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Martin Burrett

blender.org - Home - 5 views

www.blender.org

3d animation design graphics

shared by Martin Burrett on 27 Jul 09 - Cached
  • Wendy Carlson on 27 Jul 09
     
    3d creation software free application
  • Martin Burrett on 16 Jul 11
     
    Blender is a superb open source professional 3D animation program. Download and make cartoons that what make Pixar proud in no time. Addition free download may be required when prompted. http://ictmagic.wikispaces.com/Video,+animation,+film+&+Webcams
Martin Burrett

Real Life Maths: Potions Lesson by @PrimaryLessons - 41 views

ukedchat.com/...tions-lesson-by-primarylessons

maths Harry Potter magic potions

shared by Martin Burrett on 21 Nov 16 - No Cached
  • Martin Burrett on 21 Nov 16
     
    "This is a really good way of testing out practical measuring skills in Maths lessons. I always teach 'measuring' by incorporating a Harry Potter themed Potions lesson. Pupils follow potion recipes to create potions from the Harry Potter universe, e.g. Polyjuice Potion or Skele-gro. I have a mixture of powders (cornflour), plants (herbs) and potions (water with food colouring). I then have pipettes, a range of different containers with different scales for measuring liquids, scales for measuring the plants and powders, in addition to gloves for handling the 'poisonous' plants, a pestle and mortar for the plants and stopwatches for timing."
Nigel Coutts

Collections - The Learner's Way - 4 views

thelearnersway.net/collections

education learning thinking teaching assessment design inquiry pedagogy mathematics

shared by Nigel Coutts on 19 Jul 20 - No Cached
  • Nigel Coutts on 19 Jul 20
     
    This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

www.weareteachers.com/...-student-classroom-discussions

6th grade Response to Literature Evidence student classroom strategies discussions

shared by Jennifer Diaz on 15 Nov 14 - No Cached
  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
  • ...14 more annotations...
  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
  • Jennifer Diaz on 15 Nov 14
     
    Great ideas for 6th grade response to literature discussion and writing.
  • Tanya Kolkema on 18 Nov 14
     
    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
reanea wilson

Teachers and Librarians: Collaborative Relationships. ERIC Digest. - 56 views

www.ericdigests.org/...librarians.html

shared by reanea wilson on 31 Jul 10 - Cached
    • reanea wilson
      reanea wilson on 31 Jul 10
       
      a great professional goal to strive for
  • The study concludes that test scores increase as school librarians spend more time collaborating with and providing training to teachers, providing input into curricula, and managing information technology for the school
  • Collaboration is based on shared goals, a shared vision, and a climate of trust and respect
  • ...17 more annotations...
  • comprehensive planning is required
  • leadership, resources, risk, and control are shared;
  • and the working relationship extends over a relatively long period of time
  • Additional benefit
  • include more effective use of both resources and teaching time,
  • integration of educational technologies, and a reduced teacher/student ratio
  • team planning is encouraged by the principal
  • Administrators who ask how teachers are using the resources of the media center and the expertise of the library media specialist create an atmosphere where collaboration is more likely to occur
  • Library media specialists are often viewed as storytellers and providers of resources
  • rather
  • co-teachers who share common goals
  • change this
  • by serving on curriculum committees, attending planning meetings, and sharing ideas for integrating the media center into the curriculum
  • initiative, confidence, communication skills, leadership qualities,
  • willingness to take risks.
  • qualities of a library media specialist
  • equire time- perhaps two to five years-
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Maggie Tsai

McCunications: The power of Diigo - 0 views

mccunications.blogspot.com/...power-of-diigo.html

diigo education review

shared by Maggie Tsai on 24 Oct 08 - Cached
  • What I like is that Diggo not only lets you easily save items, it lets you highlight the "good parts" so that when you go back to the article you can easily find them. That turned out to be a real asset when I was working on my part of the JACC Norcal keynote a couple weeks ago.It's been a real pressure cooker of a semester, so I had very little time to put my JACC presentation together. However, I'd been bookmarking, highlighting and saving relevant blog posts and articles into my JACC list on Diigo (yes, you can categorize what you save) for weeks. So when I finally sat down to create a presentation, I had everything I needed at my fingertips. I was able to put it all together in a day. (By the way, you can view that presentation, Journalism in the Starbucks Era, on SlideShare, another great online tool.)But after downloading a Diigo update this morning, I realized I'm just scratching the surface of what you can do with Diigo. For example, my previous blog post on Greenspan's sudden epiphany...well, I posted it direct from Diigo while reading and bookmarking the article. Pretty cool, huh?When I ran through Diigo's "how-to" overview this morning, I found several other things I didn't know. In addition to using the one-click "Send to Blog" feature, you can also use Diigo's "send" feature to:send annotated and highlighted pages by emailpost to other websites such as twitter, facebook, delicious, etc.Cool! I'm using it for a tweet next.
  • But what really caught my attention was the idea of using Diigo as a hub for group research projects. You can set up a group Diigo account to share bookmarks, and make it public, private or semi-private. This has real potential for students working on group projects, especially since Diigo's "sticky note" feature also lets you add comments to the material you save, in addition to highlighting key passages.OK, I'm sold! I'm going to start demo-ing Diigo for my students.
Siri Anderson

