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C CC

UKEdMag: Developing EAL in RE by @mrscarrierRE - UKEdChat.com - 10 views

ukedchat.com/...ping-eal-in-re-by-mrscarrierre

ukedmag UKEdChat RE EAL Languages

shared by C CC on 03 Jan 16 - No Cached
  • C CC on 03 Jan 16
     
    I shudder, thinking back to my differentiation for EAL students at the start. I Google translated the whole PowerPoint, brimming with pride at my achievement. It was sadly, as the kids would say, an epic fail. It didn't make sense. The students were…
Nigel Coutts

Lessons from Schrödinger's Cat - The Learner's Way - 27 views

thelearnersway.net/...lessons-from-schrdingers-cat

lessons schrödinger cat education teaching learning

shared by Nigel Coutts on 03 Feb 19 - No Cached
  • Nigel Coutts on 03 Feb 19
     
    There are some ideas which seem to translate nicely into fields of thought far from their point of origin. These are  ideas which shine a metaphorical light on concepts and allow us to develop a deeper understanding of that concept once we see it from a fresh perspective. Schrödinger's Cat is one such idea.
Martin Burrett

Researchers claim that educational success among children of similar cognitive ability ... - 8 views

ukedchat.com/...educational-success-background

research

shared by Martin Burrett on 27 Jun 19 - No Cached
  • Martin Burrett on 27 Jun 19
     
    "Children of similar cognitive ability have very different chances of educational success; it still depends on their parents' economic, socio-cultural and educational resources. This contradicts a commonly held view that these days that our education system has developed enough to give everyone a fighting chance. The researchers, led by Dr. Erzsébet Bukodi from Oxford's Department of Social Policy and Intervention, looked at data from cohorts of children born in three decades: 1950s, 1970s and 1990s. They found significant evidence of a wastage of talent. Individuals with high levels of cognitive ability but who are disadvantaged in their social origins are persistently unable to translate their ability into educational attainment to the same extent as their more advantaged counterparts."
Nigel Coutts

Moving beyond linear plans for learning - The Learner's Way - 7 views

thelearnersway.net/...yond-linear-plans-for-learning

education learning teaching curriculum visual thinking

shared by Nigel Coutts on 05 Jan 20 - No Cached
  • Nigel Coutts on 05 Jan 20
     
    An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.
rbatie19

Chronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views

www.edweek.org/...10

chronic absenteeism absent learning

shared by rbatie19 on 10 May 22 - No Cached
  • in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
  • Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
  • A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
  • ...3 more annotations...
  • The results were significant. Students with mentors gained nine school days—almost two weeks—during the year. They were more likely to remain in school and maintain their grade point averages than similar students without mentors. The program worked at every K-12 level: elementary, middle, and high school, with the greatest impact on students struggling with poverty and homelessness.
  • The mentors had several simple but straightforward responsibilities. They greeted the students every day to let them know they were glad to see them at school. They called home if students were sick to find out what was happening. They connected the students and their families to resources to help address attendance barriers. Mentors participated in school-based teams that analyzed data and shared insights about students. And they also supported schoolwide activities, including assemblies, incentives, and contests, to encourage better attendance for all students.
  • Elementary schools set up attendance teams to identify and monitor the students with the worst attendance. Part-time social workers, hired with philanthropic and state dollars, connected with families. Principals and teachers promoted attendance at back-to-school nights, at parent-teacher conferences, and through regular calls home. This work led to a significant drop in absenteeism in all elementary grades, particularly in kindergarten. The percentage of chronically absent kindergartners fell from 30 percent in the 2011-12 school year to 13 percent in 2013-14. And reading scores began to climb.
Javier E

Money Cuts Both Ways in Education - NYTimes.com - 19 views

www.nytimes.com/...10iht-letter10.html

education youth prospect inequality competition meritocracy self-image

shared by Javier E on 10 May 13 - No Cached
  • If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
  • This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
  • But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
  • ...11 more annotations...
  • There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
  • When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
  • spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
  • But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
  • “What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
  • troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
  • “I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
  • “It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
  • these parents and children are responding rationally to a hyper-competitive world economy.
  • “When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
  • we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
Brianna Crowley

Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views

www.edweek.org/...19nonfiction_ep.h32.html

Common_Core literature standards english_classroom curriculum

shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
  • And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
  • such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
  • ...2 more annotations...
  • teachers and local administrators are the ones who must decide how to share responsibility for the increased emphasis on nonfiction. "If a lot of good, close reading of high-quality, challenging texts is going on in science and history classes," she said, "then English/language arts teachers need to carry less of that responsibility."
  • It is English/language arts teachers who will be held accountable for the results, which will drive what happens in their classrooms week to week, he said.
Steve Ransom

6 Chrome Extensions for Students « Kyle B. Pace - 7 views

kylepace.wordpress.com/...chrome-extensions-for-students

chrome extensions google education tts productivity

shared by Steve Ransom on 31 Jan 13 - No Cached
  • Steve Ransom on 31 Jan 13
     
    The Read & Write for Google Docs extension would be great for ELLs. You could even screen record it with highlights to support learning.
  • msfjerstad on 31 Jan 13
     
    I passed this on to my Special Edu teachers simply for Read & Write. Great extension!
  • Steve Ransom on 31 Jan 13
     
    Super! I think how it highlights words, has a picture dictionary and audio pronunciation of words/vocabulary, translation feature... offers a great deal in support of reading and language.
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
  • ...9 more annotations...
  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Kelly Boushell

Hieroglyphic Typewriter Egyptian Hieroglyphic Name Translator alphabet writer - 134 views

www.discoveringegypt.com/hieroglyphic-typewriter.html

egyptian Scott Foresman reading

shared by Kelly Boushell on 20 Mar 12 - No Cached
  • Kelly Boushell on 20 Mar 12
     
