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elliswhite5

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
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elliswhite5

Buy Twitter Retweets - 100% Real | Secure & Instant - 0 views

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    Buy Twitter Retweets Introduction One of the most widely used social networking sites on the internet today is Twitter. Twitter may be a very helpful tool for marketing and promoting your goods and services, whether you run a little business or a major organization. Buying Twitter retweets is one of the best ways to achieve this. The Advantages of Purchasing Twitter Retweets: Your tweets are viewed and shared by a bigger audience when you buy Twitter retweets, which can assist to broaden the exposure and reach of your company. Also, purchasing Twitter retweets can aid in increasing the engagement levels of your tweets, which can further enhance the reputation and image of your brand. Buy Twitter Retweets In conclusion, purchasing Twitter retweets can be a highly advantageous strategy to advertise your brand on this well-known social platform. Buying Twitter retweets is a great option to think about if you want to enhance your Twitter marketing strategy. Introduction: Can you describe what Twitter is and how it might be useful? Users of Twitter, a somewhat well-liked social media network, can post up to 280-character "tweets" to convey quick updates or ideas. Twitter can still be useful for people and businesses even though it is not as popular as sites like Facebook or Instagram. The following three advantages of purchasing Twitter retweets: More visibility: More people will see your tweets when you purchase Twitter retweets, which may improve traffic to your website or blog (if you include links in your tweets). If you want to grow your brand's visibility or your online following, this can be helpful. 2.Twitter retweets can also increase the amount of engagement on your tweets, which can result in additional likes, comments, and shares. This may help you if you want to raise your engagement rate, which is a metric used to assess the effectiveness of your social media marketing initiatives. Buy Twitter Retweets Increased credibility: Having a lot of Twitt
Sarah Bresnahan

Writing Research Essays: Quick and Effective Guide - 0 views

researchessay1.blogspot.co.uk/...research-essays-quick-and.html

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shared by Sarah Bresnahan on 26 Apr 13 - No Cached
  • Sarah Bresnahan on 26 Apr 13
     
    The progression of students from primary, to secondary, to higher education rendered changes in their assignments. It may now require more resource materials as reference, or more word count. Yet, the manner of meeting the growing demands in assignments remain to be essentially the same.
puzznbuzzus

How to Prepare Aptitude Test for Competitive Exams - 0 views

Practice as many questions before your assessment. The more psychometric aptitude test questions you practice the more your speed, accuracy and confidence will improve. Improving these factors will...

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started by puzznbuzzus on 23 Feb 17 no follow-up yet
Dennis OConnor

Rubrics for Assessments of Online Activities | Effective Online Teaching & Training - 42 views

effectiveonlineteaching.org/...sessments-of-online-activities

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shared by Dennis OConnor on 10 Mar 12 - No Cached
  • Dennis OConnor on 10 Mar 12
     
    Online assessments become more and more popular not only among distance learning institutions but also among blended and traditional schools. However, when it comes to the online environment, it seems that multiple choice tests are used by the majority of distance learning programs…
Stephen Mark

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shared by Stephen Mark on 28 Dec 11 - No Cached
  • Stephen Mark on 28 Dec 11
     
    play online games with your friends as you network, learn, and prepare for the examination. A few social networking websites makes networking more purposeful and learning more a fun online. The edu social portals provides all applications as any other social networking site including online education resources and e learning tools with motivating games. You can play all kind of games from single player to multiplayer such as Ultima Online, Lineage, EverQuest, and World of Warcraft etc.
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shared by aghora group on 10 Jan 14 - No Cached
  • aghora group on 10 Jan 14
     
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Climb up the career ladder faster | Few useful tips for Interview | Pinhopes - 0 views

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Climb up the career ladder faster Few useful tips for Interview

shared by Pinhopes Job Site on 17 Jun 14 - No Cached
  • Pinhopes Job Site on 17 Jun 14
     