Opinion | Op-Docs - The New York Times - 13 views

www.nytimes.com/op-docs

documentaries online learning resources free NYT

shared by Siri Anderson on 27 Mar 20 - No Cached
  • Siri Anderson on 27 Mar 20
     
    Great resources for streaming free content -- free online documentaries. The current most recent addition an excellent reinterpretation of Freud's "Hysterical Girl." #metoo
Daryl Bambic

Be the Change. Listen. Follow-up » Edurati Review - 42 views

eduratireview.com/...be-the-change-listen-follow-up

professional_development

shared by Daryl Bambic on 09 Jun 10 - Cached
  • 1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
  • Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
  • 2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
  • ...1 more annotation...
  • 3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Martin Burrett

Maths sums for children - Online numeracy games - 42 views

www.freeteacher.co.uk/default.htm

maths addition time subtraction multiplication division game

shared by Martin Burrett on 01 Aug 11 - No Cached
  • Martin Burrett on 01 Aug 11
     
    A great simple maths site with lots of x + - ÷, time and money quiz questions. http://ictmagic.wikispaces.com/maths
Martin Burrett

Math Worksheet Wizard - 0 views

www.mathworksheetwizard.com

worksheets maths printables addition subtraction multiplication division time measure money

shared by Martin Burrett on 14 Aug 11 - Cached
  • Martin Burrett on 14 Aug 11
     
    Make thousands of printable maths worksheets on many areas of the curriculum, such as basic calculations with + - x ÷, time, measure and money. http://ictmagic.wikispaces.com/Maths
Cynthia Sarver

CITE Journal - Language Arts - 94 views

www.citejournal.org/...article1.cfm

21stcenturyliteracy 307 teachered_21stcentury

shared by Cynthia Sarver on 31 Oct 11 - Cached
  • Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
    • Cynthia Sarver
      Cynthia Sarver on 31 Oct 11
       
      What is being done??
  • They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
  • Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
  • ...11 more annotations...
  • Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
  • learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
  • It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
  • nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
  • allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
  • Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
  • educators must address plagiarism, ownership, and authorship in their classrooms.
  • strategies to assess the quality of information and writing on the Web
  • help students develop netiquette
  • Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
  • Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
Maureen Greenbaum

How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views

hechingerreport.org/-earned-could-change-education

based education competency skill testing

shared by Maureen Greenbaum on 24 Jun 17 - No Cached
  • a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
  • law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
  • CompetencyWorks, a national organization t
  • ...11 more annotations...
  • By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
  • proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
  • Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
  • It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
  • offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
  • at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
  • Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
  • Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
  • students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
  • We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
  • get crystal clear about what we want students to know and be able to do and then how to measure it.”
Kenuvis Romero

