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Sheri Edwards

Evernote Blog | Evernote for Schools - 0 views

blog.evernote.com/...evernote-for-schools

evernote blog schools midlevt

shared by Sheri Edwards on 16 Feb 13 - No Cached
  • Sheri Edwards on 16 Feb 13
     
    All posts about Evernote in schools from Evernote
Sheri Edwards

Hack this journal - Making Learning Connected - 0 views

blog.nwp.org/...hack-this-journal

shared by Sheri Edwards on 29 Jul 13 - No Cached
  • Hack this journal
  • July 2, 2013 • karen • submittedmakes
  • discussing in the CLMOOC how the making we are doing connects to our writing
  • ...6 more annotations...
  • “hacking” journals in different ways:
  • every day is something creative, but also a little destructive, to make the journal the person’s own.
  • . I found a journal at a bookstore called “wreck this journal”
  • getting away from the idea of a journal as a pristine collection of thoughts, by getting away from the journal as a sort of rigid cultural model of private thoughts or experiences that are locked away
  • private
  • collaborate project, and it could still stay private because we wouldn’t have to share our journal entries if we didn’t want to
Sheri Edwards

Evaluating Sources: The CRAAP Test - Information Literacy Research Skill Building - Lib... - 0 views

libguides.wsulibs.wsu.edu/content.php

evaluating sources research information literacy literacy skill libguides washington state university

shared by Sheri Edwards on 18 Jun 14 - No Cached
  • Sheri Edwards on 18 Jun 14
     
    "Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "
Sheri Edwards

Actually, practice doesn't always make perfect - new study - The Washington Post - 0 views

www.washingtonpost.com/...-always-make-perfect-new-study

practice perfect study washington post strauss alfie_kohn engagement motivation collaborating

shared by Sheri Edwards on 06 Aug 14 - No Cached
  • They found that how interested the students were in the passage was thirty times more important than how “readable” the passage was.
  • Maybe the right question to ask is: Why do some people decide to practice a lot in the first place? Could it be because their first efforts proved mostly successful?   (That’s a useful reminder to avoid romanticizing the benefits of failure.) Or, again, do they keep at it because they get a kick out of what they’re doing? If that’s true, then practice, at least to some extent, may be just a marker for motivation. Of course, natural ability probably plays a role in fostering both interest and success, and those two variables also affect each other.
  • By contrast, when the hours were logged, and the estimates presumably more reliable, the impact of practice was much diminished. How much? It accounted for a scant 5 percent of the variance in performance. The better the study, in other words, the less of a difference practice made.[1]
  • ...1 more annotation...
  • What’s true of time on task, then, is true of practice — which isn’t surprising given how closely the two concepts are related.
  • Sheri Edwards on 06 Aug 14
     
    "The question now is what else matters." And there are many possible answers. One is how early in life you were introduced to the activity - which, as the researchers explain, appears to have effects that go beyond how many years of practice you booked. Others include how open you are to collaborating and learning from others, and how much you enjoy the activity."
Sheri Edwards

How metacognitive are you? - Write at the Edge - 0 views

juliebalen.weebly.com/...how-metacognitive-are-you.html

metacognitive metacognition etmooc midleved

shared by Sheri Edwards on 03 Feb 13 - No Cached
  • Sheri Edwards on 03 Feb 13
     
    metacognitive
Sheri Edwards

Digital Literacy K-8 - Home - 3 views

digitalliteracyk8.weebly.com

digital literacy

shared by Sheri Edwards on 20 Oct 14 - No Cached
  • rainecb on 06 Apr 15
     
    Just wanted to tell you that I am still using so much of what you post here. This one came in particularly handy for a presentation I have to do this upcoming week on 21st Century Literacy in the province of Ontario!
Sheri Edwards

Mr. Benedict's Blog - Lab Report: Generating Class Themes - 0 views

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blog generating class themes engchat english

shared by Sheri Edwards on 25 Sep 14 - No Cached
  • Sheri Edwards on 25 Sep 14
     
    "a variety of essential questions and could be stretched to cover just about any great work of literature."
Sheri Edwards

Building School-Based Student Digital Book Clubs | MiddleWeb - 0 views

www.middleweb.com/...ding-student-digital-book-club

book clubs student building

shared by Sheri Edwards on 27 Jun 14 - No Cached
  • So instead of focusing on skill development alone, we considered engagement.
  • real readers find pockets of time during the day in which to squeeze some reading, known in her classes as “reading emergencies.” Highly portable digital devices make it much easier to exploit these pockets of time.
  • responses to their reading on Kidblog.
  • ...8 more annotations...
  • Two other elements for engagement, purpose and audience, proved to be the difference makers. When learners know that they will receive feedback when posting their thoughts and questions about what they’re reading, they see how these digital forums can serve them compared to just chatting about the mundane.
  • We stopped referring to this offering as an “intervention.” It was a book club.
  • having a diversity of abilities and interests paved the way toward a more authentic community of readers.
  • readers theater performance,
  • But we don’t plan to quantify the results. Instead we’ll ask questions like: Do they read without the need of a log? Have they ever saved up their allowance so they could get that special title on its release date? Has a whole afternoon passed by because they were so immersed in a book?
  • All learning is social.
  • . Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do.
  • teach our students to be critical thinkers of what we read and investigate multiple perspectives before we can say we “learned” something.
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