iepssn.pdf (application/pdf Object) - 17 views
6 Great Blogs to Get Insights into Flipped Learning - EdTechReview™ (ETR) - 72 views
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BC Online: 6D - More Complicated Enzymes - 38 views
Patty Hicks EdTech Learning Log | An online inventory of what I've learned and created - 3 views
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EdTech Smart Brief
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Best Social Studies Apps for iPad - WSS Wiki - 9 views
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Resource Documents Links to Other Sites What is CBT Self Help - Cognitive-Behavioural Therapy (CBT) Personal Stories Seek Help
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Schools need to teach students to maintain attention - chicagotribune.com - 6 views
Art of memory - Wikipedia, the free encyclopedia - 0 views
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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.
Magnet - Wikipedia, the free encyclopedia - 11 views
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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.
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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.
TimeMaps - World Map 3500 BC - 68 views
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Slide - 87 views
HP Blogs - Successful EdTech: First the Verbs, then the Nouns - The HP Blog Hub - 62 views
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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.
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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
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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.