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Mrs. Lail2

How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views

www.theatlantic.com/...262656

education English Writing

shared by Mrs. Lail2 on 25 Sep 12 - No Cached
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • ...7 more annotations...
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
Tony Baldasaro

Education Week: N.H. Seeking to Reinvigorate High Schools - 0 views

www.edweek.org/...05highschool.h28.html

ELO NH education

shared by Tony Baldasaro on 10 Sep 09 - Cached
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • ...8 more annotations...
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • it doesn’t always have to be delivered in the traditional Carnegie [unit] mode of delivery," sai
  • The approach, which goes into effect this school year, moves away from the traditional Carnegie-unit system based on seat time.
  • Tony Baldasaro on 10 Sep 09
     
    One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state. All earned high school credit for their work outside school, an opportunity available under a burgeoning high school redesign effort in New Hampshire that sets its sights beyond simply stiffening course requirements and graduation standards.
ZeroDivide .

Nova Fabric of the cosmos The illusion of time full video - YouTube - 48 views

www.youtube.com/watch

Time

shared by ZeroDivide . on 03 Aug 14 - No Cached
  • The Evolution of Time and the Carnot Cycle at the Edge of the Universe
  • ZeroDivide . on 03 Aug 14
     
    We are all time travelers... drifting through time at a steady pace, one moment at a time. In what direction are we moving through time? Or does time move through us? How many dimensions of time are there? Though slightly allegorical, three-dimensional time offers physics new parameters, accounting for conventional and exotic physical phenomena, while maintaining the conservation of energy and symmetry groups found in physical law.  I began playing with the idea that all of physics could be reduced to just interactions between spatial and temporal coordinates. I wondered if inertia and momentum might be composed strictly of temporal components. This would require extra time dimensions. Could inertia or momentum be used as indicators of multi-dimensional time? What about charge, spin, and other properties of matter? Answers to some of these questions appeared to reside in neutrino research, specifically neutrino flavor oscillation.  The universality between Thermodynamics and Temporal Mechanics can reduce the fundamental forces of nature into a single expression, a new equivalence principle, which can be used as the generator for the evolution of time. Once Quantum Mechanics is seen through the lens of three-dimensional time, the EPR paradox looses its mystique. The speed of light may be restricted to a set speed limit within each individual frame of reference, however, frames of reference can undergo periods-of-time at varying rates of the passage-of-time. If the positive side of absolute zero is a state of condensed matter, what is on the negative side of absolute zero? Uncondensed matter?  The anti-matter aspect of the Dirac equations may have been misinterpreted. The convention is to assume that "matter" is composed of "particles" distinctly different from "antimatter" composed of "antiparticles". The assumption of one time dimension locks in this interpretation of the Dirac Equations. However, the uniform production of particles and antipa
pepe1976

SLAVERY | The Handbook of Texas Online| Texas State Historical Association (TSHA) - 26 views

www.tshaonline.org/...yps01

EDT5372

shared by pepe1976 on 12 Nov 11 - No Cached
  • SLAVERY. Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves.
  • SLAVERY . Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves
  • States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony
  • pepe1976 on 12 Nov 11
     
    The issue of Slavery in Texas before, during and post Texas Revolution and the establishment of a new government.
Miss Miller

Annual Convention Presenter handouts - 0 views

www.reading.org/...PresenterHandouts.aspx

Teaching Ideas

shared by Miss Miller on 07 Apr 09 - Cached
  • Miss Miller on 07 Apr 09
     
    Presenter handouts from the most recent annual convention
Randolph Hollingsworth

National Center for Education Statistics, The Nation's Report Card: Writing 2011 - 2 views

nces.ed.gov/...2012470.pdf

NAEP National Center for Education Statistics writing writing assessment transition computer-based assessment CBI college and career readiness

shared by Randolph Hollingsworth on 21 Sep 12 - No Cached
  • Randolph Hollingsworth on 21 Sep 12
     
    Asa Spencer of the Thomas B. Fordham Institute writes in the Education Gadfly Weekly: "Traditionalists cringe, tech buffs rejoice: This latest NAEP writing assessment for grades eight and twelve marks the first computer-based appraisal (by the "nation's report card") of student proficiency in this subject. It evaluates students' writing skills (what NAEP calls both academic and workplace writing) based on three criteria: idea development, organization, and language facility and conventions. Results were predictably bad: Just twenty-four percent of eighth graders and 27 percent of twelfth graders scored proficient or above. Boys performed particularly poorly; half as many eighth-grade males reached proficiency as their female counterparts. The use of computers adds a level of complexity to these analyses: The software allows those being tested to use a thesaurus (which 29 percent of eighth graders exploited), text-to-speech software (71 percent of eighth graders used), spell check (three-quarters of twelfth graders), and kindred functions. It is unclear whether use of these crutches affected a student's "language facility" scores, though it sure seems likely. While this new mechanism for assessing kids' writing prowess makes it impossible to track trend data, one can make (disheartening) comparisons across subjects. About a third of eighth graders hit the NAEP proficiency benchmark in the latest science, math, and reading assessments, compared to a quarter for writing. So where to go from here? The report also notes that twelfth-grade students who write four to five pages a week score ten points higher than those who write just one page a week. Encouraging students to put pen to paper (or fingers to keyboard) is a start."
Amy Roediger

