Skip to main content

Home/ Diigo In Education/ Group items tagged asp

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jac Londe

Apprendre la Bourse - Notions de base | Courtage en ligne Disnat - 0 views

www.disnat.com/...trading_basics.asp

bourse base ligne apprendre strategie

shared by Jac Londe on 29 Jun 12 - No Cached
  • TOUT CE QU'IL FAUT SAVOIR SUR LA NÉGOCIATION
  • TUTORIELS DISPONIBLES Actions Les actions Stratégies de sélection des actions L'analyse fondamentale L'analyse des ratios L'analyse technique Les fonds négociés en bourse Opération sur marge La vente à découvert Les premiers appels publics à l'épargne Les fonds communs Qu'est-ce qu'un fonds de placement? Comment choisir un fonds de placement   Rendement   Rang quartile   Frais de gestion   Valeur éthique des placements   Style de gestion Les styles de gestion Investir d'un coup ou    étaler vos achats? Centre de fonds Disnat   Les options Introduction Qu'est-ce qu'une option? Pourquoi les investisseurs     utilisent-ils des options Exemple concret illustrant le fonctionnement des options Les différentes sortes d'options Lecture de la cote des options Conclusion et ressources   Revenu fixe Principes fondamentaux des obligations Le marché monétaire   Planifier sa retraite Visitez le centre de planification de retraite   Glossaire Consultez le glossaire financier  
John Lustig

http://community.simplek12.com/scripts/student/runtime/scorm/frameset.asp?CONTENT_URL=h... - 45 views

community.simplek12.com/...frameset.asp

google docs sharing collaboration

shared by John Lustig on 26 Aug 11 - No Cached
  • John Lustig on 26 Aug 11
     
    Overview of using Google Docs sharing for collaboration
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Kari Beery

Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached
  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
Jay Reimer

Internet History Sourcebooks - 63 views

www.fordham.edu/...franklin-science.asp

shared by Jay Reimer on 18 Nov 12 - No Cached
    • Jay Reimer
      Jay Reimer on 18 Nov 12
       
      Great idea for a chem lab: try Franklin's recommendation on making "inflammable" air :)
fredbernard

Accueil_ITC-Twitterature - 4 views

www.twittexte.com/...scripto.asp

Twitter pédagogie formation FOAD

shared by fredbernard on 05 Mar 13 - No Cached
  • Concours de twittérature Règlements du concours pour le premier Festival international de twittérature
    • fredbernard
      fredbernard on 05 Mar 13
       
      le Tweet peut-il prétendre au statut de Haïku virtuel en prenant le contre-pied du Slam: En dire moins pour signifier plus.
    • fredbernard
      fredbernard on 05 Mar 13
       
      Le Tweet peut-il prétendre au statut de Haiku virtuel en prenant le contre-pied du Slam: En dire moins pour signifier plus.
anonymous

Academic Credits through your Spanish Course in Spain | don Quijote - 1 views

www.donquijote.org/...academic-credits.asp

shared by anonymous on 18 May 13 - No Cached
    • anonymous
      anonymous on 18 May 13
       
      accredition for don quijote course
psmiley

Elementary October Newsletter - 14 views

ncea.informz.net/...template.asp

Newsletter Kay Bisaillon quadblogging

shared by psmiley on 03 May 13 - No Cached
  • psmiley on 03 May 13
     
    Kay's writing about Quadblogging
Milissa Copeland

10 Tech Tools to Teach the Common Core Standards - SimpleK12 Teacher Learning Community - 80 views

community.simplek12.com/...view.asp

shared by Milissa Copeland on 09 May 13 - No Cached
    • Milissa Copeland
      Milissa Copeland on 09 May 13
       
      This is good to send to Tech for Teachers class
  • 10 Tech Tools to Teach the Common Core Standards
anonymous

Text to Speech Voice - 90 views

text-to-speech.imtranslator.net/speech.asp

text voice

shared by anonymous on 02 May 13 - No Cached
  • anonymous on 02 May 13
     
    Useful tool for adding spoken text to your website
Whitney Clodfelter

Reading Approaches and Elements - 63 views

onlinebooks.stenhouse.com/...eading-approaches-and-elements

shared by Whitney Clodfelter on 05 Feb 13 - No Cached
    • Whitney Clodfelter
      Whitney Clodfelter on 05 Feb 13
       
      Different way of looking at independent reading time.
  • Speak by Laurie Halse Anderson, is our anchor text for a unit of study examining the archetypal hero’s journey, which speaks to teenagers’ process of self-discovery (Campbell 1972). It is also the book I am using to teach students how to question and visualize. Our essential question is, “How do trials in our journey through high school shape us?” We use that question as we talk about Speak and our own high school lives.
  • Kelly Gallagher notes in Deeper Reading, “if we simply assign reading instead of teaching students how to read, we’ll get poor reading” (2004, 7).
Kristen Hewett

The Invention of the Teenager [ushistory.org] - 51 views

www.ushistory.org/46c.asp

shared by Kristen Hewett on 20 Feb 13 - No Cached
    • Kristen Hewett
      Kristen Hewett on 20 Feb 13
       
      What does this mean?  Explain it in your own words.
    • Kristen Hewett
      Kristen Hewett on 20 Feb 13
       
      How were things changing for children during this time?
  • the teenage phase — was becoming a reality in America. American adolescents were displaying traits unknown among children and adults. Although the word teenager did not come into use until decades later, the teenage mindset dawned in the 1920s.
  • ...1 more annotation...
    • Kristen Hewett
      Kristen Hewett on 20 Feb 13
       
      What was the "teenage phase?"
Tonya Thomas

Learning Technology Institute - 3 views

www.lti.org/lti.asp

learning technology institute resources tools

shared by Tonya Thomas on 03 Oct 12 - No Cached
  • Christian King on 07 Oct 12
     
    The Learning Technology Institute was founded in 1975 as a non-profit public interest corporation 501C(3) devoted to research, development, organization management, and education activities in connection with the use of technology and computers in knowledge engineering, systems design, and technology-based information delivery systems.
1 - 20 of 182 Next › Last »
Showing 20▼ items per page