Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
ReadWorks.org | The Solution to Reading Comprehension - 42 views
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ReadWorks enables teachers to solve the reading comprehension crisis and eliminate the achievement gap in the U.S. by improving teacher effectiveness through research-based and classroom-proven instructional practices, curriculum, and open-access online technology.
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Search for lessons and reading passages by grade and skill. In your account you can create digital binders of the lesson plans and reading passages that you want to use.
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Great for grade level assessments aligned with the Common Core Standards.
Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views
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Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
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Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
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Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
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Then, teachers are instructed to go! But go where?
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I believe every student must have 24-7 access to the internet.
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How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom | inspiratio... - 65 views
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Videos & Webcasts Success Stories Awards Standards Matches Resources Inspired Learning Community™ Help Center Visual Thinking and Learning Learning to think. Learning to learn. These are the essential skills for student success in every curriculum area and academic pursuit
Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views
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Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course. "Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
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"Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
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So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
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One in four boys fails writing test for seven-year-old pupils - Education News, Educati... - 0 views
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Girls swept the board in national curriculum tests for seven-year-olds, beating boys in every paper – reading, writing, speaking and listening, maths and science. The biggest gap was in writing, where one in four boys failed to reach the standard expected, compared with just 13 per cent of girls.
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I find it a very sad state of affairs in the UK that this article constitutes a story. It has been widely acknowledged amongst child developmentalists that there is going to be a gulf between the sexes at such an age due to the internal developments taking place. Although testing is 'voluntary' in the UK, it is clearly still widespread to accountability purposes. We are talking about 7-year-olds here. What is disappointing also, is the fact further on in the article that a politician sees this as capital to attack the government, rather than the whole 'testing' regime for 7 year olds.
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Education World ® : Curriculum: You've Got E-Mail -- But Can You Make It Real... - 1 views
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"Before you begin a telecollaborative project," she said, "Look at the plan critically and decide whether it's worth it in terms of learning outcomes. Ask yourself these questions: Does this use of the Internet allow students to do something that can't be done in another way? Does this use of the Internet allow students to do something in a better way? "If the answer to either of those questions is yes," said Harris, "then your project is probably worth doing." "As teachers, we need to do what is our art and our craft -- which is teaching, not technology."
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An activity structure, according to Harris, is simply a description of what students do in an activity, without reference to content or grade level. For example, kindergarten students mixing paints, elementary students forming compound words, and high-school students creating chemical compounds are all using an activity structure that involves combining existing elements to form new elements. The content and grade level are strikingly different, but the basic activity, the structure of the activity, is the same. Existing activity structures, said Harris, are usually supported best by existing instructional tools. If Internet tools are going to be used to enable students to do something they haven't been able to do, or do as well, before, new activity structures, structures that are best supported by new instructional tools, must be identified and implemented.
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Develop a project plan that's specific and logistically manageable.
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Ten Ideas for Getting Started with 21st Century Teaching and Learning by Lisa Nielsen - 1 views
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could not survive or teach effectively without these three things.
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more innovatively.
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You need ideas about how to enhance the curriculum with technology.
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No Limits, Sheryl Nussbaum-Beach - 0 views
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Additional motivation comes from the opportunity for outstanding posters to be inducted into The Scribe Post Hall of Fame wiki.
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The speedy evolution of technology over the past 30 years has often outpaced our ability to use it to transform teaching and learning in real and meaningful ways. Much of that time we just tried to keep up, with new technologies often simply bolted onto traditional curriculum practices. However, today, with three decades of digital experience under our belt, the time is ripe to begin instituting true change.
Frames - Animation and Digital Storytelling Software | Tech4Learning - 6 views
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Introducing Frames 4! Frames is educational software for stop-motion animation, claymation, and digital storytelling. Creating illustrated animations, movies and digital stories engages students in the curriculum, encourages problem-solving, promotes creativity, and helps students develop 21st-century communication skills. Students can use Frames to create movies, animated GIF files, and Flash animations to share with the world.
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dents more than creating clay animation. With Frames as the foundation in the Clay Animation Kit, this motivating process transforms your classroom into an active learning
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Clay Animation Nothing engages stu
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A Textbook Example of What's Wrong with Education | Edutopia - 0 views
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A Textbook Example of What's Wrong with Education A former schoolbook editor parses the politics of educational publishing.by Tamim Ansary var addthis_options = 'delicious, digg, facebook, google, reddit, stumbleupon, twitter, more'; Print Forward addthis_pub = 'glef'; Share Comments(38) Comment RSS Click to enlarge pictureThe Muddle Machine Credit: Monte Wolverton Some years ago, I signed on as an editor at a major publisher of elementary school and high school textbooks, filled with the idealistic belief that I'd be working with equally idealistic authors to create books that would excite teachers and fill young minds with Big Ideas. Not so. I got a hint of things to come when I overheard my boss lamenting, "The books are done and we still don't have an author! I must sign someone today!" Every time a friend with kids in school tells me textbooks are too generic, I think back to that moment. "Who writes these things?" people ask me. I have to tell them, without a hint of irony, "No one." It's symptomatic of the whole muddled mess that is the $4.3 billion textbook business. Textbooks are a core part of the curriculum, as crucial to the teacher as a blueprint is to a carpenter, so one might assume they are conceived, researched, written, and published as unique contributions to advancing knowledge.
Why playing in the virtual world has an awful lot to teach children | Technology | The ... - 29 views
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If we are to understand the 21st century and the generation who will inherit it, it's crucial that we learn to describe the dynamics of this gaming life: a place that's not so much about escaping the commitments and interactions that make friendships "real" as about a sophisticated set of satisfactions with their own increasingly urgent reality and challenges.
Education Week: Draft Common Standards Elicit Kudos and Criticism - 11 views
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higher expectations
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Teacher Input Requested
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Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 57 views
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Bloggers spend significant time pushing their own thinking—and having their thinking pushed by others. They respond to comments and link to other writers, connecting to and creating interesting ideas. Some develop curriculum and instructional materials together. Others review resources and debate the merits of the individual tools of teaching. Philosophical conversations about what works in schools are common as teachers talk about everything from homework and grading practices to school and district policies that affect teaching and learning. Blogs become a forum for public articulation—and public articulation is essential for educators interested in refining and revising their thinking about teaching and learning.
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That's when I introduce them to RSS (Really Simple Syndication) feed readers.
Common Core Curriculum Maps | - 215 views
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Moreover, once students have memorized a poem, they are able to carry it with them everywhere. It becomes part of their lives.
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Common Core Curriculum Maps | Digital Resources - 175 views
Differentiated Instruction with UDL | National Center on Accessible Instructional Mater... - 92 views
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To begin, we recommend that teachers have a basic understanding of UDL and a commitment to make the curriculum and learning accessible for all learners
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The process includes four steps, based upon the principles and concepts of UDL, proven professional development strategies, and effective teaching practices; (a) Set Goals, (b) Analyze Status, (c) Apply UDL, and (d) Teach the UDL Lesson.
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Structure of the disciplines - Wikipedia, the free encyclopedia - 36 views
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Posner, G. J. (2004). Analyzing the curriculum (3rd ed.). New York: McGraw Hill.
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