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La del Hierro en estos momentos es una erupción surtseyana (bautizada así por la erupción en Surtsey, Islandia, en 1963). En esas condiciones, si se llegara a al tercera fase, con la erupción muy cerca de la superficie, el agua vaporizada y los trozos de lava pueden ser proyectados a gran distancia.

El magma brota a solo 150 metros de profundidad en las aguas de El Hierro, lo que ha aumentado la preocupación por la erupción submarina, ya que el peligro de explosividad crece cuanto más cerca de la superficie se produce.

en estos momentos, la lava sube a la superficie acompañada de vapor y luego vuelve al fondo del mar haciendo crecer el edificio volcánico. En una segunda fase, a la que no tendría por qué llegarse, se divisaría una columna de vapor en la superficie y, más adelante, explosiones de color negro en forma de cola de gallo. Este sería el momento más peligroso, pero con las medidas tomadas hasta ahora, Ortiz cree que no habría riesgo para la población, Por último, podría emerger una isla: "Se acabarían los fuegos artificiales y veríamos surgir una fuente de lava incandescente"

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.

the study found that explicit media literacy instruction increased both traditional literacy skills, such as reading comprehension and writing, and more specific media-related skills, including identification of techniques various media use to influence audiences.

"How can we possibly teach reading when our kids just won't read?"

classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.

So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.

Can't Get Kids to Read? Make It Social William M. Ferriter

One great tool for creating social reading experiences is Diigo (www.diigo.com), a free online application that allows users to add highlights and comments onscreen to any Web-based text. These comments can be seen by anyone using Diigo and are identified with the commenter's user name. Diigo also enables users to bookmark and "tag" with keywords any online articles that they find fascinating. Classes studying topics together can share their reading. Articles tagged by one user become instantly available to another, providing a source for continued study and ongoing conversations. The best news is that creating secure student accounts in Diigo is easy. Teachers can form a classroom group that enables students to see only the articles bookmarked and the annotations shared by their teachers and peers—instead of the comments of the entire Diigo community.

ttp://digitallyspeaking.pbworks.com/Social-Bookmarking-and-Annotating

Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)

AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t