Computer-Based Assessment: "Intermediate Constraint" Questions and Tasks for Technology... - 3 views

pages.uoregon.edu/...taxonomy.html

assessment education resources

shared by Amy Roediger on 16 Apr 13 - No Cached
  • Amy Roediger on 16 Apr 13
     
    This website introduces a taxonomy or categorization of 28 innovative item types useful in computer-based assessment. The taxonomy describes "intermediate constraint" items. These item types have responses that fall somewhere between fully constrained responses (i.e., the conventional multiple-choice question) and fully constructed responses (i.e., the traditional essay).
Matt Renwick

The Art of Visual Notetaking - Reading By Example - 125 views

readingbyexample.com/...the-art-of-visual-notetaking

shared by Matt Renwick on 12 Feb 16 - No Cached
  • Matt Renwick on 12 Feb 16
     
    Tired of being a Twitter transcriptionist at conventions? Consider taking visual notes instead.
Aelius Rusticus

Paris Review - The Art of Fiction No. 61, Stanley Elkin - 0 views

www.theparisreview.org/...of-fiction-no-61-stanley-elkin

fiction art paris review

shared by Aelius Rusticus on 25 May 12 - No Cached
  • It’s a rare joke that is funny. Only situations are funny.
    • Aelius Rusticus
      Aelius Rusticus on 25 May 12
       
      I asked my cat why he didn't help me with the elaborate vegetable soup I was preparing. When he had no quick answer, I suggested it was because he had no stock in it. My wit, pedestrian in the grand scheme, nonetheless amused me in the moment. Funny situation or funny word-play? or neither?
  • “The point of life was the possibility it always held out for the exceptional.”
  • to do the kinds of things which people don’t really do in real life but which they do do in fiction—to follow their own irrational—but sane—obsessions which, achieved, would satisfy them. Alas, these guys never catch up with their obsessions.
  • ...17 more annotations...
  • There isn’t a day that goes by that I don’t think, “Jesus Christ, how many more months do I have left?” or years, I hope. I am totally preoccupied with death. I mean my own death. Barth, for example, has said that he comes from very good stock and expects to live a long time. Bill Gass thinks that one of the reasons he takes so much time writing his novels—it took him ten years to write Omensetter’s Luck—is that he has an infinite amount of time left to him. I don’t believe that I have an infinite amount of time left to me. Probably I would be a healthier man if I did believe it.
  • making a scratch on a stone?
  • it’s not a question of making imaginary leaps or having a third eye. It’s a question of using the two eyes I have—and looking hard and close at things.
  • That kind of observation can be taught. I also try to teach them how to recognize a situation, what legitimately is a situation and what isn’t. Those are the only things that can be taught. I can’t teach a person style. I can’t teach him to write, in terms of language. But I can teach them that things look like other things.
  • Criers and Kibitzers, Kibitzers and Criers, a collection of short stories (1966)
  • junk jewelry’s meteorological condition—its Fall line and Spring.
  • I don’t believe that less is more. I believe that more is more. I believe that less is less, fat fat, thin thin and enough is enough.
  • particular existential writers?
  • the SELF takes precedence.
  • Camus
  • in the better restaurants.
  • Barth is wonderful, but the Barth I really admire is back there in the Golden Age of Barth.
  • Bellow I think is a magnificent writer—probably, with Gass, the best writer in America.
  • I think Gass is the best word-man in America.
  • There’s marvelous language in Pricksongs and Descants but it’s subsidiary to the experiment with structure. I tell you this for your own good, Bob. The reason I like Gass so much is that Gass is not fucking around with structure. He is fucking around with language. That to me is legitimate and acceptable, and the furthest out you can go is the best place to be. That’s what’s so magnificent about Shakespeare. Shakespeare wrote very conventional plays, but the language wasn’t conventional.
  • the great gift of fiction—is that it gives language an opportunity to happen.
  • palimpsest of metaphor right there on the page. One gets a notion of the conceit and one is inspired to work with it as a draftsman might work with some angle that he is interested in getting down correctly.
anonymous

