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Christopher Lee

Why I Like Prezi - 0 views

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    Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
Roland Gesthuizen

I want to give poor children computers and walk away - opinion - 14 December 2011 - New... - 6 views

  • A pre-pilot will start on 1 January 2012. Pre-pilot means that it will be small and there will be modest human intervention just to see children's reactions in order to better design the real, hands-off, dropping-out-of-the-sky format.
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    Can tablet computers "parachuted" into remote areas transform childhood learning, asks Nicholas Negroponte .. One Laptop per Child (OLPC), even after giving out nearly 3 million laptops, is still criticised along the following lines: "Negroponte believes that you can give a child a laptop and walk away." Whether I ever believed that or not is now secondary. It became such a refrain that I finally asked myself about a year ago: "What if you could?"
Roland Gesthuizen

How To Give Your Students a Voice; Advice From Someone Who Tries - 5 views

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    "I often find myself discussing "Giving students a voice" in the classroom with people who wonder what I exactly mean.  Sure, giving someone a voice sounds great, but how do I know that I am doing that?  What can I do to do that?  What does it look like?  I am not an expert but here is what it looks like to me."
H DeWaard

The Web We Need to Give Students - Bright - Medium - 31 views

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    "Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the We…
Roland Gesthuizen

How To Give Your Students a Voice; Advice From Someone Who Tries | Blogging Through the... - 85 views

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    "I often find myself discussing "Giving students a voice" in the classroom with people who wonder what I exactly mean.  Sure, giving someone a voice sounds great, but how do I know that I am doing that?  What can I do to do that?  What does it look like?  I am not an expert but here is what it looks like to me."
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survey that could interest you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

David Sladkey

Giving Away 1000 Energizing Brain Break Books - 83 views

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    We are going to give 1000 Energizing Brain Breaks books away to needy schools. Schools that have a free or reduced lunch program of 40% or more qualify to get the books. See below for more details. 25% of the profits of Energizing Brain Breaks Book are going to underprivileged schools. We have given over 1000 books away to schools all over the United States. We need to give another 1000 away. We will give 25 books (a $375 value) to each school that meets the criteria. There will be no shipping and no cost involved. All you will need to do is fill out the form and send it in to get the books. Energizing Brain Breaks are 1-2 minute brain and body challenges to help your students refocus in class. More info at www.energizingbrainbreaks.com
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

  • “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.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Nigel Coutts

The Power of Teams - The Learner's Way - 31 views

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    Sometimes it is worth stating the obvious, giving time and thought to what we easily take for granted. In doing so we name the things we value most and give them the value they deserve. The value of teams is one such ideal, we know that teams have value, we probably even know what it feels like to be a part of a great team but too often we take this feeling as understood and don't stop to consider what makes it worth chasing.
teacherboyle

MeL: The Michigan eLibrary - 46 views

shared by teacherboyle on 27 Jun 12 - Cached
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    MeL Databases gives lots of research databases for students to choose from. Many of them even give citations for the articles.
Kris Cody

WPR Program - At Issue with Ben Merens - 0 views

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    A radio program that looks at multi-tasking and its effects. About 2/3 of the way through, it gives an example that came out of Stanford of giving standardized tests to top students and letting them multi-task, vs. average students and not letting them multi-task. The second tier students outperformed the top students!
Debra Why

Mobile Learning: 50+ Resources & Tips : Teacher Reboot Camp - 3 views

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    iPads, smartphones, etc. take control from the teacher and give it to the students. This article gives advice about  and info about this. 
C CC

UKEd Mag: February - Issue 02 | UKEdChat.com - Supporting the #UKEdChat Education Commu... - 5 views

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    Tom Bigglestone, who explores the benefits of Philosophy for Children (P4C). Chris Healey, who write about homework in the digital Age. John Pearce, advocates that teachers pledge a pedagogical oath. James Abela gives us a global perspective, writing about his experience in Thailand. Andy Knill waves the flag for the SOLO Taxonomy. UKEdChat Exclusive feature asked teachers what jobs they do if quit the profession. Martin Burrett tells of various highlights observed at BETT this year. Sharon Jones debates how debating can benefit pupils. David Moody shares some Stickmen without Arms! Tina Watson explains how she supports pupils to fill the blank pages. Leon Cych gives tips on how to produce professional video and audio with pupils. We review the book "The Philosophy Shop", edited by Peter Worley.
Matt Renwick

