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maryann diedwardo

Pairing Music and Linguistic Intelligences by Maryann DiEdwardo - 1 views

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    Music Transforms the College English Classroom by Maryann DiEdwardo is based on her case study research.
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    Music Transforms the College English Classroom by Maryann DiEdwardo is based on her case study research.
Paul Restivo

The power of simple words - Terin Izil | TED-Ed - 46 views

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    Long, fancy words designed to show off your intelligence and vocabulary are all very well, but they aren't always the best words. In this short, playful video Terin Izil explains why simple, punchy language is often the clearest way to convey a message.
Kathleen Howard DaQuanno

Media Center | Stratfor - 34 views

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    Geopolitical intelligence, economic, political, and military strategic forecasting
Jac Londe

Wolfram Demonstrations Project - 83 views

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    Intelligent ways to learns concepts related to mathematics
Kathleen N

A Snapshot of Differentiated Instruction - Lesson Plans | Show and Tell - 6 views

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    "Activities for Differentiated Instruction Addressing All Levels of Bloom's Taxonomy and Eight Multiple Intelligences." This title, by Audrey C. Rule and Linda Hurley Lord sounds too good to be true. This document is an 83-page gold mine. In the first eight pages, the introduction reviews the basics of both Bloom's and Gardner's work. Then it explains the qualities of differentiated instruction, referring to Tomlinson, as well as making the connections to Bloom and Gardner.
Dallas McPheeters

Job Bank - 32 views

  • Are you verbal/linguistic? Then you make sense out of the world through language and can use words effectively either speaking or in writing. When you make puns and tell stories, you exhibit this intelligence.Learning strategies: read material before going to lectures; take notes of what you hear and read; describe what you have learned to others; listen to what others have learned;write out the steps/instructions to a procedure or experiment;use crossword puzzles, puns and imaginary conversations as memory devices;use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in music, make up a story based on what you hear.
    • Dallas McPheeters
       
      Learning strategies for multiple intelligences. Nice list that can easily be used to create learning activities that span all learning styles in the classroom.
  • rank different items of information in order of their importance
  • predict outcomes
Mary Beth  Messner

MI_Presentation_Handout.pdf (application/pdf Object) - 52 views

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    it seems like a neat idea, but there is absolutely no research to support multiple intelligence in education, fwiw.
Kathy Favazza

Intelligent YouTube Channels | Open Culture - 74 views

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    collection of youtube videos categorized
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    Intelligent, searchable YouTube
anonymous

Don't Poke the Bear: Scrimmaging with Anonymous - 28 views

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    Who is Anonymous? He's a sixteen-year old boy living with his parents, upstairs in his room, playing on his computer. He is legion. All this energy and intelligence marshaled to protest censorship and to protect the sharing of movies, music, and images. Who is anonymous? They are our students. 
Tamara Connors

Digitally Speaking / Social Bookmarking and Annotating - 58 views

  • Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.
  • powerful learning depends on the quality of the conversation that develops around the content being studied together. 
  • This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts: Handout_SocialBookmarkingRoles.pdf
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  • Captain Cannonball should find four or five key points in a shared reading to highlight and craft initial questions for other readers to consider
  • hallenging the thinking of peers in the conversation.  Directly responding to comments made by others, the Provocateur works to remind everyone that there are two sides to every story.    
  • for connections.  Middle Men
  • question statements made and conclusions drawn throughout a shared reading.
  • dentify important "takeaways" that a group can learn from
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    Fred, What an incredible resource. It has changed my thinking about collaborative annotation technologies. Thank you! -tbf Todd Finley http://bit.ly/Hfs8N
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    The driving force behind the Web 2.0 revolution is a spirit of intellectual philanthropy and collective intelligence that is made possible by new technologies for communication, collaboration and information management.  One of the best examples of collective intelligence in action are the wide range of social bookmarking applications that have been embraced in recent years.
Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

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    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Chris Betcher

Seymour Papert: Project-Based Learning | Edutopia - 115 views

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    An expert on children and computing, Dr. Seymour Papert is a mathematician and one of the early pioneers of Artificial Intelligence. He is a distinguished professor at the Massachusetts Institute of Technology and author of major books on children and learning. Here he describes learning environments in which children collaborate around meaningful projects and powerful ideas.
Drew Rosenshine

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed : NPR - 49 views

  • they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
  • ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
  • We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
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  • Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
  • The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
  • praise students for their focus and determination.
  • "If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
  • In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
  • The number of schools using Brainology is expected to double this year, from 500 to 1,000.
  • A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
  • "Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
  • if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
    • Drew Rosenshine
       
      Yes, but once again this is not an either/or situation.
  • I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
  • But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
  • Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
  • After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
Marti Pike

BBC News - Stephen Hawking warns artificial intelligence could end mankind - 22 views

  • suggests the words he might want to use next.
    • Marti Pike
       
      Some Smart Phones already do a little of this. 
  • useful
  • re-design itself at an ever increasing rate,
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  • Humans, who are limited by slow biological evolution,
  • fooling a high proportion of people into believing they are talking to a human.
  • algorithms
  • believes it will come in the next few decades.
  • But he is betting that AI is going to be a positive force.
  • destroy millions of jobs.
  • Elon Musk has warned that AI is "our biggest existential threat".
  • "The development of full artificial intelligence could spell the end of the human race."
  • "More must be done by the internet companies to counter the threat, but the difficulty is to do this without sacrificing freedom and privacy."
  • write much faster with his new system.
  • he didn't want a more natural voice.
  • children who need a computer voice
Michelle Kassorla

A curated list of awesome C/C++ frameworks, libraries, resources, and shiny things. - 27 views

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    A curated list of awesome C/C++ frameworks, libraAwesome C/C++ Standard Libraries Frameworks Artificial Intelligence Asynchronous Event Loop Audio Biology Compression Concurrency Containers Cryptography
Linda Lyster

Concept to Classroom: Course Menu - 80 views

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    FREE, self-paced workshops covering a wide variety of hot topics in education including assessment, multiple intelligences, constructivism, inquiry-based learning, and cooperative learning.
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