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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.
Amy Burns

UDL Examples and Resources | National Center On Universal Design for Learning - 25 views

www.udlcenter.org/...examples

udl examples resources national center universal design learning

shared by Amy Burns on 14 Nov 14 - No Cached
  • Amy Burns on 14 Nov 14
     
    "Below, you will find teacher-friendly examples and resources that illustrate each of the UDL checkpoints. Exploring these examples and resources not only helps to clarify what is meant by each of the checkpoints but also gives teachers ideas of ways to implement UDL in their classrooms. These lists are meant to be a sampling of the different examples and resources that are available. All products listed are free, but some may have fee-based versions."
Mark Gleeson

iPurpose before iPad - 200 views

mgleeson.edublogs.org/...ipurpose-before-ipad

ipad

shared by Mark Gleeson on 28 Apr 13 - No Cached
  • Mark Gleeson on 28 Apr 13
     
    I've started creating a table of important skills, some derived from the Padagogy Wheel, and actions, some derived from iPad As… What I am planning to highlight is that there are many apps that can be use for many purposes and for developing many skills. For example, I have already added "Explain Everything" to 9 categories as I see it as a multifunctional app and one worth its price because of the educational benefits it provides. Over the coming months I plan to add text descriptions to each category to explain how the apps listed address the skill or action they have been linked to and may also link them to other online sources that show them in action. I'll also provide direct links to the App Store, as I always do on this blog when I mention apps so you can check them out yourself if you want. Now this sounds like a big task and it is. So I do need some help. What do I want from you? Anything you can give. Just add them to the comments of this post. Examples of apps that help to develop specific skills Additional skills I haven't listed here Examples of apps that are multifunctional. Explanations of good pedagogical practice with apps. Don't worry, all credit will go to you when I include your suggestions. Links to blog posts, websites, Youtube tutorials, open wikis, nings etc that promote good practice that I can link to from here. Examples on add ons like bookmarklets for curation sites, websites that work well with iPads ( Flash-free) that can still be categorised under these headings for iPad use. Spread the word regularly through Twitter, Facebook, Curation sites like Pinterest and Scoop-It to keep educators coming back.
Jay Swan

Examples of Student Innovation - 58 views

studentinnovation.wikispaces.com

student wiki examples learning innovation Education

shared by Jay Swan on 08 Jun 10 - Cached
  • Jay Swan on 08 Jun 10
     
    From site: "As educators focusing on 21st Century Learning, it is important that we are able to share examples of powerful student work that we can share with educators around the world. It is important that we have this opportunity to not only talk about how we can empower students, but as examples of how this has ALREADY affected student learning."
Sharin Tebo

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

edtech SAMR technology technology integration

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
  • – Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
  • – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • ...9 more annotations...
  • Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
  • Example: instead of writing by hand, learners use an app like Pages to type up a report.
  • Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
  • Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
  • Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
  • Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
  • it still does not improve the students learning experience.
  • Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
  • Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
  • Sharin Tebo on 25 Oct 15
     
    SAMR Explained with Definitions and Application Examples
Roland Gesthuizen

Frayer Model | Classroom Strategies | AdLit.org - 62 views

www.adlit.org/22369

literacy GraphicOrganizers english vocabulary

shared by Roland Gesthuizen on 20 Mar 13 - No Cached
  • The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
  • Roland Gesthuizen on 20 Mar 13
     
    "The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. "
Lee-Anne Patterson

VoiceThread Digital Library Submission - 0 views

spreadsheets.google.com/viewform

shared by Lee-Anne Patterson on 05 Dec 08 - No Cached
  • Lee-Anne Patterson on 05 Dec 08
     
    VoiceThread Digital Library Submission VoiceThread is creating a digital library of outstanding examples of teaching Threads and we need our community of educators to help us build this resource. The intention is not just to 'favorite' or 'tag' great examples but to explore and document how they were done and what was learned. The end result will be a detailed article that other educators can utilize to help guide their work, so please give us as much information as possible. We hope to open the Library in January so submit them whenever you can and spread word of the project to others. As a token of thanks we'll be giving $20 worth of archival exports to all of the submitters whose work is published in the library. Thanks very much for helping us! Our tool wouldn't be what it is without you.
  • Lee-Anne Patterson on 05 Dec 08
     
