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N Butler

Digitally Immersed in the Challenges of Learning : Teacher Reboot Camp - 54 views

  • At some point in that journey we will feel frustrated, but eventually we will have that “Aha” moment where we think, “Yes! I accomplished this!” We can feel proud of ourselves for employing our higher order thinking skills and other tools like technology to solve a problem that challenged us and others.
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    Great inspiration to start of school year.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

    • LuAnne Holder
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
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  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
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    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Casey Finnerty

Wired Up: Tuned out | Scholastic.com - 0 views

  • Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
    • Tony Baldasaro
       
      Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
  • children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
  • "media multi-tasking."
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  • Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
    • Tony Baldasaro
       
      Is this all happening outside of the classroom?
  • Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
  • "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
  • "It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
  • Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
    • Tony Baldasaro
       
      Why do we need anonymity to get to a deeper level of discourse?
  • "If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
  • Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
    • Casey Finnerty
       
      Sounds like a quick learner. Does this 15 minute approach really work?
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    acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Margaret FalerSweany

Creativity Becomes an Academic Discipline - NYTimes.com - 70 views

  • Critical thinking has long been regarded as the essential skill for success, but it’s not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, “the higher order skill.”
  • Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
  • find some cultural norms to break,”
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  • “Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”
  • an interdisciplinary graduate certificate in creativity and innovation
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    An overview of some of the creativity courses being add to collegiate curricula.  It also discusses what is taught and some of the methods employed.
chris davis

Flipping Bloom's Taxonomy | Powerful Learning Practice - 189 views

    • chris davis
       
      This is what I was talking about in using interpretive questions, higher order thinking questions, in Junior Great Books to get students to access the details of the story.  They can't begin to answer the question unless they get all the recall in order.
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
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  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
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    What makes text difficult and how to teach skills for successful comprehension.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Lauren Ktytor

balanced-assessment - home - 75 views

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    Increase knowledge of types of assessment, Make connections between 21st-century learning and assessment, Explore research to support balanced assessment and technology integration in assessment, Recognize the impact of Higher Order Thinking Skills in effective integration of technology into assessment, Demonstrate activities that integrate technology tools, Discuss questions related to the implementation of assessment supported by technology tools
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    balanced assessment wiki
Clint Heitz

Critical Issue: Providing Professional Development for Effective Technology Use - 127 views

shared by Clint Heitz on 09 Feb 13 - Cached
Kelly Dau liked it
  • Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
    • Clint Heitz
       
      Perfect use for reflective blogging on the teacher's part.
  • Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
  • Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
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  • The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
  • A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
  • teachers need access to follow-up discussion and collegial activities
  • The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
  • An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
  • teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
  • The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
  • he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
    • Clint Heitz
       
      This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
  • consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
  • Preformative evaluation
  • formative evaluation,
  • summative evaluation,
  • Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
  • School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
anonymous

ITC publications brand new website - Bloom's taxonomy and Higher Order Thinking - 113 views

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    Check out these FREE resources via ITC's new website.
Gwen Eden

Clintondale High School - Changing Education, One Class, One Student at a Time - 4 views

  • Our teachers do not spend a lot of time on classroom lectures.
  • analysis and higher-order thinking
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    Resources to flip classroom
Dallas McPheeters

How To Increase Higher Order Thinking - 82 views

  • Solutions to the world’s problems will never be found in textbooks.
    • Dallas McPheeters
       
      Great Quote and good opener to class time because students realize the teacher is not taking a position of having all the answers. Good flattener.
R Brennan

Bloom's Digital Taxonomy PREZI - The Educator's PLN - 168 views

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    Part of The Educator's Personal Learning Network
Chris Friberg

SAS® Curriculum Pathways® Home Page - 37 views

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    This resource is your online partner for teaching the core curriculum: English, history, science, mathematics, Spanish Learner-centered tools, lessons, and resources with measurable outcomes Interactive components that foster higher-order thinking skills Twenty-first century skills integrated into content
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    Lots of lessons, videos, interactive activities for high school major subjects
Todd Campion

