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Katie Blair

Made for 1st Grade - 1 views

www.madefor1stgrade.com

shared by Katie Blair on 12 Nov 12 - No Cached
Katie Blair

Lory's Page - 1 views

loryevanspage.blogspot.com

shared by Katie Blair on 12 Nov 12 - No Cached
Katie Blair

K-2 is Splendid! - 0 views

msdurning.blogspot.com

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Katie Blair

I Love 2 Teach - 0 views

ilove2teach.blogspot.com

shared by Katie Blair on 12 Nov 12 - No Cached
Katie Blair

Lesson Plan SOS - 3 views

lessonplansos.blogspot.com

shared by Katie Blair on 12 Nov 12 - No Cached
tom campbell

To Sell Is Human - Book Trailer | Daniel Pink - 42 views

www.danpink.com/tsih-trailer

shared by tom campbell on 14 Nov 12 - No Cached
  • tom campbell on 14 Nov 12
     
    Why we all need sales schools. This is so important for public educators: we need to tell a better story to all our stakeholders.
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
anonymous

stats - 43 views

www-958.ibm.com/...manyeyes

shared by anonymous on 11 Nov 12 - No Cached
  • anonymous on 11 Nov 12
     
    good resource for stats
janeallon

Paul Zakcalls oxytocin the "moral molecule" - 26 views

www.smh.com.au/...one-that-makes-us-good-or-evil

shared by janeallon on 14 Nov 12 - No Cached
  • janeallon on 14 Nov 12
     
    Studies on the role of hormones of behaviour
anonymous

NOVA Program - Mind & Body - 33 views

www.pbs.org/...36

shared by anonymous on 12 Nov 12 - No Cached
anonymous

NOVA Programs - Biology - 34 views

www.pbs.org/...N

shared by anonymous on 12 Nov 12 - No Cached
  • anonymous on 12 Nov 12
     
    Full length streaming
Cindy Black

Alaska Native art - Wikipedia, the free encyclopedia - 13 views

en.wikipedia.org/...Alaska_Native_art

shared by Cindy Black on 12 Nov 12 - No Cached
    • Cindy Black
      Cindy Black on 12 Nov 12
       
      This is interesting!
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