    Voicethread is creating a list of outstanding examples of teaching Threads. Not just a simple tag exercise they are asking questions related to pedagogy and the teaching decisions we make. At last a co that not only produces a useful tool, but who understands the educators mind.
Erin DeBell

SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views

moodle.queens.edu/...view.php

shared by Erin DeBell on 19 Jul 11 - No Cached
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      Suggestions: Use past tense (preterite) more often to talk about things that happened in the past. The verbs you recognized are good examples.  At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well.  These are the grammar examples you will need to share on your chart.  Did you see any reflexive verbs?  Commands?  Preterite?  If so, share the example AND the English equivalent (translation).
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      Also, for your chart you might end up being short on Country-Specific resources.  When looking for things to share, think about sharing info from a particular country.  It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California.  Where are they from?  Then pick one of those countries of origin and find some info about it for us.  Bingo!  Country-specific example for your chart.
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      Since this forum is over, you can post this info on the "country-specific catch-up forum" that I will make available immediately.
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way.  Make sure to click on each "sticky note" to get my feedback on the post.  This will help you complete your chart as best as possible.
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      HIGHLIGHTS: You will see a lot of highlights on this page.   Pink/red highlights indicate a mistake is present.  I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point. GREEN means GOOD!  I have highlighted many phrases that indicate good/correct grammar usage.  Sometimes I highlight in green things that I really like :-)  Green means GO!!!
    • Erin DeBell
      Erin DeBell on 19 Jul 11
       
      YELLOW highlights are for important things - read them!
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
  • siertas
  • ...49 more annotations...
  • Vi la pagina
  • Me encanta
  • unico
  • Lo unico que puedes hacer es revisar y leer tus viejos forums y buscar ejemplos que
  • usastes.
  • Me pongo
  • nervioso
  • Completado
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      If you want to say "I completed," you should use the preterite.  Verb = COMPLETAR.  Yo completé.
  • están encontrando
  • mucho las
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      muchas
  • encontre
  • promueve
  • parecer
  • matres
  • olvido
    • Erin DeBell
      Erin DeBell on 21 Jul 11
       
      This post is very interesting.  The quote included is informative and summarizes the findings of the source Gabriela consulted.  This information is very useful for all of us.  The content is excellent, but I would like to see more linguistic information.  For example, did you pick up any new words from reading this article?  If so, you should list them (WITH English translations for the benefit of classmates).   Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country.  Feel free to do this and post on the "make-up forum" available soon.
  • Yo necesito leer mis viejos forums
  • Yo escribo el charto pronto
  • unico problema
  • ayudan
  • yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
  • usted sito
  • son
  • son embarazado
  • Encuentré
  • en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
  • muchísimas ejemplos
  • los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se puede empezar el tratamiento antes que la salud del bebé se perjudique por estas afecciones.”
  • Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
  • Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen estas pruebas.”
  • Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta antes que el bebé....”
  • Ejemplos de vocabulario nuevo
  • Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
  • No la encuentro la misma que Bolivia
  • la situación en Venezuela
  • me dijo
  • Hablé con mis vecinos, quienes son de El Salvador
  • Tuve que buscar
  • Completado
  • Completado
  • Completado
  • Completado las
  • decidí esperar
  • yo no realizo que “verb use” fue el verbos yo uso en “my post.”
  • haci
  • y haci vino
  • el nacio vajo
  • Escuchado
  • nombre de la operación
taconi12

Fractions- Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Plan... - 3 views

www.proteacher.org/...208_Fractions.html

math fractions reference lessonplans games

shared by taconi12 on 10 Mar 12 - Cached
  • raction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • Fraction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
  • One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
  • ...5 more annotations...
  • Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1. The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2. The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3. You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
  • Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
  • I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
  • Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
  • I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
Deborah King

Clive Thompson on Why Kids Can't Search | Magazine - 204 views

www.wired.com/...st_thompson_searchresults

website_evaluation research information_literacy

shared by Deborah King on 09 Nov 11 - No Cached
Kate Pok liked it
  • how savvy
  • If they’re naive at Googling, it’s because the ability to judge information is almost never taught in school.
  • intelligent search a key to everyday problem-solving
  • ...12 more annotations...
  • a golden opportunity to train kids in critical thinking.
  • “The big thing in assessing search results is authorship—who put it there and why have they put it there?”
  • “This is learning how to learn.”
  • , mastering “crap detection 101,”
  • One prerequisite is that you already know a lot about the world.
  • Google makes broad-based knowledge more important, not less
  • But, crucially, she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • kids grok the intricacies
  • A group of researchers led by College of Charleston business professor Bing
  • Gil Anspacher on 09 Nov 11
     