Great Expectations - Wikipedia, the free encyclopedia - 0 views

  • Miss Havisham and her family Miss Havisham, wealthy spinster who takes Pip on as a companion and whom Pip suspects is his benefactor. Miss Havisham does not discourage this as it fits into her own spiteful plans. She later apologizes to him as she's overtaken by guilt. He accepts her apology and she is badly burnt when her dress catches aflame from a spark which leapt from the fire. Pip saves her, but she later dies from her injuries. Estella (Havisham), Miss Havisham's adopted daughter, whom Pip pursues romantically throughout the novel. She is secretly the daughter of Molly, Jaggers' housekeeper, and Abel Magwitch, Pip's convict, but was given up to Miss Havisham after a murder trial. Estella represents the life of wealth and culture for which Pip strives. Since her ability to love has been ruined by Miss Havisham, she is unable to return Pip's passion. She warns Pip of this repeatedly, but he is unwilling or unable to believe her. At one point, Estella is walking up some iron stairs representing how she is of a higher class than Pip when in fact she is of the same class. Arthur (Havisham), Miss Havisham's half-brother, who felt he was shortchanged in his inheritance by their father's preference for his daughter. He joined with Compeyson in the scheme to cheat Miss Havisham of large sums of money by gaining Miss Havisham's trust through promise of marriage to Compeyson. Arthur is haunted by the memory of the scheme and sickens and dies in a delirium, imagining that the still-living Miss Havisham is in his room, coming to kill him. Arthur has died before the beginning of the novel and gambled heavily, being drunk quite often. Matthew Pocket, a cousin of Miss Havisham's. He is the patriarch of the Pocket family, but unlike others of her relatives he is not greedy for Havisham's wealth. Matthew Pocket has a family of nine children, two nurses, a housekeeper, a cook, and a pretty but useless wife (named Belinda). He also tutors young gentlemen, such as Bentley Drummle, Startop, Pip, and his own son Herbert, who live on his estate. Herbert Pocket, a member of the Pocket family, Miss Havisham's presumed heirs, whom Pip first meets as a "pale young gentleman" who challenges Pip to a fist fight at Miss Havisham's house when both are children. He is the son of Matthew Pocket, Pip's tutor in the "gentlemanly" arts, and shares his apartment with Pip in London, becoming Pip's fast friend who is there to share Pip's happiness as well as his troubles. He is in love with a girl called Clara. Herbert keeps it secret because he knows his mother would say she is below his "station". Camilla, an ageing, talkative relative of Miss Havisham who does not care much for Miss Havisham and only wants her money. She is one of the many relatives who hang around Miss Havisham "like flies" for her wealth. Cousin Raymond, another ageing relative of Miss Havisham who is only interested in her money. He is married to Camilla. Georgiana, an ageing relative of Miss Havisham who is only interested in her money. Sarah Pocket, "a dry, brown corrugated old woman, with a small face that might have been made out of walnut shells, and a large mouth like a cat's without the whiskers." Another ageing relative of Miss Havisham who is only interested in her money
  • Characters from Pip's youth The Convict, an escapee from a prison ship, whom Pip treats kindly, and who turns out to be his benefactor, at which time his real name is revealed to be Abel Magwitch, but who is also known as Provis and Mr. Campbell in parts of the story to protect his identity. Pip also covers him as his uncle in order that no one recognizes him as a convict sent to Australia years before. Abel Magwitch, the convict's given name, who is also Pip's benefactor. Provis, a name that Abel Magwitch uses when he returns to London, to conceal his identity. Pip also says that "Provis" is his uncle visiting from out of town. Mr. Campbell, a name that Abel Magwitch uses after he is discovered in London by his enemy. Mr. and Mrs. Hubble, simple folk who think they are more important than they really are. They live in Pip's village. Mr. Wopsle, the clerk of the church in Pip's village. He later gives up the church work and moves to London to pursue his ambition to be an actor, even though he is not very good. Mr. Waldengarver, the stage name that Mr. Wopsle adopts as an actor in London. Biddy, Mr. Wopsle's second cousin; she runs an evening school from her home in Pip's village and becomes Pip's teacher. A kind and intelligent but poor young woman, she is, like Pip and Estella, an orphan. She is the opposite of Estella. Pip ignores her obvious love for him as he fruitlessly pursues Estella. After he realizes the error of his life choices, he returns to claim Biddy as his bride, only to find out she has married Joe Gargery. Biddy and Joe later have two children, one named after Pip whom Estella mistakes as Pip's child in the original ending. Orlick was attracted to her, but his affection was unreciprocated
Gregg Fletcher

Teaching the Controversy: Why the Creationism Vs. Evolution Debate Should Stay Out of S... - 56 views

    • Tammy Ahearne
       
      teaching controversy? Really?
  • 14 percent of high school biology teachers personally reject not only the theory of evolution but also scientific method, which teaches rigorous critical thinking skills and draws a clear path to the discovery of real truths and how to separate them from merely apparent truths.
    • Tammy Ahearne
       
      I don't understand how this can be rejected with the CCSS?
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  • The basic science of evolutionary biology underlies so many diverse disciplines that it can be considered a basic necessity of knowledge in modern scientific society.
    • Gregg Fletcher
       
      This statement is misleading in that it assumes the ID stand rejects small variations within an already preexisting genetic code.  Creationist and ID teachings both conclude that variations within the genetic code are essential to species survival.  The pseudo-proven evolution of species-to-species genetics does not need to be taught at any level in order for individuals to prosper at higher institutes of learning.
  • It seems today's Religious Right would raise a generation of kids who would perhaps conclude the lights are out because they used a curse word or took God's name in vain.
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    Great for ten page paper
Jørgen Mortensen

Ways to Evaluate Educational Apps - Learning in Hand - 33 views

  • what makes an effective app is one that does what you need it to do. And it's even better if it does it an inexpensive and engaging ways
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    Ways to Evaluate Educational Apps
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    "I tried to make my rubric work for the broadest range of apps, from drill and practice to creative endeavors, while stressing the purpose for using the app. My rubric also emphasizes the ability to customize content or settings and how the app encourages the use of higher order thinking skills."
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