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Ninja Essays

9 Tools to Help Implement Effective STEM Education - 0 views

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shared by Ninja Essays on 02 Jun 15 - No Cached
  • Ninja Essays on 02 Jun 15
     
    "The aim of every teacher is to enable students to grow as learners and individuals. STEM education (Science, Technology, Engineering and Mathematics), has become a high priority in U.S. schools, given that it's estimated that more and more of the jobs of the future will demand STEM knowledge."
REZA CHOWDHURY

Project Zero: Cultures of Thinking - 0 views

www.pz.gse.harvard.edu/cultures_of_thinking.php

#idt7078 #CulturesofThinking #projectzero #IndependentLearning

shared by REZA CHOWDHURY on 16 Apr 15 - No Cached
  • Cultures of Thinking” (CoT) as places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.
  • Ron Ritchhart (2002)
  • CoT project focuses
  • ...32 more annotations...
  • eight cultural forces
  • in every school, classroom, and group learning situation.
  • language, time, environment, opportunities, routines, modeling, interactions, and expectations.
  • scaffolds
  • make their own thinking visible,
  • this work doesn’t happen by teachers merely implementing a defined set of practices; it must be supported by a rich professional culture.
  • a core premise of the CoT project is
  • that for classrooms to be cultures of thinking for students
  • schools must be cultures of thinking for teachers.
  • In 2005, we began our work at Bialik College by forming two focus groups of eight teachers with whom we worked intensively. These groups were all heterogeneous, including K-12 teachers of various subjects, representing a departure from traditional forms of professional development that target specific subject areas or levels. 
  • diverse range of teachers
  • Team teaching efforts
  • developmental perspective on students’ thinking
  • In 2011, we published Making Thinking Visible,
  • which captures much of the great work being done by teachers in the project.
  • the CoT project’s research agenda
  • sought to better understand changes in teachers’ and students’ attitudes and practices as thinking becomes more visible in the school and classroom environments.
  • measures of school and classroom thoughtfulness to capture these changes.
  • at how students’ conceptual understanding of the domain of thinking developed
  • case studies of teachers
  • Our research to date has shown that students recognize CoT classrooms as being more focused on thinking, learning, and understanding, and more likely to be collaborative in nature than those of teachers not in the project
  • Teachers in the project notice that as they work with CoT ideas, their classrooms shift in noticeable ways. Specifically, they find that they give thinking more time, discussion increases, and their questioning of students shifts toward asking students to elaborate on their thinking rather than testing them on their recall of facts and procedures.
  • Our research on students’ conceptual development found that
  • over the course of a single school year, the average CoT classroom students’ growth and maturity, with respect to understanding thinking processes that they themselves use and control, increased by twice the normal rate one might expect by virtue of maturity alone (Ritchhart, Turner, Hadar, 2009).
  • Recent data on students’ language arts performance has shown superior performance by students coming from strong CoT classrooms/schools on standardized tests such as the MAEP Writing Assessment (Michigan), MCAS ELA (Massachusetts), VCE English (Victoria, Australia), and IB English exams.
  • The new book, Creating Cultures of Thinking,
  • The book draws on case studies from teachers around the world to demonstrate the power and importance of each cultural force in shaping classroom culture.
  • hese include frameworks and tools for professional learning communities, videos, and frameworks for understanding classroom questioning.
  • Though the formal research phase of the project ended in 2009, the project continues through 2013 in a support phase to develop internal leadership and outreach around these ideas.
  • he research ideas are also being taken up by many new sites, including Oakland County Michigan and Santa Fe, New Mexico. 
  • Funding: Bialik College (Melbourne, Australia) under the patronage of Abe and Vera Dorevitch 
  • Project Staff: Ron Ritchhart Mark Church (consultant)
  • REZA CHOWDHURY on 16 Apr 15
     