    All subjects need to teach students how to search for, analyze and utilize digital information within the subject area. This is where students will be getting info until someone pulls the plug or locks them in a bookmobile.
  • Roland Gesthuizen on 13 Nov 11
     
    "We're often told that young people tend to be the most tech-savvy among us. But just how savvy are they? ,,, High school and college students may be "digital natives," but they're wretched at searching."
Martha Hickson

Quality Rubrics / Home - 11 views

qualityrubrics.pbworks.com/...Home

rubrics

shared by Martha Hickson on 16 Jul 12 - No Cached
  • Martha Hickson on 16 Jul 12
     
    This wiki was created as a place to address two needs: First, to explore what makes a rubric a "quality rubric" with definitions, examples, and non-examples. Second, to wrestle with some of the issues that come along with them.
Kelvin Thompson

a mother blog: "Blogging the VT Honors Residential College" - 2 views

blogs.is.vt.edu/about

blog blogs blogging mother blog virginia tech gardner campbell honors reflection

shared by Kelvin Thompson on 15 Feb 12 - No Cached
S Berrend liked it
  • Kelvin Thompson on 15 Feb 12
     
    An example of the "mother blog" concept in an implementation of student blogging in the residential honors college at Virginia Tech. (Posts from all student blogs are aggregated on this blog as well as links to the blogs/comments themselves.) Some stunning examples of student blogs. Particularly see the blog "Catching Up."
Sharin Tebo

Teaching Metacognition - 78 views

serc.carleton.edu/...teaching_metacognition.html

shared by Sharin Tebo on 23 Jul 14 - Cached
  • Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
    • Sharin Tebo
      Sharin Tebo on 28 Jul 14
       
      Carol Dweck's book on having a Growth Mindset comes to mind here...
  • Step 2: Teach students how to set goals and plan to meet them
  • Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
  • ...5 more annotations...
  • In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
  • Example: lecture wrappers
  • Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
  • Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
  • Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
  • Roland Gesthuizen on 23 Jul 14
     
    "Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
  • traceynangle on 27 Jul 14
     
    Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
Tony Baldasaro

Inversions - Practical Theory - 1 views

practicaltheory.org/...index.php

VLE education chris_lehmann

shared by Tony Baldasaro on 15 Sep 09 - Cached
  • Then, class, rather than being a time when all kids sat and received the instruction, could be the time when they reinforce skills by doing problem sets, worked on real-world application projects, collaborated with teachers to reinforce concepts, etc... in some ways, it's an inversion of what we traditionally think of as a math class.
  • If we use technology to invert that idea, so that kids could watch the teacher's demonstration of the skills and concepts at home (and with the ability to rewind when necessary,) we could allow kids the opportunity to apply and practice their knowledge in the space where they can get help, collaborate, etc... doesn't that make more sense? (Interestingly, I was trying to imagine what that would look like in an English classroom, and I realized that is, in many respects, similar to what we do already when we ask kids to read the book at home, and then come in and interact with the community to uncover the deeper aspects of the text. Hm.)
  • Tony Baldasaro on 15 Sep 09
     
    I'm about 80% of the way through Disrupting Class by Clayton Christensen and Michael Horn. (Yeah, I know... I'm the last one to read it.) There's a lot that's very interesting about the book, and while we should critically examine the book, it is still a fascinating read. If nothing else, it is continuing to make me think about how much more could happen in our classrooms if we created more opportunities for students to learn basic skills and content outside of class, rather than inside class. I've been thinking a lot about math class. How many students would learn math more efficiently if they could watch math videos, narrated by a teacher with problems done "on the board" as they watched with multiple examples of concepts (think geometry here, as an example) that speak to different learning modalities.
Michelle Ohanian

