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Marc Patton

Patriots Pen Essay Writing Contest | VFW - 17 views

www.vfw.org/...Patriot-s-Pen

Grants Language_Arts

shared by Marc Patton on 28 Jun 12 - No Cached
  • Marc Patton on 28 Jun 12
     
    The Patriot's Pen program is open to students in grades 6-8, who are enrolled in a public, private or parochial high school or home study program in the United States and its territories.
taconi12

K-12 Tech Tools © - Math 6-8 - 6 views

edutechdatabase.wikispaces.com/Math+6-8#x-8th Grade

resource math curriculum games interactive blackline

shared by taconi12 on 13 Feb 12 - Cached
  • taconi12 on 13 Feb 12
     
    broken down into grades and then broken down into subjects in those grades.  UK version.  
Tonya Thomas

The Top Seven Trends in Workplace Learning - 0 views

www.astd.org/...n-Trends-in-Workplace-Learning

trends workplace learning news resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.
  • It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
  • the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning!
Tonya Thomas

The Top Seven Trends in Workplace Learning - 43 views

ilpworldwide.org/...n-trends-in-workplace-learning

trends workplace learning news resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.
  • the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning
  • short attention span
  • ...12 more annotations...
  • It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
  • And if you’ve been ignoring social media, now’s the time to reconsider because it’s clearly here to stay.
  • Blended learning is about mixing up face-to-face learning with webinars, blogging, emails, forums, video, online learning and social media.
  • trainers must move away from doing things in the same old way, must reach out to learners in new ways, personalise their learning campaigns, and help people connect to each other around issues they care about!
  • From planning phase to project end, things have to change – become familiar with new styles of presenting using multimedia, and carefully choose visuals to tell your story!
  • are you trapped in DDD – Dinosaur design and development?
  • Activity Based Curriculum Design
  • 70% of learning happens on the job 20% of learning happens through coaching and mentoring 10% of learning happens in training room and formal learning
  • BCF principle – better cheaper faster
  • no more plan-plan-do, its plan-do plan-do plan-do
  • Get used to bigger groups
  • Our community must start the shift by preparing learners for this new way of learning!
Bob Rowan

Disney's Planet Challenge - 89 views

disney.go.com/planetchallenge

Disney Science environment contests projects

shared by Bob Rowan on 18 Apr 11 - No Cached
  • Bob Rowan on 18 Apr 11
     
    student projects for grades 3-5 and 6-8; sponsored by Disney
Martin Burrett

Virtual Dice - 77 views

www.bgfl.org/...index.htm

dice maths probability numeracy

shared by Martin Burrett on 02 Jul 11 - Cached
  • Martin Burrett on 02 Jul 11
     
    A site with virtual Dice. Choose a die with 6, 8, 10 or 12 sides. You can customise the dice with text and using wingdings font allows you to have pictures. Great for many activities. http://ictmagic.wikispaces.com/Maths
fionacooney

http://hwcdn.libsyn.com/p/8/6/0/860a738699519e82/Ron_Ritchhart.mp3?c_id=14364960&destin... - 17 views

hwcdn.libsyn.com/...Ron_Ritchhart.mp3

thinking visible

shared by fionacooney on 04 Mar 17 - No Cached
  • fionacooney on 04 Mar 17
     
    Ron Ritchart
Martin Burrett

Little Progress in Reducing the Global Out-of-School Rate - @UNICEF_uk - 3 views

ukedchat.com/...global-out-of-school-rate

shared by Martin Burrett on 06 Sep 17 - No Cached
  • Martin Burrett on 06 Sep 17
     
    "With 11.5 per cent of school-age children - or 123 million - missing out on learning today, compared to 12.8 per cent - or 135 million - in 2007, the percentage of 6-15-year-olds who are out of school has barely decreased in the last decade, UNICEF said today."
maruxa77

TIC para innovar: Clase invertida (flipped classroom) ventajas y desventajas - 1 views

www.ticeducacionec.com/...nvertida-flipped-classrom.html

shared by maruxa77 on 18 Dec 17 - No Cached
  • Clase invertida (flipped classroom) ventajas y desventajas   La clase invertida propone que el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial ya que los estudiantes pueden aprender desde sus casas mediante juegos, presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como estudiantes interactúan para resolver problemas. Esto denota un consumo menor de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo compartirles las ventajas y desventajas de la Clase invertida: Ventajas: 1.       Adaptabilidad de la clase se adapta al ritmo del estudiante. 2.       Mejora significativamente el ambiente de trabajo en el aula. 3.       Incrementa la atención educativa a cada estudiantes 4.       Empata el estilo de aprendizaje de cada estudiante. 5.       Transforma la clase en un espacio de interactividad 6.       Incluye a todos los miembros de la comunidad educativa en el proceso de aprendizaje. 7.       Promueve la creatividad y el pensamiento crítico. 8.       Facilita la entrega de tareas y su revisión. 9.       Disminuye el riesgo del incumplimiento en clase. 10.   Permite la reusabilidad del material propuesto. 11.   Origina el ahorro de tiempo extra para el profesor. 12.   Promueve la interacción social. 13.   Incentiva a la resolución de problemas en clase. 14.   Mejora la actitud de los estudiantes hacia la materia. 15.   Incrementa el interés el interés y la motivación. 16.   Genera la satisfacción de toda la comunidad educativa al estar inmersos en el proceso. 17.   El feedback se genera de manera inmediata. 18.   Acerca a los estudiantes al conocimiento de manera simple. 19.   Evalúa no solo el resultado, si no, el proceso entero. 20.   Los estudiantes son responsables de su propio aprendizaje. 21.   Permite la regeneración de contenidos las veces necesarias. Desventajas 1.       Se debe estructura el plan en mejora de la metodología. 2.       Se enfoca en los recursos más que en la metodología en sí. 3.       No toma en cuenta la brecha digital existente. 4.       Los vídeos en casa deben ser asistidos por algún representante, demandando tiempo. 5.     &nbs
taconi12

