Five key strategies to get/keep kids engaged at school - 89 views
Three Steps for Becoming More Engaged in Google+ Communities | Reading By Example - 25 views
Using Mr. Brown's Precepts to Engage the School Community | Reading By Example - 26 views
Intel Education - For K12 Education - 83 views
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Website put together by Intel that contains a vast amount of professional development resources (examples, theories, positive practice) for educators. Below is Intel's description of the page:\n\nIntel® Education enables 21st century teaching and learning through free professional development, tools, and resources that help K-12 teachers engage students with effective use of technology.
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Impressive.
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Intel® Education enables 21st century teaching and learning through free professional development, tools, and resources that help K-12 teachers engage students with effective use of technology.
Welcome! « Engaging Every Student - 0 views
Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views
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"How can we possibly teach reading when our kids just won't read?"
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classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
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So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
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+SFETT+ - 25 views
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The San Fernando Education Technology Team, better known as SFETT, is an exceptional team of creative and talented individuals who continuously strive to engage and captivate students while providing them an avenue of expression through the use of digital media. Fabulous student created videos and a digital media wiki are included.
Journey North: A Global Study of Wildlife Migration: Monarch Butterfly - 56 views
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Engaging
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stories, photos, videos, and slide shows from the natural world build observation skills, inspire scientific thinking, and create fertile ground for discussions and new questions!
Educational Leadership:Teaching Screenagers:Screenagers: Making the Connections - 78 views
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
Engaging Technologies: Response - 64 views
L3D Philosophy - 36 views
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uture is not out there to be "discovered": It has to be invented and designed.
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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previous notions of a divided lifetime-education followed by work-are no longer tenable.
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More Than Half of Students 'Engaged' in School, Says Poll - Education Week - 46 views
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A broad focus on testing and new standards can lead schools to neglect the individualized needs of students,
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unless U.S. schools can better align learning strategies and objectives with fundamental aspects of human nature, they will always struggle to help students achieve their full potential
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Researchers classified 31 percent of teachers as “engaged” at work under that index, compared with 30 percent of respondents overall. But, among all occupations tracked in the survey, teachers were the least likely to say that their opinions counted at work.
Gray, T. (2014). Enabling e-Learning: Professional learning community. Personal Blog. - 17 views
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This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
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This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views
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Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
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Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
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choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
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