Explore: Sites, Activities & Projects (Show All) | Exploratorium - 73 views
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528 Things to Make and Do
The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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For More Students, Working on Wikis Is Part of Making the Grade - NYTimes.com - 8 views
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students’ learning improved when they embarked on wiki projects
More Classroom Tips for Teachers of ADD ADHD Students | ADD ADHD Information Library - 0 views
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Home › Parenting ADHD Children More Classroom Tips for Teachers of ADD ADHD Students in Parenting ADHD Children ADHD Checklist for Classroom Teachers Physical Arrangement of Room: Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.
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seated near the teacher, as close as possible without being punitive.
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away from both the hallway and windows to minimize auditory and visual distractions
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lingro: The coolest dictionary known to hombre! - 85 views
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A nice multilingual dictionary and translation site. Lots of extra tools, such as a website translator and file viewer. http://ictmagic.wikispaces.com/Languages,+Culture+&+International+Projects
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The coolest dictionary known to hombre! Creates an interactive dictionary from what you are reading, text or web. It remembers all the words you look up so that you can review later.
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An online dictionary and translator - view on webpage through their web page viewer and every word becomes clickable to see a definition
Make Your Images Interactive - ThingLink - 89 views
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Add multiple tags, comments, messages, links and more to photos and then share with everyone. Great for giving homework instructions or providing resources for a project. http://ictmagic.wikispaces.com/Photos+%26+Images
Coexist-Documentary Film Outreach Project - 22 views
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Teachers were also eager to explore how to make the connection between genocide and bullying. Former nun and author Barbara Coloroso says the common denominator between genocide and bullying is contempt. “When institutional and situational factors combine with a murderous racial, ethnic, or religious ideology rooted in contempt for a group of people, then bullying is taken to its extreme. The bullies are now well on their way to setting the stage for the dress rehearsals that precede a genocide.”[1]
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I don't think it is contempt, it is dehumanization. If you can believe someone doesn't deserve respect as a fellow human being, then you set the table for both genocide and bullying. Another aspect of this is that the bully and the social group or society that surrounds the victim must also feel that the victim deserves to be victimized because they won't act against that victimization. "Blaming the victim" is the halmark of both bullying and genocide.
Lessons Learned from Genius Hour - 54 views
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After eight years of engaging our students with a Personal Passion Project during Term Four we shifted to a 'Genius Hour' model for 2015. In the end the results from the students were impressive but along the way some lessons were learned and we are looking forward to making some minor tweaks for 2016 that should further enhance the learning opportunities.
Music That Represents Culture: Selecting Music with Integrity: EBSCOhost - 4 views
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The term authenticity has been applied to music in various ways. It might be used to describe a piece of music (recorded, notated, performed); the process by which the music is taught and learned ( through recordings, live models, notation); or the manner in which it is performed (venue, dress, behaviors).
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In other words, authenticity lies within the perceptions of the individual.
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Anthony Palmer, who teaches music education at Boston University, has said that music with "absolute authenticity" is performed (a) by and for members of the culture; (b) in a typical setting, as determined by the members of the culture; (c) with instruments specified by the creator(s) of the music; and (d) in its original language.[ 8] Inarguably, and as Palmer recognizes, attaining this level of authenticity is impossible in a school music program (unless we consider "school music" residing within a unique culture of its own). In school, music is separated from its primary source many times over. Music is passed from its primary source (composer, grandmother) to an intermediary (arranger, performer, notation, recording) and channeled through a publisher or presenter to the teacher and finally to students. To confound matters, there are variants of melodies, lyrics, dances, games, and performance styles.
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Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views
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In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
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students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
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developing inquiring minds
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views
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Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
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If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
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Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
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"Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
Visible Thinking - 126 views
RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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"Up from Underachievement" by Diane Heacox
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Gifted learners are rarely "globally gifted
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Social Bookmarking and Diigo - Student Learning with Diigo - 146 views
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disadvantages
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Great article that explains the advantages of using Diigo with other educators and students. It also has links to lesson plans and how to videos.
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I found many useful links along with this resource. It clearly points out advantages of using Diigo in education. It also shares how to sync to another popular social bookmarking site. I highly recommend checking this article out.
Google For Educators - 14 views
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7/9/2009Google Apps Tips, Tricks and Even Lesson PlansWant to learn the best ways to use Google Apps in your classroom? Visit our new Education Community Site, where you can learn tips and tricks on using Gmail, Calendar, Docs and Sites, join our education forum and read news all about Google Apps. Or check out standardized lesson plans at the new Google Apps Resource Center - for classroom use of our tools across K-12.
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7/9/2009Sites for TeachersCheck out the new Sites for Teachers page to see how teachers, students and administrators are using Google Sites to create their class sites, organize school trips, and run school projects. 7/9/2009Books, Books, BooksGoogle has reached an agreement with authors and publishers that will make millions of books more accessible in the U.S. You can view full pages from and purchase complete access to millions of in-copyright, out-of-print books or your school can purchase institutional subscriptions to offer your students and teachers complete access to millions of books.
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At Google, we support teachers in their efforts to empower students and expand the frontiers of human knowledge. That’s why we’ve assembled the information and tools you’ll find on this
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