Very cool way to look at the evolution of words and language. Enter a word or phrase, select a time period and language then look at the frequency pattern of that word or phrase as it is distributed throughout the books that have been digitized by Google. A simple search with computer and Computer shows very different results as the tools is also case-sensitive (parts of speech).
"What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?'
However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
What is a learning outcome?
Learning outcomes are statements of what students will learn in a class or in a class session. The statements are focused on student learning (What will students learn today?) rather than instructor teaching (What am I going to teach today?). These statements should include a verb phrase and an impact ("in order to") phrase - what students will do/be able to do and how they will apply that skill or knowledge.
"Michael Grose explains how children and adults in resilient families tune into each other's needs, choosing situation-specific language, rather than simply regurgitating generalised 'feel good' or 'get on with it' platitudes."
"Essentially, digital (and physical) mind mapping allows students to view the entire forest instead of a single tree. As they create a mind map, they capture the wider ecosystem of information by visually connecting short keywords and phrases rather than writing complete sentences.
Upon later review-for retention, exam preparation or papers-the mind map is like a CD. You jump right to the information that interests you. In contrast, linear notes are like audio tapes-you waste time wading line by line through the content in hopes of getting to what you want.
This more efficient use of space (and time) lets students see how normally unconnected ideas might fit together. Thus, the mind maps doubles as a store of information and an engine of creativity. Using it in the classroom and even giving mind mapping assignments forces students to break the linearity of their earlier education."
"If you're looking for more wall art ideas for kids rooms, here are free printable 3D alphabet templates including all the letters from A to Z that you can print and make, to spell any words or phrases you like"
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.
It is not the devices but the inability to create and implement standards that lead to 21st century skills. Too much buying stuff without expert advice and guidance.
Then, teachers are instructed to go! But go where?
it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
Craft a clear vision of connecting all students to the world’s learning resources.
Model the actions and behaviors they wish to see in their schools.
Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
Ensure that technology is seen not as another initiative, but as integral to curriculum.
support risk- taking teachers
creating cohorts of teachers across disciplines and grades who are working on innovative concepts
Mathtrain.TV.
how much responsibility of learning can we shift to our students
How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
How can we engage parents in new ways?
How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
New York Times article about Google search tool allowing users to search for words or phrases and see how often those words have been used over time; shared by Deb Rottinger
Suggestions:
Use past tense (preterite) more often to talk about things that happened in the past.
The verbs you recognized are good examples. At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well. These are the grammar examples you will need to share on your chart. Did you see any reflexive verbs? Commands? Preterite?
If so, share the example AND the English equivalent (translation).
Also, for your chart you might end up being short on Country-Specific resources. When looking for things to share, think about sharing info from a particular country. It is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California. Where are they from? Then pick one of those countries of origin and find some info about it for us. Bingo! Country-specific example for your chart.
I sense a lot of stress about the forum requirements, so I am going to provide group feedback this way. Make sure to click on each "sticky note" to get my feedback on the post. This will help you complete your chart as best as possible.
HIGHLIGHTS:
You will see a lot of highlights on this page.
Pink/red highlights indicate a mistake is present. I have not highlighted ALL mistakes, just some that you should be able to fix with what you know at this point.
GREEN means GOOD! I have highlighted many phrases that indicate good/correct grammar usage. Sometimes I highlight in green things that I really like :-) Green means GO!!!
FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-Specific Catch-Up Forum" where you can explore individual countries a bit further.
This post is very interesting. The quote included is informative and summarizes the findings of the source Gabriela consulted. This information is very useful for all of us. The content is excellent, but I would like to see more linguistic information. For example, did you pick up any new words from reading this article? If so, you should list them (WITH English translations for the benefit of classmates).
Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country. Feel free to do this and post on the "make-up forum" available soon.
Yo necesito leer mis viejos forums
Yo escribo el charto pronto
unico problema
ayudan
yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
usted sito
son
son embarazado
Encuentré
en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
muchísimas ejemplos
los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para
identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se
puede empezar el tratamiento antes que la salud del bebé se perjudique por estas
afecciones.”
Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o
evitarle problemas....”
Objeto Indirecto ejemplo, de diapositiva 16: “...si no le practicaron pruebas
preliminares de la audición a su bebé al nacer, asegúrarse de que le practiquen
estas pruebas.”
Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta
antes que el bebé....”
Ejemplos de vocabulario nuevo
Ahora estoy curiosa como se prueban los recién nacidos in otros países.
Encuentro un sitio de Bolivia
No la encuentro la misma que Bolivia
la situación en Venezuela
me dijo
Hablé con mis vecinos, quienes son de El Salvador
Tuve que buscar
Completado
Completado
Completado
Completado las
decidí esperar
yo no realizo que “verb use” fue el verbos yo uso en “my post.”
Great article that I think will help clarify for school admin., tech coordinators, teachers, students, etc. what our responsibilities and roles are in digital citizenship with regard to appropriate content. BalancedFiltering.org is a grassroots campaign to promote balanced content filtering in schools which complies with the law, promotes accountability, and encourages responsible digital citizenship.