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Garth Holman

Introduction :: European History - 71 views

www.dhr.history.vt.edu/...index.html

history digital USA European Historian

shared by Garth Holman on 26 Nov 12 - No Cached
  • Garth Holman on 26 Nov 12
     
    A digital history reader.  Modern European and USA history. Cool resource for upper level history classes.   
Steven Szalaj

Straight Through the Heart - NYTimes.com - 6 views

www.nytimes.com/...traight-through-the-heart.html

Education Instruction Essay Literature Teaching

shared by Steven Szalaj on 24 Mar 13 - No Cached
  • Steven Szalaj on 24 Mar 13
     
    Essay about teaching literature by finding the emotional connection in the readers, then examining how that happened in the writing.  Instead of teaching from theory and structure, this develops concepts of theory and structure from the reading experience.
Matt Renwick

Annie Murphy Paul on Why 'Digital Literacy' Can't Replace The Traditional Kind | TIME.com - 117 views

ideas.time.com/...r-replace-the-traditional-kind

Literacy e-reader research annie murphy paul time

shared by Matt Renwick on 07 Apr 13 - No Cached
    • Matt Renwick
      Matt Renwick on 07 Apr 13
       
      The F-pattern when reading online could have been helpful for the reader in this article.
  • Bernard Cooperman on 08 Apr 13
     
    Both the author of the article and the people she criticizes are making a fundamental mistake. It is an illusion that kids once learned facts in some deeper way. If the tree octopus had been presented in a book, the kids would have made the same mistake. Much of traditional teaching was not about absorbing certain facts but about learning techniques for accessing those facts. The internet and google really have changed the way we access information. The real challenge is how to restructure knowledge itself to take advantage of the new forms of accessibility. And as for using technology in the classroom: banning computers is like forcing kids to memorize arithmetic tables in an age when everyone has a calculator. We don't need slide rules nor an abacus and there is no reason to teach kids how to use them.
Barbara Schroeder

Patty Hicks EdTech Learning Log | An online inventory of what I've learned and created - 3 views

phicks125.wordpress.com

shared by Barbara Schroeder on 08 Feb 13 - No Cached
  • n Uncategorized | Le
  • EdTech Smart Brief
  • 982E-BC18C690187E&sid=53c635d9-8e3e-4fb3-a223-c3dbb097b677
  • ...1 more annotation...
  • Here is a link to a bundle I’ve created on Google Reader. I enjoy following David Pogue from the NYT. He is funny and witty and interesting, at least I think so. I’m a fan of Mitch Resnick from MIT and must give him all the credit for my passion in helping my students see themselves as creators not just users of technology. You should search out some of his writings. Actually better yet go to a conference at MIT and meet him.
Randolph Hollingsworth

How Rude! Reader Comments May Undermine Scientists' Authority - Percolator - The Chroni... - 26 views

chronicle.com/...32071

netiquette communication theory scholarly communication ethics research science writing social media

shared by Randolph Hollingsworth on 15 Feb 13 - No Cached
  • people speaking with one another in public have not yet made a similar evolution online
  • Scientists and science writers need to realize the power they have to control their online environments
Martin Burrett

Action Research - What and how? by @Clare2ELT - 20 views

ukedchat.com/...arch-what-and-how-by-clare2elt

action research

shared by Martin Burrett on 26 Aug 16 - No Cached
  • Martin Burrett on 26 Aug 16
     
    Many schemes of professional development for teachers, as well as advanced teaching certificates, include an element of 'Action Research' (AR). In my work as a team leader of EFL tutors, I've come to see just how important AR is for teachers to continue to develop and professionalise their teaching practices. And I'm so enthusiastic about teachers doing research that I want to share some introductory thoughts with a wider audience - with you, my dear blog readers! I hope I can inspire you to start your own AR projects, and would love to hear what you get up to...
ekpeterson