Photo Tampering Throughout History - 1 views

www.cs.dartmouth.edu/...digitaltampering

modified images history photography manipulation tampering

shared by Michelle Ohanian on 01 Aug 09 - Cached
  • Photo Tampering Throughout History Photography lost its innocence many years ago. In as early as the 1860s, photographs were already being manipulated, only a few decades after Niepce created the first photograph in 1814. With the advent of high-resolution digital cameras, powerful personal computers and sophisticated photo-editing software, the manipulation of digital images is becoming more common. Here, I have collected some examples of tampering throughout history. To help contend with the implications of this tampering, we have developed a series of tools for detecting traces of tampering in digital images (contact me at Ma'at Consulting for more information about our services). circa 1860: This nearly iconic portrait of U.S. President Abraham Lincoln is a composite of Lincoln's head and the Southern politician John Calhoun's body. Putting the date of this image into context, note that the first permanent photographic image was created in 1826 and the Eastman Dry Plate Company (later to become Eastman Kodak) was created in 1881. circa 1865: In this photo by famed photographer Mathew Brady, General Sherman is seen posing with his Generals. General Francis P. Blair (far right) was added to the original photograph.
  • Photo Tampering Throughout History Photography lost its innocence many years ago. In as early as the 1860s, photographs were already being manipulated, only a few decades after Niepce created the first photograph in 1814. With the advent of high-resolution digital cameras, powerful personal computers and sophisticated photo-editing software, the manipulation of digital images is becoming more common. Here, I have collected some examples of tampering throughout history. To help contend with the implications of this tampering, we have developed a series of tools for detecting traces of tampering in digital images (contact me at Ma'at Consulting for more information about our services). circa 1860: This nearly iconic portrait of U.S. President Abraham Lincoln is a composite of Lincoln's head and the Southern politician John Calhoun's body. Putting the date of this image into context, note that the first permanent photographic image was created in 1826 and the Eastman Dry Plate Company (later to become Eastman Kodak) was created in 1881. circa 1865: In this photo by famed photographer Mathew Brady, General Sherman is seen posing with his Generals. General Francis P. Blair (far right) was added to the original photograph.
  • Michelle Ohanian on 01 Aug 09
     
    shows examples of tainting images to persuade
Wayne Holly

7 Brilliant Story-based eLearning Examples: "e" is for emotional, experientia... - 83 views

marianklein.com/...-e-is-for-emotional-experience

story

shared by Wayne Holly on 20 Jan 11 - No Cached
  • Wayne Holly on 20 Jan 11
     
    7 Brilliant Story-based eLearning Examples: "e" is for emotional, experiential
Bob Rowan

The Partnership for 21st Century Skills - State Initiatives - 84 views

www.p21.org/index.php

student skills 21stCentury technology education petec2011 petec standards

shared by Bob Rowan on 14 Feb 11 - No Cached
  • Bob Rowan on 14 Feb 11
     
    Examples of states that have incorporated 21st century skills into state standards. See links to individual state profiles on the left of the screen. West Virgina and North Carolina cited as particularly good examples
Betty Powell

Examples of K-12 Class Nings - 128 views

angelacunningham.wordpress.com/...examples-of-class-nings

ning web2.0

shared by Betty Powell on 24 Oct 09 - Cached
  • Betty Powell on 24 Oct 09
     
    links to examples of class Nings.
Wayne Holly

Free online templates for business training and organizational development - 69 views

www.businessballs.com/freeonlineresources.htm

template business resources tools

shared by Wayne Holly on 19 Apr 11 - Cached
  • Wayne Holly on 19 Apr 11
     
    Free templates, samples, resources, examples, articles, tools and diagrams, tests and quizzes - free materials for download - for training, human resources, management theory, sales, business, personal and organizational development These free templates, examples, samples, diagrams, tools and articles help the process of management and development of people, organizations, sales and business.
Randolph Hollingsworth

Make Your Own E-Books with Pandoc - ProfHacker - The Chronicle of Higher Education - 80 views

chronicle.com/...39067

ebooks how-to Pandoc Sigil Anthologize

shared by Randolph Hollingsworth on 21 Mar 12 - No Cached
Kate Pok liked it
  • Randolph Hollingsworth on 21 Mar 12
     
    learning how to make an e-book via crowdsourcing your own blog (example from sociologist Kieran Healy) - or online journal (example from J of Southern Religion) - or open-access book (Mark Sample's Hacking the Academy) - recommending Pandoc but also refers to Sigil, Anthologize
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