Group items tagged

Fluid intelligence

Crystallized intelligence

Less clear, though, is whether COPPA covers information such as IP (internet protocol) address, device identification number, the type of browser being used, or other so-called metadata that can often be used to identify users.

some school lawyers have taken the FTC’s previous guidance to mean that their districts must get consent from every single parent, for every single product that collects information online from young children.

First, according to the FTC, schools can grant consent on behalf of parents only when the operator of the website, online service, or app in question is providing a service that is “solely for the benefit of students and the school system” and is specific to “the educational context.”

How are schools supposed to determine if a website or app is strictly educational?

will any information collected from children under 13 be used or shared for commercial purposes unrelated to education? Are schools allowed to review the information collected on students? Can schools request that student info be deleted? If the answers to that second group of questions are, respectively, yes, no, or no, schools are not allowed to grant consent on behalf of parents, according to the FTC.

Many vendors also allow third-party trackers (usually related to analytics or advertising) to be embedded into their sites and services.

How do schools notify parents and get their consent under COPPA?

Often through an Acceptable Use Policy or similar document that is sent home to parents at the beginning of the school year, said Fitzgerald of Common Sense Media.

Even better, Fitzgerald said, is when schools provide a detailed list of exactly what websites/online services/apps students will be using, and what the information practices of each are.

responsibility for deciding “whether a particular site’s or service’s information practices are appropriate” not be delegated to teachers.

Many districts do in fact have that kind of review-and-approval process.

Be astonished.

Pay attention.

Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.

We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.

Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.

Close — and I mean really close — reading.

asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before

Engagement with objects.

What? For the first step, students spend time just observing the object and taking notes.

So what? Students write down questions based on their observations and share them with one another.

Now what? The final stage shifts into more whole-class and teacher-centered discussion

Attention through assessments.

For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.

As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.

Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.

Small changes of routine increase the motivation to attend to the task at hand.  

The A-Z Sentence Summary:

Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.

The Chalkboard Splash:

he "Pause, Star, Rank":

we need to be conscious of the amount of work we give the students.