U-Pace: Facilitating Academic Success for All Students (EDUCAUSE Quarterly) | EDUCAUSE - 5 views

www.educause.edu/...242666

kahn

shared by anonymous on 10 Jan 12 - No Cached
  • anonymous on 10 Jan 12
     
    The U-Pace instructional approach combines self-paced, mastery-based learning with instructor-initiated Amplified Assistance in an online learning environment. Extensive evaluation showed that, compared to conventional instruction approaches, U-Pace instruction facilitated greater learning and greater academic success for all students in Introduction to Psychology courses. In terms of resources, U-Pace requires only a learning management system (such as Blackboard, Desire2Learn, or Moodle). U-Pace can be applied in any course or discipline, and resources to help instructors adopt the U-Pace approach are freely available.
BalancEd Tech

Challenging Reformers' Conventional Wisdom about Structures and Classroom Practice | La... - 49 views

larrycuban.wordpress.com/...uctures-and-classroom-practice

Change AntiBozos

shared by BalancEd Tech on 02 Feb 12 - No Cached
  • BalancEd Tech on 02 Feb 12
     
    It's not enough to change the status quo.
Roland Gesthuizen

OPINION: Give Educators the Drawing Board | EdSurge News - 18 views

www.edsurge.com/...ve-educators-the-drawing-board

opinion education conference edsurge

shared by Roland Gesthuizen on 15 Apr 14 - No Cached
  • Roland Gesthuizen on 15 Apr 14
     
    "Based on suggestions from teacher-leaders across the country, here is a blueprint for how teachers can become major stakeholders in edtech conventions"
Peter Beens

7 Habits of Highly Effective Tech-leading Principals -- THE Journal - 96 views

thejournal.com/...e-tech-leading-principals.aspx

ICT education Leadership administration principals

shared by Peter Beens on 13 Jun 12 - No Cached
  • Peter Beens on 13 Jun 12
     
    The conventional wisdom in education is that any school reform--be it curriculum, instruction, assessment, or teacher professionalism--is most likely to take hold in schools that have strong leadership. The same holds true for technology. Any educator will tell you the most successful implementation of technology programs takes place in schools where the principal sees him or herself as a technology leader. 
Lee-Anne Patterson

Selling the Product - Tim Holt, Guest Blogger « Web 2.0 and Beyond - 0 views

web20andbeyond.wordpress.com/...product-tim-holt-guest-blogger

blog Tim Holt technology educational technology

shared by Lee-Anne Patterson on 25 Mar 09 - Cached
  • Lee-Anne Patterson on 25 Mar 09
     
    We do a crappy job of selling technology. Sure, we are great at convincing ourselves that ed-tech is good. We are great at throwing big parties like NECC and TCEA to convince ourselves that that we are doing the right thing. We read a lot. And we write a lot. We podcast a lot. And we RSS a lot. And we hire each other to speak at each other's conventions and workshops. We have done a great job of convincing ourselves that technology is important. The trouble is, we are not convincing anyone else outside of ourselves.
Jon Tanner

Wisconsin State Education Convention - 0 views

www.wasb.org/...preconvention.php

shared by Jon Tanner on 22 Dec 08 - Cached
    • Jon Tanner
      Jon Tanner on 22 Dec 08
       
      This guy looks waaaay too happy.
Jim Daly

Using Technology as Our Teacher - US News and World Report - 0 views

www.usnews.com/...technology-as-our-teacher.html

teaching technology Education

shared by Jim Daly on 11 Sep 09 - Cached
  • Jim Daly on 11 Sep 09
     
    But how can we identify a potentially good teacher? How can average teachers become better teachers? The secretary's special funding could make a crucial difference by financing a national program exploiting the electronic miracles of the Internet and video. We could escape geography by using the technology to have the best teachers appear in hundreds of thousands of disparate classrooms. This is a force multiplier. The classrooms would be equipped with a large, flat-screen monitor with whiteboards on either side; the monitor would be connected to a school server that contains virtually all of the lessons for every subject taught in the school, from kindergarten through 12th grade. The contents would use animation, video, dramatization, and presentation options to deliver complete lessons, to convey ideas in unique ways that are now unavailable in conventional classrooms. The classroom teachers would play the role of enhancers, answering questions and helping students better understand the material covered electronically; they'd pause the presentation to ask questions and to prompt critical thinking. The whiteboard would be the platform for student involvement.
david ellis

Netvibes (124) - 1 views

www.netvibes.com

shared by david ellis on 22 Apr 09 - Cached
  • Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
terenceonline

Planning the Unconference - Meetings And Conventions - 59 views

www.meetings-conventions.com/...a38782.aspx

innovation education unconference

shared by terenceonline on 13 Feb 11 - No Cached
  • Peter Beens on 13 Feb 11
     
    a growing number of forward-thinking meeting professionals are proving, conferences can be better. "Unconferences" are formats that make meetings interactive, engaging and a whole lot more fun.
  • terenceonline on 14 Feb 11
     
    "Unconferences" are formats that make meetings interactive, engaging and a whole lot more fun. 
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