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Video: The 3 little pigs and the big bad wolf story - 48 views

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    "Alternative and contemporary version of the Three Little Pigs from the Guardian newspaper. The story slowly unfolds as new information is produced. Use in lessons to focus on evidence and plot twists."
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Question Cloud - Continuous Education Assessment for Differentiated Instruction - 119 views

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    A very interesting assessment tool for English grammar and composition using knowledge analytics / artificial intelligence to plot skill development over time. Start up company looking for users to provide data.
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High School ELA Lesson Support by Lexiconic Education Resources - 15 views

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    This is a perfect collection of English lessons and resources for most High School Level classes.  It has all the traditional assignments, stories, skills, terms, and samples to pull from.
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Graph plotting software, create histogram line bar pie box scatter charts heat maps onl... - 1 views

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    If you need high quality graphs for your research papers and business presentations, Pretty Graph will make it easy for you.
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Build with Chrome - 0 views

  • Let's build. Explore the map, find a plot and start building. Check out the house rules before getting started
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Obama Islamic State speech (text, video) - POLITICO Staff - POLITICO.com - 8 views

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Starship English - Story Plant - 89 views

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    A good English site from the BBC that helps young learners plan and write stories. http://ictmagic.wikispaces.com/English
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'What's Wrong With Education Cannot Be Fixed with Technology' -- The Other Steve Jobs |... - 4 views

  • But I’ve had to come to the inevitable conclusion that the problem is not one that technology can hope to solve. What’s wrong with education cannot be fixed with technology. No amount of technology will make a dent.
  • It’s a political problem. The problems are sociopolitical. The problems are unions. You plot the growth of the NEA [National Education Association] and the dropping of SAT scores, and they’re inversely proportional. The problems are unions in the schools. The problem is bureaucracy.
  • You’d be crazy to work in a school today. You don’t get to do what you want. You don’t get to pick your books, your curriculum. You get to teach one narrow specialization. Who would ever want to do that?
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  • It’s bad only if it lulls us into thinking we’re doing something to solve the problem with education.
  • The trouble is that education’s sociopolitical problems — its bureaucracies, its stakeholders, its poverty, as well as the sheer mass of the industry — are exactly what makes building a disruptive business around education so difficult.
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How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom | inspiratio... - 65 views

  • 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
    • Thomas Esterly
       
      This is a test
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Ch. 2, The Scarlet Letter, Nathaniel Hawthorne, 1850 - 0 views

  • The grass-plot before the jail, in Prison Lane, on a certain summer morning, not less than two centuries ago, was occupied by a pretty large number of the inhabitants of Boston; all with their eyes intently fastened on the iron-clamped oaken door. Amongst any other population, or at a later period in the history of New England, the grim rigidity that petrified the bearded physiognomies of these good people would have augured some awful business in hand. It could have betokened nothing short of the anticipated execution of some noted culprit, on whom the sentence of a legal tribunal had but confirmed the verdict of public sentiment. But, in that early severity of the Puritan character, an inference of this kind could not so indubitably be drawn. It might be that a sluggish bond-servant, or an undutiful child, whom his parents had given over to the civil authority, was to be corrected at the whipping-post. It might be, that an Antinomian, a Quaker, or other heterodox religionist, was to be scourged out of the town, or an idle or vagrant Indian, whom the white man's fire-water had made riotous about the streets, was to be driven with stripes into the shadow of the forest. It might be, too, that a witch, like old Mistress Hibbins, the bitter-tempered widow of the magistrate, was to die upon the gallows.
    • Karen Field
       
      This iron-clamped oaken door is a parallel to the harshness of the Puritans.
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Thoreau's Walking - 2 - 0 views

  • "A white man bathing by the side of a Tahitian was like a plant bleached by the gardener's art compared with a fine, dark green one growing vigorously in the open fields."
    • Lauren Mitchell
       