Psilocybin (magic mushrooms) - 0 views

flipper.diff.org/...4384

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • The biosinthetic path that allow Psilocybin to be produced by mushrooms is as follow:
  • The several analogyes with triptophan aminoacid, with whom psilocybin has common origines are probably at the base of psilocybin ability to induced psychedelich alteration on humans.
  • Amino acids, including tryptophan, act as building blocks in protein biosynthesis. In addition, tryptophan functions as a biochemical precursor for many compounds like serotonin Serotonin (a neurotransmitter), synthesized via tryptophan hydroxylase. Serotonin, in turn, can be converted to melatonin (a neurohormone), via N-acetyltransferase and 5-hydroxyindole-O-methyltransferase activities
  • ...15 more annotations...
  • it's been noticed that psilocyn can indirectly raise dopamine concentration withing the basal ganglia.
  • Almost 50% of oral psilocybin is absorbed by stomach and gut; from here is lead to liver, where it's converted in psilocin, pharmacologically active form, that can furtherly be glucoronated and escreted with urine or converted in other psilocinics metabolites.
  • In rats, the median lethal dose (LD50) when administered orally is 280 milligrams per kilogram (mg/kg), approximately one and a half times that of caffeine. When administered intravenously in rabbits, psilocybin's LD50 is approximately 12.5 mg/kg
  • traces of the compund can be detected in unine even after 7 days.
  • Clinical studies show that psilocin concentrations in the plasma of adults average about 8 µg/liter within 2 hours after ingestion of a single 15 mg oral psilocybin dose; psychological effects occur with a blood plasma concentration of 4–6 µg/liter. Psilocybin is about 100 times less potent than LSD on a weight per weight basis, and the physiological effects last about half as long.
  • Within 24 hours from administration 65% of the alucinogen is escreted by urine, while another 15-20% is excreted by bile and feces.
  • Monoamine oxidase inhibitors (MAOI) have been known to prolong and enhance the effects of psilocybin. Alcohol consumption may enhance the effects of psilocybin, because acetaldehyde, one of the primary breakdown metabolites of consumed alcohol, reacts with biogenic amines present in the body to produce MAOIs related to tetrahydroisoquinoline and β-carboline. Tobacco smokers can also experience more powerful effects with psilocybin, because tobacco smoke exposure decreases levels of MAO in the brain and peripheral organs.
  • This could lead to a lower usage o f glucose, but the same study admitted an increase glucose usage by the whole brain cell, meaning a differente use of this sugar while the drug is having effects.
  • use of MRI (functional magnetic resounance) showed that the decresed blood flow associate with decreasing in neural activity. A simple explanation for this unexpected situation could be the serotoning agonist action of psilocybin, action that seems to be focused more on 5-HT receptors than on 5-HT2A.
  • psilocibyn is able to act as a 5-HT agonist binding directly its receptors.
  • augmented glucose consumption in several brain regions; this lead to the conclusion that psilocybin is some way able to modify the physiological glucosal metabolic rate of our body
  • The strong inibition of the PCC is now thought to be most significant action of psilocybin on neural disaccoppiation
    • Kenuvis Romero
      Kenuvis Romero on 23 Jun 13
       
      Lower brain glucose metabolism is linked with increased capacity for working memory.
  • Psilocybin comprises approximately 1% of the weight of Psilocybe cubensis mushrooms, and so nearly 1.7 kilograms (3.7 lb) of dried mushrooms, or 17 kilograms (37 lb) of fresh mushrooms, would be required for a 60-kilogram (130 lb) person to reach the 280 mg/kg LD50 value.
  • psilocybin can cause anxiety and increased heart rate and BP which is very counter- productive for someone on metoprolol and micardis.
  • propose the possibility to use psilocybin as a palliative therapy for terminal illness like cancer but also as a real antidepressive active principle available for the family of the patient. The rational is foundable in the fact that we usually administer SSRI as antidepressive agents, so psilocibyn sholud be useful in this purpose for its selective agonist action on 5-HT2A receptors
Martin Burrett

Totally Mental Maths Machine - 77 views

www.amblesideprimary.com/...mentalmachine2.html

multiplication addition subtraction maths decimals

shared by Martin Burrett on 22 Jul 11 - Cached
  • Martin Burrett on 22 Jul 11
     
    A mental maths quiz which randomises each time with new numbers to keep them on their toes. http://ictmagic.wikispaces.com/Maths
Martin Burrett

24theory - 58 views

www.24theory.com

maths multiplication division subtraction addition

shared by Martin Burrett on 06 Jun 13 - No Cached
Kelly Dau liked it
  • Martin Burrett on 06 Jun 13
     
    This is a wonderful maths puzzle site where players must use + - x or ÷ with a set of four numbers to equal 24. There are many modes to choose from, including an easier 'kids' version of the game, timed games and even a battle mode where you can challenge other people. http://ictmagic.wikispaces.com/Maths
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

www.openeducation.net/...ducing-the-microlecture-format

microlecture teaching lectures pedagogy

shared by Marsh Feldman on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
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  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
      Marsh Feldman on 11 Mar 09
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
Fran Bullington

No Limits, Sheryl Nussbaum-Beach - 0 views

www.techlearning.com/8466

shared by Fran Bullington on 15 Jul 09 - No Cached
  • Additional motivation comes from the opportunity for outstanding posters to be inducted into The Scribe Post Hall of Fame wiki.
  • Tony Baldasaro on 15 Jul 09
     
    The speedy evolution of technology over the past 30 years has often outpaced our ability to use it to transform teaching and learning in real and meaningful ways. Much of that time we just tried to keep up, with new technologies often simply bolted onto traditional curriculum practices. However, today, with three decades of digital experience under our belt, the time is ripe to begin instituting true change.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
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