Educational Leadership:Teaching Screenagers:Too Dumb for Complex Texts? - 72 views

www.ascd.org/...b-for-Complex-Texts%C2%A2.aspx

reading technology education texts complex learning resources

shared by ekpeterson on 06 Mar 16 - No Cached
  • Willingness to Probe
  • readers may need to sit down with them for several hours of concentration.
  • hey insert a hesitant question before moving on.
  • ...8 more annotations...
  • That willingness to pause and probe is essential, but the dispositions of digital reading run otherwise. Fast skimming is the way of the screen. B
  • they have grooved for many years a reading habit that races through texts, as is the case with texting, e-mail, Twitter, and other exchanges, 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem.
  • They are deep and semiconscious behaviors that are difficult to change except through the diligent exercise of other reading behaviors.
  • Texts like this one are too complex to allow for rapid exit and reentry. They often originate in faraway times and places and discuss ideas and realities entirely unfamiliar to the modern teenager. To comprehend what they say requires a suspension of present concerns.
  • Finally, the comprehension of complex texts depends on a receptive posture in readers. They have to finish the labor of understanding before they talk back, and complex texts delay the reaction for hours and days.
  • Digital communications, on the other hand, especially those in the Web 2.0 grain, encourage quick response.
  • Complex texts aren't so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb.
  • reserve a crucial place for unwired, unplugged, and unconnected learning. One hour a day of slow reading with print matter, an occasional research assignment completed without Google—any such practices that slow down and intensify the reading of complex texts will help.
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
lovestoread

United States Conference of Catholic Bishops - 0 views

www.usccb.org

Respect Life Essay

shared by lovestoread on 21 May 13 - Cached
  • Carrie Mitchell on 21 May 13
     
    website for the U.S. Conference of Catholic Bishops
  • lovestoread on 08 Apr 17
     
    This site is the official site of the United States Bishops. It contains a plethora of information on every current issue being discussed in the Catholic church. It also provides liturgical information to inform the reader of special days or events in the Church year. This site is recommended for middle and high school students looking for reliable, accurate, and current information from a theological perspective. The information is provided to teach and inform according to the Catholic faith.
Peter Beens

The Best Resources On How Exercise Helps Learning - Please Contribute Other R... - 69 views

larryferlazzo.edublogs.org/...ase-contribute-other-resources

exercise education list

shared by Peter Beens on 14 Apr 12 - No Cached
  • Peter Beens on 14 Apr 12
     
    I've recently read some articles on how physical exercise helps students learn, and thought I'd put together a related "The Best…" list. However, I only have a few resources now, and I'm sure there are plenty others out there. I'm hoping readers will contribute more (I, of course, will give you credit for ones I add to this list).
Brianna Crowley

The Neuroscience of Your Brain on Fiction - NYTimes.com - 6 views

www.nytimes.com/...-of-your-brain-on-fiction.html

brain literature

shared by Brianna Crowley on 22 Mar 12 - No Cached
  • The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life; in each case, the same neurological regions are stimulated. Keith Oatley, an emeritus professor of cognitive psychology at the University of Toronto (and a published novelist), has proposed that reading produces a vivid simulation of reality, one that “runs on minds of readers just as computer simulations run on computers.” Fiction — with its redolent details, imaginative metaphors and attentive descriptions of people and their actions — offers an especially rich replica. Indeed, in one respect novels go beyond simulating reality to give readers an experience unavailable off the page: the opportunity to enter fully into other people’s thoughts and feelings.
  • Brianna Crowley on 22 Mar 12
     
    Science is supporting the idea of descriptive, narrative passages as providing different brain stimulation from simply nonfiction or informative reading. 
Marc Patton

Welcome to Children's Literacy Initiative | Children's Literacy Initiative - Serving Pr... - 1 views

www.cliontheweb.org

Teacher_Resources Teaching_Ideas Language_Arts

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    Children's Literacy Initiative (CLI) is a non-profit that works with teachers to transform instruction so that children can become powerful readers, writers, and thinkers.
Mark Gleeson

Data Portability is the Clay Feet of iPads in the Classroom - The Digital Reader - 0 views

www.the-digital-reader.com/...lity-clay-feet-ipads-classroom

ipads

shared by Mark Gleeson on 29 Jun 12 - No Cached
  • Mark Gleeson on 29 Jun 12
     
    An example of bad iPad management at school level. need to know how iPads work and apps that help before setting up iPad program at school. 
Marc Patton

goodreader.com :: products :: GoodReader - 1 views

www.goodreader.net/goodreader.html

Teaching_Tools Language_Arts Social_Studies Science Mathematics Online_Learning_Environments

shared by Marc Patton on 10 Sep 12 - Cached
  • Marc Patton on 10 Sep 12
     
    GoodReader® is the super-robust PDF reader for iPad, iPhone and iPod touch. Its iPad version was the #1 selling non-Apple app for iPad in 2010 in USA!
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