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Below are some other examples of nonlinguistic representation as well as some online or software resources: Using graphic organizersInspirationWebspiration http://www.mywebspiration.com/Bubbl.us https://bubbl.us/beta/Mind Meister http://www.mindmeister.com/Generating mental picturesPhotostoryAnimoto http://www.animoto.comWindows Movie MakerPresentation ProgramsPrezi http://www.prezi.comGoogle Presentations http://docs.google.comSlideRocket http://www.sliderocket.comDrawing Pictures and PictographsDraw.to http://www.draw.toDabble Board http://dabbleboard.com/Gliffy http://www.gliffy.com/Mug Tug http://mugtug.com/sketchpad/Drawing tools in Microsoft PaintEngaging in kinesthetic activities and Making physical models - Video - record students using Flip camerasWindows Movie MakerJaycut http://jaycut.com/ - online video editorManipulatives in SMART Notebook

Unit One: "Creative What?"show This unit explores the general topics of intellectual property, creative content, and creative rights. Using the backdrop of a high school's Battle of the Bands, the unit will help students define intellectual property and creative content by relating it to a common scenario they might encounter. Students will begin to recognize and internalize the importance of respecting creative rights, conduct their own research to better understand the relevance of creative content to their lives, and help clear up confusion about the rights that apply to them and their peers. Unit Two: "By Rule of Law"show Intellectual property is a valuable commodity, and thus, those who develop creative content are protected by laws in the United States and around the world. In this unit, students explore creative content copyright and learn about the rights they have as creators and the laws that exist to protect the creative process. The unit's activities encourage students to form opinions about what's right, what's wrong, and how the laws affect them as creators, consumers, and good digital citizens. Unit Three: "Calling All Digital Citizens"show Copyright and other creative rights empower the artists, musicians, and writers who produce creative works. But how does the prevalence of online media - and its ease of access - change the conversation about those rights? With social media as the backdrop, this unit explores that very question, as the students learn more with the Digital Citizenship in Schools curriculum. Students analyze the use of creative content on social media Web sites, recognize the responsibilities involved with using these media, and form their own opinions about what makes a good digital citizen. Unit Four: "Protect Your Work, Respect Your Work"show This unit explores the theme of protecting creative content through a series of experiential activities. Students learn how to protect their own creative works and how to use o

A couple of quick takeaways for me are that it's nice to see professional development called out as something we need, but we really have to get away form the paradigm of thinking it's something we do "to" teachers or is done "to" us.  The other takeaway I have after reading this is around a question I've asked before. If we're truly "blending" our teaching and environment, what does the space look like? How can we professionally develop as teachers to be better prepared to adapt and modify our existing learning spaces to better meet the needs of a flexible, student centric, tech infused learning environment? If shifting the ENTIRE teaching model paradigm upside down is NOT an option, what is? Is this something that needs to be built, modeled, and then iterated? I culled some nuggets from the reading.

A closer look at using a social media platform ... The last 2 weekends I have included a couple of short presentations that I have been producing to help organisations (business and education) understand the concept of social learning and how a social me

Students are more likely to succeed in a place where they feel known and cared about I realize there are people whose impulse is to sneer when talk turns to how kids feel, and who dismiss as "soft" or "faddish" anything other than old-fashioned instruction of academic skills. But even these hard-liners, when pressed, are unable to deny the relationship between feeling and thinking, between a child's comfort level and his or her capacity to learn. Here, too, there are loads of supporting data. As one group of researchers put it, "In order to promote students' academic performance in the classroom, educators should also promote their social and emotional adjustment." And yet, broadly speaking, we don't. Teachers and schools are evaluated almost exclusively on academic achievement measures (which, to make matters worse, mostly consist of standardized test scores). If we took seriously the need for kids to feel known and cared about, our discussions about the distinguishing features of a "good school" would sound very different. Likewise, our view of discipline and classroom management would be turned inside-out, seeing as how the primary goals of most such strategies are obedience and order, often with the result that kids feel less cared about -- or even bullied -- by adults.

VoiceThread is a media aggregator that allows people to post media artifacts-which might be a document, a slide presentation, a video, or a collection of photos-for community feedback. Commentators can add remarks by means of microphone, webcam, keyboard,

Paint a simple masterpiece. Make a point visually. Do whatever you want. Do it together. Grab a tool. Pick a color. Draw something. Show a friend. Show the world. Share your vision.

I like that this article address the obvious gaps of research and lack of control of multiple variables that could eschew results. Nevertheless there are some great data points on why keeping and retaining the best in our profession needs to be a continued focus and conversation. Is it enough to use test scores, of course not. But a balanced system that helps us speed up the process for removing ineffective folks in our profession can't hurt.

This is an interactive multimedia site designed to get Tween girls excited about Science and reaffirm that it's cool if you already do. I spent a little time poking around the videos and games, and they wer nice, gave an overview, seemed engaging.  What I especially liked though was the Projects page, where you're given a ton of options, including submitting your own projects. Another gem on the site is the "For Teachers and "For Parents" pages. This quote especially caught my eye. "Every girl can be a SciGirl with a groundbreaking new TV show and interactive website that will transform the way tween girls look at science, technology, engineering and math (STEM). "  Here is an additional link that takes you to the site's Educational Philosophy. http://www.pbs.org/teachers/scigirls/philosophy/

I often say that technology is just a tool to use when it meets our needs (like a pencil), but hearing this sentence made me re-evaluate my own perceptions. After all, what is a tool? * something I use when it suits me * something I control *

Join us each week for practical tips and information on how to use Microsoft products and technologies in the classroom. Each webcast lasts 40 to 45 minutes, includes a presentation and a demo, and is followed by a live Q&A session.

Getting Started with Spreadsheets Gadgets Spreadsheet Gadget Video screenshot Watch a video of Justin explaining the basics of Spreadsheets Gadgets. A spreadsheet gadget is a small program that interacts with the content of a spreadsheet. It is visual

The mere promise of Google Wave inspired a rainbow of potential use cases, but Wave's best real-world use boils down to this: it helps a group get things done together. Here's how to manage a group project in Wave.

Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.

I frequently hear people attempt to equate the open education movement with socialism. After all, the logic goes, what could possibly be more socialist than freely sharing things with everyone? The attempt to characterize the entire movement in a single assertion assumes a uniformity within the movement that anyone working in OER knows does not exist. I will neither agree or disagree with broad, general assertion in this post. Instead, I want to disagree with the statement in a very specific context, and carve out a specific and concrete space in the discourse about the motivations that underlie OER.

All those interested in education-we've got you covered. From humor blogs on college life to one stop shops for school athletics to blogs all about education policy and new technologies, if there's a good education blog out there, you can bet it made our list. We've also mixed in a handful of exceptional web tools and sites that we thought deserved a spot in the top 200.

18,000 Resources, 1,200 Lessons, and a great space for students to search, study, and practice. I like this site quite a bit. It is run by a nn-profit, which has me hopeful for what's to come.

I came across a nice "Top 15" list that I thought was worth passing on. I'd love to hear what you all think. Are these enough? Is there something missing that you would add? They don't call out "directly" any of the Adult ID experts, so is that a place where they may be missing a key strategy? Feel free to pass on to any groups.