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A Strang

iepssn.pdf (application/pdf Object) - 17 views

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    The BC Ministry of Education has included UDL as a strategy for designing learning materials that meet the needs of diverse learners.
A Strang

adaptations_and_modifications_guide.pdf (application/pdf Object) - 26 views

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    The BC Ministry of Education has included UDL as a strategy for designing learning materials that meet the needs of diverse learners.
rmollap Rafa

http://62.14.245.71/webalmacen/ObtenerArchivoHemeroteca.aspx?guid=7b949c70-a514-4539-9b... - 1 views

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    Una firma mutacional es un mecanismo de alteración genética que siempre se produce de la misma manera. 
Barbara Schroeder

Patty Hicks EdTech Learning Log | An online inventory of what I've learned and created - 3 views

  • n Uncategorized | Le
  • EdTech Smart Brief
  • 982E-BC18C690187E&sid=53c635d9-8e3e-4fb3-a223-c3dbb097b677
  • ...1 more annotation...
  • Here is a link to a bundle I’ve created on Google Reader. I enjoy following David Pogue from the NYT. He is funny and witty and interesting, at least I think so. I’m a fan of Mitch Resnick from MIT and must give him all the credit for my passion in helping my students see themselves as creators not just users of technology. You should search out some of his writings. Actually better yet go to a conference at MIT and meet him.
Mika Lathrop

AnxietyBC™ Brochures | Anxiety BC - 22 views

  • Resource Documents Links to Other Sites What is CBT Self Help - Cognitive-Behavioural Therapy (CBT) Personal Stories Seek Help
    • Mika Lathrop
       
      PDF handouts and worksheets for coping with anxiety.
    • Mika Lathrop
       
      Links to videos and other resources for practicing calming strategies.
Steven Szalaj

Schools need to teach students to maintain attention - chicagotribune.com - 6 views

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    Schwartz is a professor of social theory and social action at Swarthmore College.  Here he presents a case for working at sustained attention in schools.
Kenuvis Romero

Art of memory - Wikipedia, the free encyclopedia - 0 views

  • The Art of Memory or Ars Memoriae ("art of memory" in Latin) is a general term used to designate a loosely associated group of mnemonic principles and techniques used to organize memory impressions, improve recall, and assist in the combination and 'invention' of ideas. An alternative and frequently used term is "Ars Memorativa" which is also often translated as "art of memory" although its more literal meaning is "Memorative Art". It is sometimes referred to as mnemotechnics.[1] It is an 'art' in the Aristotelian sense, which is to say a method or set of prescriptions that adds order and discipline to the pragmatic, natural activities of human beings.[2] It has existed as a recognized group of principles and techniques since at least as early as the middle of the first millennium BCE,[3] and was usually associated with training in rhetoric or logic, but variants of the art were employed in other contexts, particularly the religious and the magical. Techniques commonly employed in the art include the association of emotionally striking memory images within visualized locations, the chaining or association of groups of images, the association of images with schematic graphics or notae ("signs, markings, figures" in Latin), and the association of text with images. Any or all of these techniques were often used in combination with the contemplation or study of architecture, books, sculpture and painting, which were seen by practitioners of the art of memory as externalizations of internal memory images and/or organization.
Clint Heitz

Teenagers and grammar | TeachingEnglish | British Council | BBC - 68 views

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    Tips and links on how to teach teenagers grammar in a more engaging way.
Sreedharen Sasidharen

Magnet - Wikipedia, the free encyclopedia - 11 views

    • Sreedharen Sasidharen
       
      What is it?
  • A magnet (from Greek μαγνήτις λίθος magnḗtis líthos, "Magnesian stone") is a material or object that produces a magnetic field. This magnetic field is invisible but is responsible for the most notable property of a magnet: a force that pulls on other ferromagnetic materials, such as iron, and attracts or repels other magnets.
  • Ferromagnetic materials can be divided into magnetically "soft" materials like annealed iron, which can be magnetized but do not tend to stay magnetized, and magnetically "hard" materials, which do. Permanent magnets are made from "hard" ferromagnetic materials such as alnico and ferrite that are subjected to special processing in a powerful magnetic field during manufacture, to align their internal microcrystalline structure, making them very hard to demagnetize. To demagnetize a saturated magnet, a certain magnetic field must be applied, and this threshold depends on coercivity of the respective material. "Hard" materials have high coercivity, whereas "soft" materials have low coercivity.
Ann Steckel

Curriki - 21stCenturySkills_0 - 127 views

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    In this unit you will learn about 21st Century Skills and how they relate to education. You will report on what you've learned by creating a document, presentation, or chart using Internet collaboration tools.
Jason Schmidt

Curriki - 6eslessonplan - 73 views

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    6E+S lesson plan format. Encourages constructivist, student-centered learning and instruction.
Shawn Robertson

Slide - 87 views

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    Cool slide show maker.
Kim Ibara

HP Blogs - Successful EdTech: First the Verbs, then the Nouns - The HP Blog Hub - 62 views

  • In teaching, our focus needs to be on the verbs, which don't change very much, and NOT on the nouns (i.e. the technologies) which change rapidly and which are only a means. For teachers to fixate on any particular noun as the "best" way (be it books or blogs, for example) is not good for our students, as new and better nouns will shortly emerge and will continue to emerge over the course of their lifetimes. Our teaching should instead focus on the verbs (i.e. skills) students need to master, making it clear to the students (and to the teachers) that there are many tools learners can use to practice and apply them.
    • Kim Ibara
       
      This is what we need to explain to our teachers, administrators, and boards of education in order to make it clear where our technology initiatives originate.
  • Once we know what verbs you're intending to activate in the classroom, then we can start talking about the technology nouns that will support these activities and experiences
  • While the technology nouns are ever changing and improving, the educational VERBS remain the same. Powerful learning VERBS do not go obsolete, so neither will your instructional plans designed around them.
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