2008 World Population Data Sheet - Population Reference Bureau - 61 views

www.prb.org/...2008wpds.aspx

population ss lessdeveloped africa

shared by taconi12 on 17 Mar 12 - Cached
  • United States Italy Dem. Rep. Congo Population mid-2008 305 million 60 million 67 million Population 2050 (projected) 438 million 62 million 189 million Lifetime births per woman 2.1 1.3 6.5 Percent of population below age 15 20% 14% 47% Percent of population ages 65+ 13% 20% 3% Life expectancy at birth 78 years 81 years 53 years Annual births 4.3 million 568,120 2.9 million Annual deaths 2.4 million 575,300 0.8 million Annual births minus deaths 1.9 million -7,200 2.1 million Percent of population undernourished <2.5%
    • taconi12
      taconi12 on 17 Mar 12
       
      the stat about mortality in women is amazing.  make sure to use in lesson plan
  • n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
  • ...3 more annotations...
  • Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
  • es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
  • developed countries, 35 percent of the population consum
Peter Beens

6 Ways Principals Can Connect With Students - 2 views

georgecouros.ca/...3220

education administration 101 connecting communication students

shared by Peter Beens on 27 Aug 12 - No Cached
  • Peter Beens on 27 Aug 12
     
    "This killed me today… My 8 year old girl when asked what a Principal does, "It's that person that talks to you when you've done something bad.""
Steve Ransom

ASCD Express 6.26 - Media Use Among U.S. Children: Where Are the Books? - 2 views

www.ascd.org/...626-express1-abstract.aspx

media research books reading hours statistics youth kids children

shared by Steve Ransom on 30 Sep 11 - No Cached
  • Steve Ransom on 30 Sep 11
     
    "white youth consume an average of 8.5 hours of media content and black, Hispanic, and Asian youth each consume about 13 hours...But when asked how much time they spent using computers for schoolwork, the rates ranged from 16 to 20 minutes a day, according to the study."
smilex3md

10 Things Every College Professor Hates - Business Insider - 42 views

www.businessinsider.com/college-professor-hates-2014-8

college professor teaching learning list hate socy201

shared by smilex3md on 03 Sep 15 - No Cached
  • 1. Don’t use unprofessional correspondence.
  • 2. Don’t ask the professor if you “missed anything important” during an absence.
  • 4. Don’t ask a question about the readings or assignments until checking the syllabus first.
  • ...7 more annotations...
  • 3. Don’t pack up your things as the class is ending.
  • 6. Don’t grade grub.
  • 5. Don’t get mad if you receive critical feedback.
  • 7. Don’t futz with paper formatting.
  • 8. Don’t pad your introductions and conclusions with fluff.
  • 9. Don’t misrepresent facts as opinions and opinions as facts.
  • 10. Don’t be too cool for school.
  • smilex3md on 03 Sep 15
     
