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There seems to be a common sentiment that online courses open up the door for students to become more mischievous and dishonest than they ever would dare in a more traditional classroom setting, but why is that the case?

Can he or she know for sure—even when students are in direct eyesight as they work through an exam—that nothing improper is happening? And what about the instructor who gives take-home exams? How are these any different from the kinds of exams that students in an online course might take?

Perhaps the key for all of us—regardless of where and how we teach our course—is to really rethink just what assessment means, because no matter where the class takes place, someone who wants to behave in a dishonest way will probably figure out how to do so.

It requires us to continually reinvent ourselves, to stay on top of where research and practice meet and to balance the desire for easy and structured with messy and self-directed.

are people confusing talking to people online with deep, connected learning?

Personal Learning Networks are one of the three prongs necessary to be a do it yourself learner in today’s world.

These days, pen-and-paper and word-processing skills are not enough to fully prepare students for writing beyond K-12. Students also need direct instruction in digital writing—or writing created or read on a computer or other Internet-connected device. Digital writing requires both traditional writing skills—knowledge of the process, conventions, organizational structure, etc.—and more advanced techniques, such as the ability to meld visual, audio, and text into a single piece.

In Dennis Burgess article ‘ObesityPproblem stems from Laziness’, he adresses the root cause of obesity. Burgess claims the root of obesity to be laziness. He argues that America does not have an ‘obesity problem’, rather a ‘laziness problem’. More specifically, Burgess makes mention of the correlation between children and parents concerning obesity. ‘As a child, I would go outside and “play”. This involved getting up off the couch and exerting myself. But many of today’s children don’t participate in this type of play. And many of today’s parents sit on the couch right next to them’ (Dennis B. Burgess). Burgess makes the correlation by stating that the parents often times discourage active play by not setting the example. Parents would rather sit with their kids on the couch than take the initiative and go outside with their kids and take a walk or play ball. Parents do indeed play a role in their children’s health and ultimately have some effect on their children’s health. Healthy kids most often have healthy parents who encourage their kids good health by setting the example well and partaking in activity with their kids.

Andrea Freeman addresses the issue of fast food in her article ‘Fast Food: Oppression Through Poor Nutrition.’ Freeman considers fast food in respects to low- income families. ‘Fast food has become a major source of nutrition in low- income, urban neighborhoods across the United States’ (Freeman, pg. 1). Less privelaged families must make do with their current financial situation. The easiest most convenient food source for low- income families is that of fast food. Therefore, parents have a direct effect on their children’s health.

Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year.

there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day.

Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers.

Home › Parenting ADHD Children More Classroom Tips for Teachers of ADD ADHD Students in Parenting ADHD Children ADHD Checklist for Classroom Teachers Physical Arrangement of Room: Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.

seated near the teacher, as close as possible without being punitive.

away from both the hallway and windows to minimize auditory and visual distractions

Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students

They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.

Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.

Your introduction is an important road map for the rest of your paper.

your introduction should contain a thesis that will assert your main argument. It should also, ideally, give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

Daniel Pink observed, traditionally neglected talents, which he refers to as Right-brained directed skills, including design, story, symphony, empathy, play, and meaning, will become more valuable (Pink, 2006).

international assessments such as PISA and TIMSS, which are mostly left-brained cognitive skills.

Common Core does not include an element to prepare the future generations to live in this globalized world and interact with people from different cultures.

there will always be curious and creative characters in our world. But instead of relying on serendipity, lets intentionally cultivate these characters. Unless we want the future to be in the hands of mindless drones who can follow directions and regurgitate information, it's time for a change

deeper learning–with its emphasis on core academic content, critical thinking & problem-solving, collaboration, effective communication, academic mindsets and self-directed learning

getting up from the table where we typically sit and inviting new people to sit at each of our tables

While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.

“Responders Are Taught, Not Born”

We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.

We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.

ology Integration Matrix

efining and evaluating technology integration Sets a clear vision for effective teaching with technology