    Project Zero: Cultures of Thinking
Barbara Lindsey

My School, Meet MySpace: Social Networking at School | Edutopia - 1 views

www.edutopia.org/my-school-meet-myspace

21stcentury critical pedagogy education sla technology web2.0

shared by Barbara Lindsey on 11 Jul 08 - Cached
  • Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and blogging -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
  • ...11 more annotations...
  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, and reflection?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What influences my identity? How do I interact with my world? In addition to science, math, and engineering, core courses include African American history, Spanish, English, and a basic how-to class in technology that also covers Internet safety and the ethical use of information and software. Classes focus less on facts to be memorized and more on skills and knowledge for students to master independently and incorporate into their lives. Students rarely take tests; they write reflections and do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, and created Dalton models (diagrams that illustrate molecular structures) in art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networking are central to learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- and the determination to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software they seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, and learn, to log attendance and student performance, and to talk about everything -- from the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, and rap session.
  • Web technology, of course, can do more than get people talking with those they see every day; people can communicate with anyone anywhere. Students at SLA are learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom and some clubs. He felt disturbed and started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them to SLA's network for the teacher and class to read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, which they used to turn their memoirs into podcasts. These they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Hanna Wiszniewska

Adolescents Involved With Music Do Better In School - 0 views

www.sciencedaily.com/...090210110043.htm

shared by Hanna Wiszniewska on 11 Feb 09 - Cached
  • Hanna Wiszniewska on 11 Feb 09
     
    However, not all adolescents participate in music equally, and certain groups are disadvantaged in access to music education. Families with high socioeconomic status participate more in music than do families with lower socioeconomic status. In addition to social class as a predictor of music participation, ethnicity is also a factor. Asians and Whites are more likely to participate in music than are Hispanics. While young Black children attended concerts with their parents, they were less likely to take music lessons.
Michael Johnson

Connectivism: A Learning Theory for the Digital Age - 12 views

www.itdl.org/...article01.htm

Connectivism Social Media learning theories George Siemens

shared by Michael Johnson on 25 Feb 10 - Cached
  • Michael Johnson on 25 Feb 10
     
    Key Principles: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Allison Burrell

Squareleaf - 35 views

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shared by Allison Burrell on 02 Mar 11 - Cached
  • Allison Burrell on 02 Mar 11
     
    Virtual sticky notes Squareleaf is a simple and intuitive virtual whiteboard, complete with all the sticky notes you'll ever need. Unlike the real thing, our notes don't fall off all of the time. Work how you want Squareleaf doesn't force you to keep boring old tabular lists. Arrange your notes how you see fit, quickly and easily. Coming soon A Pro version with even more cool features and stuff. Not too many though, just enough and no more.
Soniya Patel

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webdevelopmentphpandnews.blogspot.com/...o-choose-website-template.html

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shared by Soniya Patel on 08 Jun 11 - No Cached
  • Soniya Patel on 08 Jun 11
     
    What with the growth of the Internet, it comes as little surprise that Internet technologies are advancing at a very rapid pace. Today, more and more businesses understand the importance of a strong online presence and how it can help in your business development efforts. There is no doubt that starting a website is very valuable to your business. But how do you go about doing this in order to avoid problems and exploit the benefits.
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

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shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
  • ...18 more annotations...
  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Dan Sherman

Online Summer Math Programs - proven to reverse summer learning loss - 3 views

Research shows that most students lose more than 2 months of math skills over the summer. TenMarks summer math programs for grades 3-high school are a great way to reverse the summer learning loss...

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started by Dan Sherman on 28 Jun 11 no follow-up yet
Ninja Essays

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shared by Ninja Essays on 30 May 14 - No Cached
  • Ninja Essays on 30 May 14
     
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  • Disability Loans on 30 Jan 16
     
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Clif Mims

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shared by Clif Mims on 17 Apr 11 - No Cached
  • Clif Mims on 17 Apr 11
     
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  • David Jones on 21 Aug 15
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