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Michael Sheehan

Learning Never Stops: First World War - A Multimedia History of World War I - 8 views

seekoutlearning.blogspot.com/...war-multimedia-history-of.html

learning world war world war i multimedia history

shared by Michael Sheehan on 15 Mar 13 - No Cached
  • Michael Sheehan on 15 Mar 13
     
    A must see site for learning about World War I.
Michael Sheehan

Learning Never Stops: Education, Civil War, and Vintage Modern Ads - 39 views

seekoutlearning.blogspot.com/...il-war-and-vintage-modern.html

learning education civil war war vintage

shared by Michael Sheehan on 11 Jan 13 - No Cached
  • Michael Sheehan on 11 Jan 13
     
    Great Civil War site featuring modern battlefield pictures and vintage photos from the time period. Also, check out Tioki, a great new online educational community.
Michael Sheehan

Learning Never Stops: Civil War, Beautiful Pictures, and Infographics - 12 views

seekoutlearning.blogspot.com/...-civil-war-is-one-of-most.html

learning civil war war pictures infographics photographs

shared by Michael Sheehan on 25 Jan 13 - No Cached
  • Michael Sheehan on 25 Jan 13
     
    Over 1400 Civil War photographs plus infographics, and beautiful images.
Michael Sheehan

Learning Never Stops: 30,000 World War II Pictures, the Inauguration, and Diagrams - 4 views

seekoutlearning.blogspot.com/...000-world-war-ii-pictures.html

learning world world war ii war pictures inauguration diagrams

shared by Michael Sheehan on 26 Jan 13 - No Cached
  • Michael Sheehan on 26 Jan 13
     
    Over 30,000 World War II photographs, plus create diagrams and a funny take on the Inauguration.
Michael Sheehan

Learning Never Stops: Internet Resources, Civil War, and Gizmos - 22 views

seekoutlearning.blogspot.com/...rces-civil-war-and-gizmos.html

learning internet resources civil war American History education

shared by Michael Sheehan on 13 Jan 13 - No Cached
  • Michael Sheehan on 13 Jan 13
     
    Great Civil War blog and internet resource resource hub for educators.
Martin Burrett

26 First World War Lesson Ideas For Schools - 14 views

ukedchat.com/...6-first-world-war-lesson-ideas

WW1 First World War

shared by Martin Burrett on 23 Oct 18 - No Cached
  • Martin Burrett on 23 Oct 18
     
    "At the time of publication, it was leading up to 100 years since the cessation of fighting at the end of the First World War. The destruction of life, lands and families finally ceased for a couple of decades and bringing to mind the conflict of modern-day young generations is still important as lessons can be learned from those tragic battles."
Michael Sheehan

Learning Never Stops: World War II Posters and the Statue of Liberty - 4 views

seekoutlearning.blogspot.com/...-ii-posters-and-statue-of.html

World War II Statue of liberty posters history photographs

shared by Michael Sheehan on 09 Jan 13 - No Cached
  • Michael Sheehan on 09 Jan 13
     
    Digital copies of World War II poster that can be downloaded and printed! Plus, an excellent photo blog about the Statue of Liberty.
Michael Sheehan

Learning Never Stops: Vintage Propaganda Posters- Two Great Resources - 115 views

seekoutlearning.blogspot.com/...paganda-posters-two-great.html

learning vintage propaganda resources

shared by Michael Sheehan on 18 Mar 13 - No Cached
  • Michael Sheehan on 18 Mar 13
     
    World War II and Cold War.
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Michael Sheehan

12 Terrific World War II resources you may not have seen - 8 views

seekoutlearning.blogspot.com/...orld-war-ii-resources-you.html

learning world world war ii war resources history

shared by Michael Sheehan on 26 Nov 13 - No Cached
  • Michael Sheehan on 26 Nov 13
     
    Explore the triumphs and tragedy of WWII with these 12 websites.
Michael Sheehan

Learning Never Stops: Digital Comic Museum - 98 views

seekoutlearning.blogspot.com/...digital-comic-museum.html

learning comic museum propaganda WWII Cold War

shared by Michael Sheehan on 16 Feb 13 - No Cached
  • Michael Sheehan on 16 Feb 13
     
