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"90% of information transmitted to the brain is visual The brain can process 36,000 visual cues in an hour The brain takes about 1/10th of a second to get the idea of a visual scene Almost 50% of your brain is involved in visual processing Black and white images garner your attention for about 2/3 of a second Color images garner your attention for 2+ seconds The average consumer's attention span is only about 8 seconds The brain processes visual cues 60,000 times faster than text 40% of nerve fibers are linked to the retina The use of visuals improves learning outcomes by about 400% DO-S AND DON'T-S FOR VISUAL USE DO Use visuals to help clarify complex ideas Use visuals that represent people, places, and things Use catchy visuals Use visuals that help viewers make connections and understand new information Use visuals that help viewers relate new information to what they already know DON'T Use poor quality visuals, like things that are pixelated, stretched weird, sized improperly, or don't fit in the space Use ugly visuals Use visuals that don't make a clear connection to the material presented Use irrelevant visuals, like a series of shapes that have no meaning Use copyrighted visuals without permission!"

e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie

You think of technology as a tool," one high school student told me. "We think of it as a foundation; it underlies everything we do."

This is excellent homework! This comment on Jason's blog post is fascinating, and it is so appropriate to MYP ATL skills. "The fact that I can meet with a needs-based group and say to them after a mini-lesson, "Find an app or something that will help you learn, practice, and transfer this skill or process," highlights this. Sometimes that is my homework. We speed share it in the morning, and everyone in the group uses it for independent practice and homework the next night. I'll make sure that this page on my blog gets priority before the end of our break. This is some of what our phenomenal Tech Director is helping us to find: http://elearning.sis.org.cn .

Great Tool. Splitting Your Audiobook Recordings into Chapters Using Audacity http://t.co/J467Fql7 #Suite101 #coetail

"Educators and learners can find  below some libraries of Creative Commons licensed Digital Content for use within Learning Management Systems such as the KnowledgeNET. Please check the individual rights associated with each object as these vary from object to object.  As long as you work within the guidelines provided you can use this material without violating the rights assigned to it. "

But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration.

An interesting post about whether a teacher is really useful. There are issues with this argument (student motivation being one) but it likely sums up the experiences of many and prompts the need for more individualized learning.

20 Online Museums and Virtual Field Trips to use in the classroom

17% of Kids Under Age 8 Use a Mobile Device Every Day - are NZ teachers & schools ready to leverage these? #TTSed http://t.co/kqNmYAmKT9

RT @DyKnow: Digital Native vs Digital Citizen? #edtech #edchat http://t.co/34Vjnnn0 via @edutopia

"The full Mind Tools toolkit contains more than 700 management, career and thinking skills. Use the buttons below to start exploring them." Creative Ideas for lesson plans for "real world" skills

I've watched this before - very good. Today I read Larry Ferlazzo's posting on the effects of praise on motivation http://larryferlazzo.edublogs.org/2013/01/20/video-carol-dweck-on-the-effect-of-praise-on-mindsets/. Stresses the big differences and impact that praising intelligence vs. effort have on what people are willing to do and how they feel about themselves.