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Margaret FalerSweany

Text to Text | 'The Giver' and 'The Dark Side of Young Adult Fiction' - NYTimes.com - 59 views

learning.blogs.nytimes.com/...rk-side-of-young-adult-fiction

The Giver Lois Lawry dystopian literature

shared by Margaret FalerSweany on 19 Sep 14 - No Cached
  • ideas for connecting it to a larger discussion about the popularity of dystopian literature, as well as options for going further
  • Key Questions: Why are dystopian novels so popular among young adults right now?
  • What can dystopian fiction show or teach us that, perhaps, other kinds of stories cannot
  • ...4 more annotations...
  • In this forum, seven experts discuss the questions, Why do bestselling young adult novels seem darker in theme now than in past years? What’s behind this dystopian trend, and why is there so much demand for it?
  • Connecting “The Giver” to Other Dystopian Literature
  • Censorship and the Novel
  • An Ending for “The Giver”
  • Margaret FalerSweany on 19 Sep 14
     
    New York Times discussion of why young adults read dystopian stories such as "The Giver." The Author talks about the book and a panel of 8 experts discuss dystopian literature. Exercises are provided that students can use when studying such stories and novels.
Roland Gesthuizen

Mixed Messages And Simple Truths « Graham Wegner - Open Educator - 17 views

gwegner.edublogs.org/...xed-messages-and-simple-truths

education research facts blog

shared by Roland Gesthuizen on 27 Oct 12 - No Cached
  • it is interesting how connecting to lots of non-edugurus has helped me spot the mixed messages and view this dispensed wisdom through a more critical (some might say cynical) lense
  • We, as educators, are so conditioned to the notion that our knowledge isn’t expert enough, that our day to day experiences aren’t enough to grasp the bigger picture that we concede the higher factual ground to those on the stage or behind the podium.
  • Confront the mixed messages, don’t take the word of any guru as gospel, and look for the truths that emerge as you do so
  • Roland Gesthuizen on 27 Oct 12
     
    "Over time, we as educators have become used to listening to and reading from gurus with simple truths. So many of us feel that we are well below the expertise of these edugurus (and I don't mean to single out the examples above as being the only ones going around) so we pack into venues, feverishly copying dot points from slideshows, handing over cash to buy the book and match up the dispensed wisdom against our own learning, our own classrooms and schools to see if we are headed in the prescribed direction"
Rachel Ernst

Seth's Blog: Learning from the MBA program - 0 views

sethgodin.typepad.com/...ning-from-the-mba-program.html

shared by Rachel Ernst on 05 Jun 09 - Cached
  • I taught for five to twenty hours a week, and very little of it was about the books. So, if concepts from books are easy, what’s hard?Doing it.Picking up the phone, making the plan, signing the deal. Pushing ‘publish.’ Announcing. Shipping.We spent a lot of time on this area. Every morning, each person came in prepared to push someone in the group to overcome the next hurdle. This is what growth looks like, and it was energizing to be part of.We didn’t do this at all at when I was at Stanford. We spent a lot of time reading irrelevant case studies and even more time building complex financial models. The thing is, you can now hire someone to build a complex financial model for you for $60 an hour. And a week’s worth of that is just about all the typical entrepreneur is going to need. The rest of the time, it’s about shipping, motivating, leading, connecting, envisioning and engaging. So that’s what we worked on.It amazes me that MBA students around the world aren’t up in arms. How can schools justify taking $100,000 in cash and teaching exactly the wrong stuff?
    • Rachel Ernst
      Rachel Ernst on 05 Jun 09
       
      How much of our instruction is truly relevant to students? How much engages their imagination, builds meaningful relationships and equips with skills to develop their own talents?
Keith Dennison

seven thirty-five a.m. - 61 views

735am.wordpress.com

education technology resources web2.0 web tools project based learning inquiry based learning 21c skills 21st century skills history social studies

shared by Keith Dennison on 06 Aug 10 - Cached
  • Keith Dennison on 06 Aug 10
     
    I am just starting a blog as part of a reflective practice. I also want to use it to connect with people who are interested in education and interested in smart inclusion of technology into the classroom. It's brand new, but I have a post on there with examples of what we're doing at Hunterdon Central Regional High School in Flemington, NJ.
onepulledthread