    The Digital Comic Museum features comics from the 1930's to the 1950's. They can be used to show American culture from that period and many comics from that era are good examples of propaganda from WWII and the Cold War
Marc Patton

The U.S.-Dakota War of 1862 - 7 views

www.usdakotawar.org

Social_Studies Teacher_Resources Teaching_Ideas

shared by Marc Patton on 26 Nov 13 - No Cached
  • Marc Patton on 26 Nov 13
     
    This site is a resource for learning about the war, its causes, and its far-reaching consequences.
taconi12

fractions idea bank - 141 views

www.mathcats.com/...ideabankfractions.html

math fractions reference lessonplans games

shared by taconi12 on 10 Mar 12 - Cached
  • Fractions are as easy as pigs
  • One way to help students to understand the basics of adding and subtracting fractions (denominators must be the same; add/subtract the numerators; DO NOT add/subtract the denominators) is to teach the students what the parts of a fraction really are: numbers and names. This also helps combat the frequently-taught but incorrect idea that a fraction and a ratio are the same. A ratio may look like a fraction, but it is not a fraction.
  • FRACTIONS ARE AS EASY AS PIGS What is 2 pigs plus 3 pigs? 5 pigs (Write as a fraction: 2/pigs + 3/pigs = 5/pigs) Notice, we do not end up saying the answer is 5 horses.
  • ...10 more annotations...
  • The top of a fraction is a NUMBER: 1, 2, 3, etc. The bottom of a fraction is a NAME: half, third, fourth, etc. We can add and subtract numbers. We cannot add and subtract names.
  • Fraction Blackjack
  • Ask each student their "denominator." Don't give it away. Ask each one until one finally says their name. Continue through the room... Their name is their denominator. When you practice adding and subtracting fractions with like denominators, actually say "pigs" instead the fraction name. Then say, "Instead of pigs, we are using ..." and let them answer with the appropriate denominator. It is fun when doing subtraction to say, "If we have 5 pigs and eat 3 pigs, besides a stomachache, what is left?"
  • The transition to unlike denominators is automatic. If the names are not the same, you can't add the fractions. 2/pigs + 3 horses is still 2/pigs and 3/horses (unless we discover a "common denominator" -- a common name: farm animals). Once the students know they must have a common name (denominator) in order to add or subtract, they have a reason to learn about common denominators. By the way, I always begin common denominators without worrying about the Least Common Denominator (LCD). Once they can find a common denominator (multiply the denominators), add or subtract, and then reduce, they can be led to finding "easier" denominators to work with. Students who have too much difficulty with LCD can still get the correct answer; they just have more reducing to do. Those who can find a lower common denominator have less reducing. This is a very basic rendering of "Fractions are as easy as pigs." AWP, 10/12/00 on teachers.net math board
  • Denominate means: to name Political parties nominate (name) their candidates. Religious denominations are identified by their names. The denominations of money are the names of the coins and bills.
  • One game that my students enjoy the challenge of is Blackjack 1. You need a set of fraction cards per student (or you can make them from index cards.) The same rules as Blackjack apply. Instead of trying to get to 21, they want to try and get close to 1 without going over. With this game they practice addition and comparing -- it's great. You can also make it more challenging or bring in mixed numbers with Blackjack 2 or Blackjack 3. (Blackjack 2 means to try to get as close to 2 as possible without going over.) I am not sure where to buy fraction cards. I have one set that I received when I took over a classroom. However, I have always had the students create their own sets and we used them for several games. I gave each students a set of index cards (3 1/2 X 5) and they wrote the fractions in pencil so they couldn't be seen through the cards. These are the fractions we included: all fractions with a denominator of 2, 3, 4, 5, 6, 8, 10, and 12. (To challenge the students you may want to use the 7, 9, and 11 denominators as well.) I also had the students include 2 0's such as 0/3 and 0/4 and two 1's such as 3/3 and 4/4. Each game required two sets of cards, so I had the students write their initials in the corner of their set so they would get a complete set back after the game.
  • games
  • I remembered some
  • other
  • Fraction War Fraction War with the fraction cards: It is just like the card game of War, but with the fraction cards instead. This game helps students to compare fractions and encourages them to use number sense in comparison before using the algorithm of making equivalent fractions. Memory Memory with the fraction cards: It is just like the traditional "Memory" game, but any equivalent fractions are considered a match so 1/2 would be a match with 2/4. This game helps them to identify equivalent fractions. You can also play this game with fraction to decimal equivalence by making a set of decimal cards too. Fraction/Decimal Bingo Fraction/Decimal Bingo: The students have game boards with decimals on them. You call out fractions and if they have the decimal equivalence they can mark it on the board. Kimberly, 5/31 and 6/1 on teachers.net math board
James Shockley