      Do you think Thoreau would get one of those spray tans?
  • Life consists with Wildness. The most alive is the wildest. Not yet subdued to man, its presence refreshes him.
  • Hope and the future for me are not in lawns and cultivated fields, not in towns and cities, but in the impervious and quaking swamps.
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  • omitting other flower plots and borders, transplanted spruce and trim box, even gravelled walks
  • In Literature, it is only the wild that attracts us. Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and the Iliad, in all the scriptures and mythologies, not learned in the Schools, that delights us. As the wild duck is more swift and beautiful than the tame, so is the wild-the mallard-thought, which, 'mid falling dews wings its way above the fens. A truly good book is something as natural, and as unexpectedly and unaccountably fair and perfect, as a wild flower discovered on the prairies of the west, or in the jungles of the east.
  • I confess that I am partial to these wild fancies, which transcend the order of time and development. They are the sublimest recreation of the intellect.
  • all good things are wild and free
  • The seeds of instinct are preserved under the thick hides of cattle and horses, like seeds in the bowels of the earth, an indefinite period.
  • I rejoice that horses and steers have to be broken before they can be made the slaves of men, and that men themselves have some wild oats still left to sow before they become submissive members of society.
  • strange and whimsical as it may seem, that I finally and inevitably settle south-west, toward some particular wood or meadow or deserted pasture or hill in that direction. My needle is slow to settle — varies a few degrees, and does not always point due south-west, it is true, and it has good authority for this variation, but it always settles between west and south-south-west. The future lies that way to me, and the earth seems more unexhausted and richer on that side. The outline which would bound my walks, would  be, not a circle, but a
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Gove unveils Tory plan for return to 'traditional' school lessons - Times Online - 22 views

  • a committee of the “greatest minds in Britain” would decide what children were taught. The Prince of Wales’ Teaching Institute would also be involved in drawing up a new curriculum.
  • “I’m an unashamed traditionalist when it comes to the curriculum,” Mr Gove said. “Most parents would rather their children had a traditional education, with children sitting in rows, learning the kings and queens of England, the great works of literature, proper mental arithmetic, algebra by the age of 11, modern foreign languages. That’s the best training of the mind and that’s how children will be able to compete.”
    • Ed Webb
       
      The best training of the mind?! Is he high?
  • “The invitation is there for all the great minds of our time to help reshape the national curriculum — both primary and secondary,” Mr Gove said. “We want to rewrite the whole thing and we are going to start as soon as we get in. We need the experts to tell us what is needed. The critical thing is to find people who want the intellectual life of the nation to be revived.”
    • Ed Webb
       
      I have a pretty great mind, and I can explain - with diagrams, if necessary - why this idea is a catastrophe
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  • He’s absolutely right in saying that what draws people into teaching is that they love history or physics, and they want to communicate that love. They don’t love abstract thinking skills; they love the thrill of discovery in their own special field.
    • Ed Webb
       
      I love teaching. Come ask me.
  • “I was amazed to discover that science is not divided into physics, chemistry and biology. It has these hybrid headings about the chemical and material whatever and the Earth, the environment and this and that.”
    • Ed Webb
       
      Because, you know, hybridity is evil - EVIL! Interdisciplinary, inquiry-driven education is clearly a plot to weaken the moral fibre of the nation. Any increase in actual learning or interest on the part of students that it may produce must be an aberration.
  • Lessons should celebrate rather than denigrate Britain’s role through the ages, including the Empire. “Guilt about Britain’s past is misplaced.”
    • Ed Webb
       
      Has Mr Gove been reading Niall Ferguson? Or maybe taking lessons from recent French policy? Either way, bizarre and frightening.
  • I’ve been talking to the RSC about bringing Shakespeare into primary schools
    • Ed Webb
       
      More state funding for Shakespeare in schools I could get behind
  • Modern languages will also be revived. “One of the biggest tragedies in state education over the last ten years has been this huge drop in French and German, Italian and Spanish,”
    • Ed Webb
       
      More languages - good. But surely Chinese and Arabic should be high on the list? And Farsi, Urdu, Hindi, Russian...
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Using Picture Books to Teach Plot Development and Conflict Resolution - ReadWriteThink - 93 views

  • online tool
    • Donna Cantarella
       
      Might motivate some students to do more planning than paper and pencil.
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The 8 Minutes That Matter Most | Edutopia - 79 views

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    Starter and Closure ideas via AP Lit teacher
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    I start my English classes with "Observations". Students can state anything they have observed since the last class (as long as it's appropriate). We then explore how the observation can be used in writing. Not just as plot/narrative, but any aspect of English- as a metaphor, a character note- whatever we want to emphasize, and that the observation suggests. It not only gets kids past writer's block, but it promotes a mindset of finding the unique in the ordinary.
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Favorite 2nd grade books - 4 views

  • llows children to imagine the things they would do if they co
  • uld. This is a story everyone can relate to, no matter his or her background
  • climb into a tree and read” summer days.
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  • read-aloud
  • Poetry
  • Themes of racial or ethnic identity and pride are incorporated in the plot.
  • Friends
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RTI Talks | RTI for Gifted Students - 9 views

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
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  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
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