Ask3 helps you teach from home with two-way screencasting. - 83 views

blogs.techsmith.com/...ome-w-rebecca-wildman-and-ask3

i-pad connected learning screencasting

shared by onepulledthread on 20 Mar 13 - No Cached
Nadjib Aktouf liked it
  • onepulledthread on 20 Mar 13
     
    for those with access to i-pads for teaching, this sounds great.
Jennie Snyder

The Myth About Computer-Based Reading Software? - Finding Common Ground - Education Week - 30 views

blogs.edweek.org/...er_based_reading_software.html

reading software

shared by Jennie Snyder on 22 Jan 13 - No Cached
  • Dr. Allington made the comment that he would ban computers from an instructional role and that they didn't have a significant effect on teaching students to read.
  • The second-year study included four reading software products for first grade, Destination Reading (Riverdeep 2008), the Waterford Early Reading Program (Pearson School 2008), Headsprout (Headsprout 2008), and Plato Focus (Plato Learning Corporation 2008).
  • students need a more balanced program
  • ...7 more annotations...
  • There is nothing more important to the reading process than a teacher who can provide high quality reading instruction to students.
  • llow students to choose books that they like AND can read.
  • Every child reads something he or she chooses
  • hat reading instruction needs to be 90-120 minutes which includes a large percentage of time being engaged in reading.
  • must be engaged in reading every day, and it must be authentic and meaningful.
  • Students need to spend time reading texts that are not too challenging.
  • But too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning."
A Gardner

Connecting to the 21st-Century Student | Edutopia - 110 views

www.edutopia.org/synching-ikid

edutopia 21st Century student instruction learning blog

shared by A Gardner on 25 Feb 12 - No Cached
  • This new generation of digital learners -- call them the MEdia Generation -- take in the world via the filter of computing devices: the cellular phones, handheld gaming devices, PDAs, and laptops they take everywhere, plus the computers, TVs, and game consoles at home.
Randolph Hollingsworth

The Magic of Higher Education - Old School, New School - The Chronicle of Higher Education - 18 views

chronicle.com/...283

shared by Randolph Hollingsworth on 04 Mar 11 - No Cached
  • On a personal level, I find it difficult to connect with the corporate analogy. It is alienating, sterile, and ultimately…masculine.
  • When we view faculty as labor and students as customers, we do not see magic; we see expenses and revenue on a profit-and-loss sheet. We would be better off selling tickets to a magic show.
  • Randolph Hollingsworth on 04 Mar 11
     
    Corporate, capitalist imagery re higher ed = male-centric
Devin Page

Teachers Teaching Teachers, on Twitter: Q. and A. on 'Edchats' - NYTimes.com - 7 views

learning.blogs.nytimes.com/...-on-twitter-q-and-a-on-edchats

educator pln connected educators

shared by Devin Page on 03 Oct 11 - No Cached
  • Devin Page on 06 Mar 12
     
    Interview with Twitter rock stars.
oconnortammy

Education World: Are You a Techno-Constructivist? - 33 views

www.educationworld.com/...tech005.shtml

EDGI M2T2

shared by oconnortammy on 24 Apr 17 - Cached
  • not only complements instruction but redefines it.
    • missboess
      missboess on 24 Apr 17
       
      This statement encompasses what I am trying to achieve in this resource design assessment. It also clearly links to the SMAR model of best ICT use in education, by implementing learning experience with technology that 'redefines' the activity. Meaning the activity is something that could not be done without the technology used.
  • help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
    • missboess
      missboess on 24 Apr 17
       
      Encompasses the constructivist theory I am using in the resource design and furthermore links to the method of inquiry.
  • long-term problem-solving and product-generating tasks
    • missboess
      missboess on 24 Apr 17
       
      In my resource design students will take part in a long term water sustainability project. A website will assist them in attaining access to multiple resources, communication with the outerworld (blogging) and creating products such as videos, visuals etc.
    • oconnortammy
      oconnortammy on 24 Apr 17
       
      How are you helping your students to connect to the outside world? Are they having dialogues with others?
  • ...1 more annotation...
  • See The Webquest Page or WebQuest.org for endless materials.)
    • missboess
      missboess on 24 Apr 17
       
      Webquest was used as an inspiration for my resource design, as it provides a useful platform for inquiry units to be created. There are endless examples on there. I really recommend you have a look at them. I decided to create my own website on weebly, as it provided more options and interactivity.
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