Web 2.0 Smack Down - 149 views

www.techlearning.com/38258

tools tech learning resources Web2.0

shared by James Shockley on 14 Apr 11 - No Cached
  • James Shockley on 14 Apr 11
     
    Digital Edition mag Top Stories Benjamin Franklin: An Extraordinary United States Global Change Research National World War II Museum Mayan Math Activity Product Review: StudySync FORUMS How did you choose an SIS? Are schools ready for open source? Can you Google-proof a question using Bloom's Taxonomy? Does online training work? top tech resources LCD or DLP? More.. Subscribe| Customer Service|Contact Us|About Us|eNewsletters|Advertising New Articles From the Classroom Leadership Professional Development Tech/Media Coordinators Tech Talk Studies in Ed Tech Ideas and Opinions How To EdTech Ticker TL Advisor Blog Leader of the Year Awards of Excellence Portraits of Learning Other Contests Upcoming Webinars Data Management Security eLearning Copyright Funding Mobile & Wireless Assessment & Testing Curriculum News & Trends Products Features Editor's Desk Issues Current Issue Newsletters eBooks White Papers Grants Columns Podcasts Web Tours Buyers Guide News Site of the Day QuickFlicks IT Guy Interactive Whiteboards Student Information Systems
Nigel Coutts

Debating false dichotomies: a new front in the education wars - The Learner's Way - 8 views

thelearnersway.net/...ew-front-in-the-education-wars

education learner teaching learning skills dispositions knowledge

shared by Nigel Coutts on 02 Sep 18 - No Cached
  • Nigel Coutts on 02 Sep 18
     
    Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.
Rafael Morales_Gamboa

Noam Chomsky on Democracy and Education in the 21st Century and Beyond - 38 views

www.diigo.com/annotated

shared by Rafael Morales_Gamboa on 27 Nov 14 - No Cached
  • So a lot of public education was, in fact, concerned with trying to teach independent people to become workers in an industrial system.
  • we have to train them in obedience and servility, so they're not going to think through the way the world works and come after our throats.
  • One can at least be suspicious that skyrocketing student debt is a device of indoctrination
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 27 Nov 14
       
      My landlord in Edinburgh, Peter Sinclair, used to say that students do not protest these days because they all have loans to pay.
  • ...6 more annotations...
  • "the failures of the institutions responsible for indoctrinating the young."
  • It's not just you learned how a mosquito flies in the rain, but you learn how to be creative and why it's exciting to learn things and create things and make up new things. And that can be done from kindergarten on
  • There are a lot of factors. And one of them, probably, is just that students are trapped
  • First of all, the existence of the advertising industry is a sign of the unwillingness to let markets function. If you had markets, you wouldn't have advertising. Like, if somebody has something to sell, they say what it is and you buy it if you want. But when you have oligopolies, they want to stop price wars
  • there's no real economic reason for high-priced higher education and skyrocketing student debt
  • It doesn't matter how much you learn in school; it's whether you learn how to go on and do things by yourself
Martin Burrett

Freeciv - 73 views

freeciv.wikia.com/Download

games history

shared by Martin Burrett on 13 Apr 12 - No Cached
  • Martin Burrett on 13 Apr 12
     
    Civilization is a popular series of strategy games where players must build empires, trade and wage war. It is also a personal favourite of mine. This is a fab free downloadable version which could be useful in many areas of the curriculum, including money and area in maths and learning about cultures from the past. http://ictmagic.wikispaces.com/History
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