20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mob... - 215 views
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Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback.
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Rubrics for Evaluating Discussion Forums in Online Courses | Faculty Focus - 109 views
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The quality of the discussion forum depends on the ability to develop a sense of community, the clarity of the discussion questions, and the use of a grading rubric that includes standards of performance.
7 Awesome Visual Alternatives to Google Docs ~ Educational Technology and Mobile Learning - 132 views
Interactive Whiteboard Games for Classroom Review Activities - 114 views
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These interactive whiteboard games are a great way to review units of study in the classroom. All are based on popular TV shows and are fun and engaging for the whole class. Download the templates, customize them to your own needs, and you will be ready to play these great games on an interactive whiteboard or LCD projector.
SIRS: Turn Off the Cell and Tune In - 64 views
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There is an epidemic of under-the-desk text messages during class, a virtual economy of exam pictures posted to Facebook, a trade in school fight videos on YouTube, they say. To combat it, the county school board voted Thursday to ban cellphones and other electronics during the school day, even as many school systems across the country are loosening their rules.
Is your feedback making people dumber? - 42 views
Looking in the Wrong Places | Edge.org - 5 views
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We should be very careful in thinking about whether we’re working on the right problems. If we don’t, that ties into the problem that we don’t have experimental evidence that could move us forward. We're trying to develop theories that we use to find out which are good experiments to make, and these are the experiments that we build. We build particle detectors and try to find dark matter; we build larger colliders in the hope of producing new particles; we shoot satellites into orbit and try to look back into the early universe, and we do that because we hope there’s something new to find there. We think there is because we have some idea from the theories that we’ve been working on that this would be something good to probe. If we are working with the wrong theories, we are making the wrong extrapolations, we have the wrong expectations, we make the wrong experiments, and then we don’t get any new data. We have no guidance to develop these theories. So, it’s a chicken and egg problem. We have to break the cycle. I don’t have a miracle cure to these problems. These are hard problems. It’s not clear what a good theory is to develop. I’m not any wiser than all the other 20,000 people in the field.
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I’m still asking myself the same question that I asked myself ten years ago: "What is going on in my community?" I work in the foundations of physics, and I see a lot of strange things happening there. When I look at the papers that are being published, many of them seem to be produced simply because papers have to be produced. They don’t move us forward in any significant way. I get the impression that people are working on them not so much because it’s what they’re interested in but because they have to produce outcomes in a short amount of time. They sit on short-term positions and have short-term contracts, and papers must be produced.
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The field that I mostly work in is the foundations of physics, which is, roughly speaking, composed of cosmology, the foundations of quantum mechanics, high-energy particle physics, and quantum gravity. It’s a peculiar field because there hasn’t been new data for almost four decades, since we established the Standard Model of particle physics. There has been, of course, the Higgs particle that was discovered at the LHC in 2012, and there have been some additions to the Standard Model, but there has not been a great new paradigm change, as Kuhn would have put it. We’re still using the same techniques, and we’re still working with the same theories as we did in the 1970s.
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Outlook - 1 views
Task 2 Course Forum Discussion Board - 10 views
Comparison of single-board computers - 0 views
https://www.nytimes.com/2019/04/17/technology/pinterest-ipo-stock.html?emc=edit_th_1904... - 17 views
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The price valued the digital pin board company, which lets people save images and links from around the web, at $12.7 billion. That is a little above its last private fund-raising round, which had pegged the company at $12 billion.By selling at $19 a share, Pinterest raised $1.6 billion from big investors
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In its I.P.O. prospectus, Pinterest emphasized its differences from some of those services. Pinterest is not a social media app for hanging out with celebrities or broadcasting one’s life, the company said. It is meant to be personal. The company’s 250 million monthly active users, called “pinners,” come to the site to plan their lives, including home projects, weddings and meals.
Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views
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was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
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Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
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Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
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Math Interactives - 208 views
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Nice IWB or Smart board activities for both theory and application of maths concepts.
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Ok, as of Thursday at 8:30 (Australian Time) this site is back up!
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A great general maths site with lots of tutorials, activities and games which will help your students at school and at home. http://ictmagic.wikispaces.com/Maths
3 Educational Resources - 15 views
bere_15
Teaching How to Teach: Coaching Tips from a Former Principal | Edutopia - 2 views
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Balance specific feedback with reflective questions
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Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?
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I was reminded that good coaching is not about dynamic coaches serving as heroic educators, but rather stems from the simple habits of connecting teachers to resources and asking them reflective questions.
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"High-quality coaching lies somewhere near the crossroads of good teaching and educational therapy. Done well, coaching can help you sort through your pedagogical baggage, develop or hone new skills, and ultimately find your best teaching self. Done poorly, it might turn you off to the entire notion of support. But what if it's not done at all?"
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