Why some schools are giving letter grades a fail - The Globe and Mail - 41 views

  • Instead of reporting to parents only two or three times a year, teachers began regularly communicating using an online student portfolio system called Fresh Grade.
  • ritish education researchers Paul Black and Dylan Wiliam published a widely-cited article demonstrating how increasing descriptive feedback raises student academic achievement
    • Matt Renwick
       
      Inside the Black Box
  • Instead of Ms. Samson telling students how they are doing, they are expected to articulate to her what they learned in class, how it relates to their learning goals and where they’re struggling.
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  • standardized tests don’t predict later life success such as employment and income level
  • Ms. Samson is still required to give students a letter grade at the end of each semester, but the letters have taken on a whole new meaning to her and her students.
  • The move away from grades matches a growing belief among employers that traditional assessment is not the best way to help students develop the skills they need to succeed in today’s world.
Roland Gesthuizen

Gmail - Living in Public: What Happens When You Throw Privacy Out the Window - rgesthui... - 190 views

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    "I am an extremely private person. I don't broadcast my location, I use privacy tools to keep advertisers from tracking me, and almost never give any app access to Facebook. Of course, a lot of people don't have a problem with living publicly. I've always wondered what the benefits and downfalls of doing so are, so I decided to give it a three-week test run. Here's how it went."
Glenn Hervieux

If You Give A Student A Website… - The Edublogger - 56 views

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    Educator Ronnie Burt shares his thoughts of what students will do if you give them a blog/website - and what they will learn in the process. Follow up to a presentation.
Lee-Anne Patterson

VoiceThread Digital Library Submission - 0 views

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    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.
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    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.
Greta Oppe

Arounder - 44 views

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    Virtual field trip! From the site: "AROUNDER gives travelers a vivid sense of what a city has to offer: historical cathedrals and works of art, museums featuring famous artists, local cafes and stores, breathtaking mountain-top views, quiet parks and gardens. Each issue contains a series of interesting panoramas giving you a full immersive view of the cities. Navigation is easy with Google maps of the city and surrounding area. Every issue also links to local merchants with virtual tours of hotels, restaurants, spas and stores."
Nate Fish

File Sync & Online Backup - Access and File Sharing from Any Device - SugarSync - 44 views

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    Lately, I've been trying to find a solution for backing up my school files in a way that I will never lose them and will be able to access them from anywhere, including a mobile device.  There's about a thousand services out there, but the cheapest I've found is Sugarsync.  First of all, it gives you 5 gb for free.  That's 3 more gb than Google, Dropbox, and others give.  Also, it's $5 a month for 30gb.  It syncs all my files and I can access from anywhere.  I tried really hard to find a syncing solution for Google, but you have to have a $50/year Google Apps account and then pay another site to do the syncing for you.  
Josh Flores

TODAYMoms - Should parents be blamed when kids fail at school? - 106 views

    • Josh Flores
       
      Who the heck would click "NO"???
    • Josh Flores
       
      Parents should be held accountable, teachers should be held accountable AND students should be held accountable.
    • Josh Flores
       
      from Lynn Jones (to me?) "How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child."
    • Josh Flores
       
      My Reply to Lynn Jones: 1. Parents should be held accountable along with teachers and the students themselves. 2. Six kids????? You are a saint! I plan on having two at the most and pray to the gods they're not girls! 3. Is there a specific reason you sent me your family history?
    • Josh Flores
       
      From Lynn: "I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher."
    • Josh Flores
       
      I don't think the article is about differentiation but sure, I'm confident it's in the back of any high quality educator's mind. Regardless, we can always do more than standby our kids. 
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    How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child.
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    I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher.
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