    "10 Things Every College Professor Hates"
taconi12

fractions idea bank - 141 views

www.mathcats.com/...ideabankfractions.html

math fractions reference lessonplans games

shared by taconi12 on 10 Mar 12 - Cached
  • Fractions are as easy as pigs
  • One way to help students to understand the basics of adding and subtracting fractions (denominators must be the same; add/subtract the numerators; DO NOT add/subtract the denominators) is to teach the students what the parts of a fraction really are: numbers and names. This also helps combat the frequently-taught but incorrect idea that a fraction and a ratio are the same. A ratio may look like a fraction, but it is not a fraction.
  • FRACTIONS ARE AS EASY AS PIGS What is 2 pigs plus 3 pigs? 5 pigs (Write as a fraction: 2/pigs + 3/pigs = 5/pigs) Notice, we do not end up saying the answer is 5 horses.
  • ...10 more annotations...
  • The top of a fraction is a NUMBER: 1, 2, 3, etc. The bottom of a fraction is a NAME: half, third, fourth, etc. We can add and subtract numbers. We cannot add and subtract names.
  • Fraction Blackjack
  • Ask each student their "denominator." Don't give it away. Ask each one until one finally says their name. Continue through the room... Their name is their denominator. When you practice adding and subtracting fractions with like denominators, actually say "pigs" instead the fraction name. Then say, "Instead of pigs, we are using ..." and let them answer with the appropriate denominator. It is fun when doing subtraction to say, "If we have 5 pigs and eat 3 pigs, besides a stomachache, what is left?"
  • The transition to unlike denominators is automatic. If the names are not the same, you can't add the fractions. 2/pigs + 3 horses is still 2/pigs and 3/horses (unless we discover a "common denominator" -- a common name: farm animals). Once the students know they must have a common name (denominator) in order to add or subtract, they have a reason to learn about common denominators. By the way, I always begin common denominators without worrying about the Least Common Denominator (LCD). Once they can find a common denominator (multiply the denominators), add or subtract, and then reduce, they can be led to finding "easier" denominators to work with. Students who have too much difficulty with LCD can still get the correct answer; they just have more reducing to do. Those who can find a lower common denominator have less reducing. This is a very basic rendering of "Fractions are as easy as pigs." AWP, 10/12/00 on teachers.net math board
  • Denominate means: to name Political parties nominate (name) their candidates. Religious denominations are identified by their names. The denominations of money are the names of the coins and bills.
  • One game that my students enjoy the challenge of is Blackjack 1. You need a set of fraction cards per student (or you can make them from index cards.) The same rules as Blackjack apply. Instead of trying to get to 21, they want to try and get close to 1 without going over. With this game they practice addition and comparing -- it's great. You can also make it more challenging or bring in mixed numbers with Blackjack 2 or Blackjack 3. (Blackjack 2 means to try to get as close to 2 as possible without going over.) I am not sure where to buy fraction cards. I have one set that I received when I took over a classroom. However, I have always had the students create their own sets and we used them for several games. I gave each students a set of index cards (3 1/2 X 5) and they wrote the fractions in pencil so they couldn't be seen through the cards. These are the fractions we included: all fractions with a denominator of 2, 3, 4, 5, 6, 8, 10, and 12. (To challenge the students you may want to use the 7, 9, and 11 denominators as well.) I also had the students include 2 0's such as 0/3 and 0/4 and two 1's such as 3/3 and 4/4. Each game required two sets of cards, so I had the students write their initials in the corner of their set so they would get a complete set back after the game.
  • games
  • I remembered some
  • other
  • Fraction War Fraction War with the fraction cards: It is just like the card game of War, but with the fraction cards instead. This game helps students to compare fractions and encourages them to use number sense in comparison before using the algorithm of making equivalent fractions. Memory Memory with the fraction cards: It is just like the traditional "Memory" game, but any equivalent fractions are considered a match so 1/2 would be a match with 2/4. This game helps them to identify equivalent fractions. You can also play this game with fraction to decimal equivalence by making a set of decimal cards too. Fraction/Decimal Bingo Fraction/Decimal Bingo: The students have game boards with decimals on them. You call out fractions and if they have the decimal equivalence they can mark it on the board. Kimberly, 5/31 and 6/1 on teachers.net math board
teacherboyle

Blog Evaluation - 110 views

www.weebly.com/...evalblog1.pdf

research evaluation blog

shared by teacherboyle on 27 Jun 12 - No Cached
  • teacherboyle on 27 Jun 12
     
    Provides a form for people to use when evaluating the credibility of a blog.
Katherine Iriarte

PBS Teachers | Resources For The Classroom - 100 views

www.pbs.org/...resources

pbs teachers classroom

shared by Katherine Iriarte on 19 Feb 13 - No Cached
  • Katherine Iriarte on 19 Feb 13
     
    Huge array of ideas!! Plus great webisodes!
Linda Dextre'

Scope and Sequence | Common Sense Media - 50 views

www.commonsensemedia.org/...scope-and-sequence

digital citizenship online safety

shared by Linda Dextre' on 07 Nov 12 - No Cached
    • Linda Dextre'
      Linda Dextre' on 07 Nov 12
       
      November media lessons (upon request)
Jac Londe

Analyzing General Electric's Debt And Risk - Seeking Alpha - 17 views

seekingalpha.com/...neral-electric-s-debt-and-risk

general electric debt seeking alpha ge bourse actions

shared by Jac Londe on 04 Oct 12 - No Cached
  • Analyzing General Electric's Debt And Risk
  • 1. Total Debt = Long-Term Debt + Short-Term Debt
  • 2. Total Liabilities
  • ...7 more annotations...
  • 4. Debt ratio = Total Liabilities / Total Assets
  • 3. Total Debt to Total Assets Ratio = Total Debt / Total Assets
  • 6. Capitalization Ratio = LT Debt / LT Debt + Shareholders' Equity(LT Debt = Long-Term Debt)
  • 5. Debt to Equity Ratio = Total Liabilities / Shareholders' Equity
  • 7. Cash Flow to Total Debt Ratio = Operating Cash Flow / Total Debt
  • 8. Cost of debt (before tax) = Corporate Bond rate of company's bond rating.
  • 9. Current tax rate ( Income Tax total / Income before Tax)
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