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This tool for creating your own cloze tests allows you to focus on every nth word, words you chose, or a variety of other automated options including: articles, auxiliaries, modals, prepositions, quantifiers, link words, and wh- words.
Thanks to EnglishCentral for pointing it out in Teacher Tips for Making a Transcript.
Resources in dozens of categories: "21st Century Skills, Android Apps, Art, Arts, ASCD 2012, Assessment, Audio, Blogs, C21 Webinars, Career/Tech Ed, Chemistry, Chess, Common Core State Standards, Curriculum Mapping, Dictionary, Digital Literacies, Digital Storytelling, Digital Tools, Early Childhood, eCoaching, English/Language Arts, ePortfolios, Film, Games, Global, Global Education, Global Partnerships, Government, Grades 3-5, Health, Heritage, High, High School, History, Humanities, Images In the Classroom, Infographics, Interdisciplinary, Issues, iPad/iPhone Apps, K-2, Languages, Library-Media Literacy, LiveBook, Math, Media Arts, Middle School, Mobile Learning, Music, New Forms, News, Open Learning, Physical Education, Podcast, Professional Development, Provocations for Professionals, Reading, Repositories, Science, Social Networking, Social Studies, Sustainability, Technology, The Arts, Theatre, Uncategorized, Videos, Webinars, World Languages, [and] Writing" (2012.08.29).
The integration of technology into the curriculum will not succeed unless teachers are allowed to make mistakes as they practice, explore, conceptualize, and collaborate with their peers and instructors.
Dr. Nellie Deutsch (2012.08.03) argued that in order to successfully integrate technology to teachers' practices, they must endeavour "to embrace their mistakes" (Fear of Making Mistakes, ¶2), with personal as well as technological support (Technology at School, & Teachers Need Support).
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In this post, Stack (2014.08.25) suggested four ways of developing or improving grading practices:
1. Separate and acknowledge the role of both formative and summative assessment.
2. Stop averaging averages to get more averages.
3. Separate academics from academic behaviors.
4. Use rubrics and a rubric scale, not percentage scores.
literacy is situated, contextual, social, multiple, active and a component of
identity. New literacies don’t replace former literacies. This isn’t a situation
of either “new literacies” or “old literacies.”
Teaching English is about opening up what counts as valued communication,
inviting ALL students to engage in multimodal discourses, and to put their
knowledge to work. We produce and consume media; expertise means leveraging
tools and spaces in intentional, productive ways; and we participate in global
communities that are keenly, deeply invested
importance of balance across literacies by providing opportunities for students
to demonstrate their knowledge through multiple modes - and to engage, where
possible, with “struggleware.”
be transparent when teaching - and to empower students to teach and attain a
whole new level of credibility. If I teach in the ways that they inspire me to
consider, I am empowering students to engage with literacies that value the ways
that they are multiply literate
They challenge me to be a gateopener, rather than a gatekeeper.
"...[A]n informative resource page for preservice and inservice teachers who are interested in finding good WebQuests for early childhood, elementary & secondary students" (Home, ¶1, 2011.08.23).
Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
This tutorial by Zachary Zawarski explains "how to create a map with custom locations that you can publish on your website" (¶1). "The greatest benefit of this tool is that current entries can be edited and new entries can be added to the map through the Google spreadsheet without having to update the map's code..." (¶2, retrieved 2011.09.07).
Thanks to Denise Krebs for pointing it out, and demonstrating how to do it in a recorded RSCON3 session (Elluminate recording entitled: Where in the world? Or, adding a directory map using a spreadsheet to your wiki.
For more info., please see her blog posts:
http://mrsdkrebs.edublogs.org/2011/07/28/posting-a-directory-map-at-rscon3/http://mrsdkrebs.edublogs.org/2011/08/06/mapping-our-connections-my-rscon3-session/
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It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content
I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom
Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones.
Alfie Kohn’s book The Homework Myth
Learning isn’t simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed.
The lymphatic system can be described as the drainage system of a human body. it consists of lymph organs, lymph nodes, lymph ducts, and lymph vessels.