Bus Mgmt (MGMT 425M) - 0 views

winona.learn.minnstate.edu/...View

shared by kewing12 on 07 Feb 18 - No Cached
  • all firm that has great prospects for growthAttractive Small Fir
hammadkhan98

Best School in Lahore Pakistan | PAS - Premier American School - 0 views

www.pas.edu.pk

est International Top In American Pakistan Primary school middle best a o level lahore private school.

shared by hammadkhan98 on 24 Sep 19 - No Cached
  • hammadkhan98 on 24 Sep 19
     
    PAS Is One Of The Best School In Lahore Having Top Faculty And Facilities. Premier American School is an International American standard school in Lahore.
  • hammadkhan98 on 24 Sep 19
     
    check this out.
Judy Robison

Simply Speaking - Teaching and Learning with Technology - 78 views

tlt.its.psu.edu/...simplyspeaking

web2.0 teachers tools

shared by Judy Robison on 03 Nov 12 - No Cached
  • Judy Robison on 03 Nov 12
     
    "Simply Speaking is a series of brief videos created by Teaching and Learning with Technology that explain technology topics in everyday language and with a little humor. They are modeled after the "... in plain english" videos that explain more general technologies"
  • Gracia Conejero on 05 Nov 12
     
    It really makes life a lot easier !!
Tinhai Vong

e-competencies - 1 views

www.flacso.edu.mx/...index.php

shared by Tinhai Vong on 12 Mar 09 - Cached
  • • Interestingly, teachers in countries like Sweden, Finland, Denmark, the Netherlands etc. do not belong to the (very) intensive ICT users in class. Only around 10% or less of the teachers in these countries use computers in more than 50% of their lessons. One can only speculate about the reasons for this. It seems that in these countries the use of computers and the internet has become the norm for most of the teachers and pupils in all aspects of life and that there no longer is the need to put a special emphasis on this in the teaching processes at school. However, most European countries still seem to be in the phase of increasing the frequency and intensity of ICT usage for education in class”.
  • • “Students who use computers least frequently at home also performed below average in PISA 2003. However, students using computers most frequently at school do not in all countries perform better than others.
  • the highest performances in PISA 2003 were seen among those students with a medium level of computer use rather than among those using computers the most”. [p.52] “
  • ...8 more annotations...
  • The more clear-cut effect appears with home use: in every country, students reporting rare or no use of computers at home (on average 18% of students) score much lower than their counterparts”.
  • One of ICT’s main strengths is its capacity to support informal learning. Self-learning and informal peer-learning are by far the two most important mechanisms for obtaining skills and competences;
  • If high amounts of computer usage at school are not associated with the better performing students, teachers may need to look more closely at the manner of this usage. Stronger supervision and structured lessons, involving the setting of concrete tasks to be achieved using computers, may improve their impact on performance”.[p.64]
  • • “The PISA evidence confirms previous studies showing the particularly strong association of performance with home access and usage“.
  • This possibility would be consistent with the observation that the amount of usage most commonly associated with the best performance is “moderate” – between once a week and once a month.
  • STATEMENT TWO: Frequency of ICT use in students does not determine their academic performance.
  • STATEMENT THREE: No correlation between the level of ICT access and the percentage of the ICT use.
  • STATEMENT FOUR: The impact on education and training has not yet been as great as expected.
  • Tero Toivanen on 12 Mar 09
     
    Digital competences go beyond e-skills and consist of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. It involves the confident and critical use of ICT for employment, learning, self-development and participation in society. Digital competences are one of the eight key competences identified and defined by the EU
Cathie Howe

Visual Resources - 43 views

dschool.stanford.edu/...Visual_Resources.html

design development designthinking free resources graphics pics images

shared by Cathie Howe on 03 Jan 12 - No Cached
  • Cathie Howe on 03 Jan 12
     
    This is a place for graphics, images and visual resources related to design thinking. You can use or adapt any of the resources you find here. Also, check out classroom visuals (process or other visuals used in classrooms) here.
Joel Josephson

Kindersite Project - 3 views

www.kindersite.org/

care child childcare children edu education educational games homeschool homeschooling kinder kindergarten lesson nursery plans preschool school schools software songs stories toddler

shared by Joel Josephson on 14 Dec 08 - Cached
  • Joel Josephson on 14 Dec 08
     
    For ALL preschool and Kindergarten age children and English learners. The Kindersite has 1,000s of links to the best games, songs and stories for young children.
Garth Holman

UH - Digital History - 36 views

www.digitalhistory.uh.edu/

AH MWH social studies resources

shared by Garth Holman on 07 Oct 13 - Cached
sjubaedah liked it
  • Judy Robison on 07 Oct 13
     
    Lots of US history resources, sorted by era, topic, primary sources, ethnic groups, general reference. With materials for tachers
  • Judy Robison on 07 Oct 13
     
    interactive teacher/student resources
  • Garth Holman on 29 Sep 20
     
    Tons of primary resources for American History and learning. This breaks down USA history in timelines, texts, ears, resources. You can spend 20 hours on here and not see it all. A FIRST stop for American History.
Jason Heiser

Educational Uses of Digital Storytelling - 2 views

digitalstorytelling.coe.uh.edu/7elements.html

digitalstorytelling

shared by Jason Heiser on 11 Aug 09 - Cached
  • Jason Heiser on 11 Aug 09
     
    Digtial storytelling essentials and examples
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