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Deborah Baillesderr

BPW: User-Friendly Professional Development for Teachers - 55 views

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    BPW gives overloaded teachers (with a current focus on grades K-6) the latest research in bite-sized chunks they can quickly absorb and implement in their classrooms the very next day. - See more at: http://bestpracticesweekly.com/#sthash.kbfjYqHY.dpuf
Kathy Favazza

Standard 1: Make sense of problems and persevere in solving them - 48 views

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    video examples of each of the MP standards.
Mark Gleeson

S.P.A.R.K.L.E. Teaching Practices to Remember - 11 views

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    Infographic to use as a reminder to plan engaging lessons
Rachael Hodges

Five Best Practices for the Flipped Classroom | Edutopia - 184 views

  • It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.
  • We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support.
  • If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason to know the content.
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  • One of the best way to create the "need to know" is to use a pedagogical model that demands this.
  • Will you demand that all students watch the video, or is it a way to differentiate and allow choice
  • Will you allow or rely on mobile learning for students to watch it?
  • Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.
  • you must build in reflective activities to have students think about what they learned, how it will help them, its relevance
  • Students need metacognition to connect content to objectives
  • The focus should be on teacher practice, then tools and structures.
  • Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped classroom model (1), or how it will "solve" many of the problems of education. It doesn't solve anything. It is a
Randolph Hollingsworth

U. of Notre Dame Reports on Experiment to Replace Textbooks With iPads - Wired Campus -... - 35 views

  • replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers
  • students were more connected in and out of the classroom
  • said that the iPad made it easier to collaborate and manage group projects
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  • Dropbox
  • Students lamented not being able to write in the margins of their assigned readings
  • computer-based final exam,
  • iAnnotate
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    Research report emphasizing cultural change to iPad for e-reading sharing/collaborative work (e.g., Dropbox and iAnnotate) but online final exam still chose laptops (since not collaborative effort?)
Tim Hornbacher

Doing What Works - Home - 63 views

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    A source of information on research-based education practices
Ann Green

LearniT-TeachiT - 48 views

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    Our project-based lesson plans are provided online and in editable MS Word format.
Michelle Lynn

Best Practices - 2 views

  • the first great thing about Diigo is that your bookmarks follow you wherever you go.  When you bookmark a site using your Diigo account, you can have access to it at work, home, the computer lab or library.  The other great thing is that once you bookmark it, you can share your book mark links with students and colleagues and they can all have access to your sites.   
    • Amy Cordova
       
      This would be the first reason to use Diigo in the classroom
  • The next big plus to Diigo is that you get to “tag” the sites you want to bookmark.  A tag is the classification system you determine so you can organize your bookmarks and find the link the next time you need it; this is known as a folksonomy. 
  • On the sticky note the teacher could ask questions and Diigo allows people to comment and reply to the questions on the sticky note.  Students could also add sticky notes for other students to comment on as well.  Another way to use the highlighting tool is that students could go through an article and highlight all of the vocabulary that they didn’t know and learn what it means prior to reading the article.  Or students could put sticky notes about questions they have when reading the text. 
    • yang hongmei
       
      在便条中,教师可以提出问题,其他人可以通过便条回复.学生通读全文,高亮显示他们不懂的内容,在正式阅读前把它们学会.学生还可以在阅读时就他们不懂的部分添加便条提问.对教师而言,利用diigo获取学生在阅读时的所想也是很重要的.
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  • But, now let’s get to the “social” part of social bookmarking.  Let’s say you find a really awesome site for your unit on Greek Mythology, and you tag it on Diigo.  You see when you look at your bookmark list that 72 other people have tagged that exact same site.  You can see the lists of the other people who have tagged that site, and you might discover a 6th grade teacher in Wisconsin who has an amazing list of Greek mythology sites that you didn’t even know about.  Now you have taken advantage of the social part of the bookmarking process by adding some of those bookmarks to your list. 
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    Diigo - 21st Century Tool for Research, Reading and Collaboration
  • ...1 more comment...
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    Why Diigo?
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    Diigo - 21st Century Tool for Research, Reading and Collaboration
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    diigo的应用文章 great
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