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Colorado Gets Another Hub for Outdoor Industry Businesses * - 1 views

www.adventure-journal.com/...ub-outdoor-industry-businesses outdoor recreation business
shared by Jeff Andersen on 18 Sep 18 - No Cached
  • Jeff Andersen on 18 Sep 18
     
    Montrose, Colorado, population 19,000, located in the western part of the state, is about to become a case study in work/life balance theory. Colorado Outdoors, a planned development designed specifically to attract outdoor industry businesses is set to host a welcoming/coming out party in December. And unlike any other outdoor business campuses, this one includes hundreds of housing units too, a small, pre-fab town for outdoor enthusiasts.
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Colorado Virtual Academy - 0 views

www.k12.com/cova online K-12 charter school Colorado distance
shared by Deborah Keyek-Franssen on 23 Jul 09 - Cached
Tony Bowes liked it
  • Deborah Keyek-Franssen on 23 Jul 09
     
    Online K-12 charter school in Colorado.
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Colorado Senate Advances Strict Gun Control Measures - NYTimes.com - 1 views

www.nytimes.com/...rict-gun-control-measures.html gun control gun nytimes colorado senate
shared by Margaret FalerSweany on 10 Mar 13 - No Cached
  • After more than 12 hours of emotional and bitterly divided debate, the Democratic-controlled State Senate gave preliminary approval to a package of gun bills. At its heart are measures that would require universal background checks for private gun sales and limit ammunition magazines to 15 rounds. Other measures would create a fee for background checks; require those convicted of domestic abuse to surrender their firearms; and require residents applying for permits to carry concealed weapons to take in-person training classes, outlawing the handful of online-only courses now offered in the state.
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Causes of Texas Revolution - 9 views

www.austincc.edu/...causes.html EDT5372
shared by pepe1976 on 12 Nov 11 - Cached
  • "Many a Cause, Many a Conflict: The Texas Revolution" Introduction Volumes sufficient to fill multiple warehouses have been written about the Texas Revolution of 1836 in the century and a half since it culminated in the seventeen minute Battle of San Jacinto. Few topics have inspired such polarized feelings. Many blame Mexico's loss of her northernmost regions on a conscious premeditated conspiracy of Anglo-Americans in the United States to steal Texas by whatever means possible. This conspiracy, supported by the American government in Washington, D.C., first bore fruit in 1835-36 with the Texas Revolution and culminated ten years later with the Mexican War which resulted in the loss of the present-day states of New Mexico, Colorado, Nevada, Utah, Arizona, and California. At the other end of the continuum are those who blame the Mexican people for the misrule of Texas and the ruthless dictatorship of Santa Anna for provoking a fully justified rebellion by Anglo-Americans and Tejanos. While such extreme positions are far too simplistic to explain the events of 1835-36, they continue to be voiced today - a century and a half after the fact.
  • pepe1976 on 12 Nov 11
     
    Volumes sufficient to fill multiple warehouses have been written about the Texas Revolution of 1836 in the century and a half since it culminated in the seventeen minute Battle of San Jacinto. Few topics have inspired such polarized feelings. Many blame Mexico's loss of her northernmost regions on a conscious premeditated conspiracy of Anglo-Americans in the United States to steal Texas by whatever means possible. This conspiracy, supported by the American government in Washington, D.C., first bore fruit in 1835-36 with the Texas Revolution and culminated ten years later with the Mexican War which resulted in the loss of the present-day states of New Mexico, Colorado, Nevada, Utah, Arizona, and California. At the other end of the continuum are those who blame the Mexican people for the misrule of Texas and the ruthless dictatorship of Santa Anna for provoking a fully justified rebellion by Anglo-Americans and Tejanos. While such extreme positions are far too simplistic to explain the events of 1835-36, they continue to be voiced today - a century and a half after the fact.
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Project Description of SLI - 15 views

science-infographics.org/project-description Science Literacy
shared by leijosa on 22 Jun 15 - No Cached
  • This is a key component of “STEM literacy.”
  • o address this need, a group of researchers at the University of Colorado Boulder, TERC, and Saint Louis University and educators in Colorado and Missouri are working together to investigate and develop learning environments aimed at improving STEM literacy
  • leijosa on 22 Jun 15
     
    Project Description 
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PhET: Free online physics, chemistry, biology, earth science and math simulations - 7 views

phet.colorado.edu science simulations interactive chemistry biology phet flipped classroom
shared by Deborah Baillesderr on 20 Apr 11 - Cached
  • David Garcia on 20 Apr 11
     
    a huge set of online simulations for science classes
  • Marc Patton on 16 Nov 12
     
    Fun, interactive, research-based simulations of physical phenomena from the PhET™ project at the University of Colorado.
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Mathematics with a Twist by @RTBCoaching - 15 views

ukedchat.com/...mathematics-twist maths math Rubik's Cube
shared by Martin Burrett on 17 Jan 18 - No Cached
  • Martin Burrett on 17 Jan 18
     
    "I began my personal journey into the world of Cubing when I was attending Regis University in Denver, Colorado in 2009. My senior thesis project involved devising a cryptosystem using the Rubik's Cube to encode and decode messages. Although my involvement with the Rubik's Cube waned post-graduation, it was rekindled shortly after I became a secondary teacher of mathematics in 2014. I had several Rubik's Cubes in my possession from my college days and these decorated the shelves in my classroom. I recall these puzzles catching the eyes of many curious pupils. After months of traditional curriculum presentation, I determined that my students were in need of a novel lesson, one that would ignite a passion for problem-solving. This lesson would involve the colourful and alluring hexahedron puzzle on my desk: the Rubik's Cube."
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Little Shop of Physics - 83 views

littleshop.physics.colostate.edu science experiments physics
shared by Deborah Baillesderr on 02 Oct 13 - Cached
  • Deborah Baillesderr on 02 Oct 13
     
    a hands-on science outreach program at Colorado State University
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Math - PhET Simulations - 55 views

phet.colorado.edu/...math math science simulations interactive visualization
shared by Steve Gall on 19 Dec 12 - Cached
  • Steve Gall on 19 Dec 12
     
    Math and science simulations.
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New trans-continental map of the Pacific R.R. and routes of overland travel to Colorado... - 15 views

www.loc.gov/...g4051p.rr005110r
shared by Nicole Miller on 07 Oct 16 - No Cached
    • Nicole Miller
      Nicole Miller on 07 Oct 16
       
      Why did the RR take the route pictured here?
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Colorín Colorado: A bilingual site for families and educators of English lang... - 0 views

www.colorincolorado.org ESL Teacher_Resources
shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    A bilingual site for families and educators of English language learners
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PhET: Free online physics, chemistry, biology, earth science and math simulations - 5 views

phet.colorado.edu/index.php science education interactive simulations
shared by Joanna Gerakios on 08 Jan 09 - Cached
  • Virginia Meadow on 23 Sep 09
     
    online physical science simulations and other activities.
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Links to Lots of Webpages - 177 views

sites.google.com/...mr-goody-s-site
shared by Ryan Gudmundson on 24 May 11 - No Cached
  • Ryan Gudmundson on 24 May 11
     
    Teacher in Colorado created a webpage that students use on a daily basis.
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Balancing Chemical Equations - Reactants, Products, Chemical Reactions - PhET - 76 views

phet.colorado.edu/...balancing-chemical-equations equations balancing chemical
shared by Gerald Carey on 25 May 11 - No Cached
  • Gerald Carey on 25 May 11
     
    Another terrific PhET production. Good for introductory chemistry.
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The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm assessment grading achievement education kohn
shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
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