    Typewriter turns English words into hieroglyphs!
Jamie Menshouse

What We Learned: A 1:1 iPad Reflection | Edutopia - 185 views

www.edutopia.org/...pad-reflection-andrew-marcinek

shared by Jamie Menshouse on 25 Aug 12 - No Cached
  • One of the best decisions our team made last summer was to pre-install Casper (5) profiles on all of our iPads. We pulled the student IDs from our ASPEN (6) student information system, logged each student into Casper and installed the four profiles needed for our plan. The profiles took Safari web browser off the iPad.
  • As we progressed through the year, we discovered that these tools took a lot of time to create something we were trying to move away from in the first place. The reason for moving away from textbooks is that they offer a myopic vision of a world that is ever-changing. Simply viewing a textbook on an iPad does not change or innovate learning, nor does it use the iPad to its full potential. If your plan is to digitize a standard textbook, save your money and renew your textbook licenses.
  • This year we are incorporating K-12 digital portfolios along with revised information and digital literacy standards. Every BPS student will have a Google Apps for Education account that they will use in conjunction with the Blogger (15) application to begin creating their Life of Learning portfolio
  • ...8 more annotations...
    • Jeppe Egendal
      Jeppe Egendal on 27 Aug 12
       
      Digital portfolio og blogger
    • Jeppe Egendal
      Jeppe Egendal on 27 Aug 12
       
      Begrundelser for anvendelsen af iPads i undervisningen bevæger sig fra en forestilling om at erstatte tekstbøger til en forestilling om at kunne lærerne kan samarbejde med eleverne i skyen ved hjælp af værktøjer, der automatisk synkroniserer med eleverns iPads
  • The students that make it into help desk are those who not only enjoy working with technology in an educational context, but have a desire to serve, support and possibly solve problems in the school on a daily basis.
  • . Aside from simply troubleshooting, our students help their former teachers at the middle and elementary levels as well as create how-to scripts and videos for students, faculty and the Burlington community. Our students have not only helped within the BPS community, but have helped our Tech Team organize two major conferences in the past year:
    • Jeppe Egendal
      Jeppe Egendal on 27 Aug 12
       
      Eleverne hjælper som ressorucepersoner i skolen
  • You can have the most precisely calculated plan in place before you launch, but if you don't have the right support in place, your launch may stumble. I regard our IT department as one of the best I have ever worked with. I say this in all sincerity because I do "work with" this team. These guys not only manage a robust infrastructure, but they take part in the educational conversation and give our staff the best tools to create dynamic, engaging classrooms.
    • Jeppe Egendal
      Jeppe Egendal on 27 Aug 12
       
      Teknisk support er en del af løsningen og de skal deltage i den løbende pædagogisk/didaksike debet
  • However, we must work to incorporate information and digital literacy standards into the K-12 curriculum as early as possible. Students in Kindergarten should understand what it means to be nice to someone and how that will translate to writing and living on the Web. As students grow up through the educational pathways, they must be exposed to new and emerging technologies as early as possible in a safe, responsible manner. By doing so, we are preparing them for a global economy that requires these skills.
    • Jamie Menshouse
      Jamie Menshouse on 31 Aug 12
       
      Our middle school is adding character education to the arts and humanities curriculum. Teaching students at a young age to be thoughtful and responsible with technology will make it a much better experience inside the classroom.
Michael Klein

Programmieren mit JavaScript - 16 views

www.vom-hau.de/Javascript

html lernen javascript programmieren

shared by Michael Klein on 06 Dec 11 - No Cached
  • webExplorations on 07 Dec 11
     
    I used Google Chrome to automatically translate the pages for me.
Bruce Gurnick

A Model of Learning Objectives - 14 views

www.celt.iastate.edu/...RevisedBlooms1.html

bloomstaxonomy

shared by Bruce Gurnick on 30 Jan 12 - Cached
  • Bruce Gurnick on 29 Feb 12
     
    (clarifying, paraphrasing, representing, translating) (concluding, extrapolating, interpolating, predicting) (discriminating, distinguishing, focusing, selecting) (finding coherence, integrating, outlining, parsing, structuring) (coordinating, detecting, monitoring, testing)
Kate Pok

Guidelines for Note-Taking - 15 views

Guidelines for Note-Taking 1. Concentrate on the lecture or on the reading material.  2. Take notes consistently.  3. Take notes selectively. Do NOT try to write down every word. Remember that the ...

teaching

started by Kate Pok on 07 Nov 11 no follow-up yet
Dave Fones

Japanese Real Estate Bubble Recoverry? - 0 views

www.doctorhousingbubble.com/g-its-way-to-the-united-states

real estate real estate bubble Japan

shared by Dave Fones on 17 Jul 12 - No Cached
  • look at economic trends
  • it is becoming more apparent that we may be entering a time when low wage jobs dominate and home prices remain sluggish for a decade moving forward.
  • looking at the Federal Reserve’s quantitative easing program, growth of lower paying jobs, baby boomers retiring, and the massive amount of excess housing inventory we start to see why Japan’s post-bubble real estate market is very likely to occur in the United States.
  • ...9 more annotations...
  • both economies had extraordinarily large real estate bubbles.
  • Massive real estate bubble (check) -Central bank bailing out banks (check) -Bailed out banks keep bad real estate loans on their books at inflated values (check) -Government taking on higher and higher levels of debt relative to GDP (check) -Employment situation stabilizes with less secure labor force (check) -Home prices remain stagnant (check)
  • the United States had never witnessed a year over year drop in nationwide home prices since the Great Depression.
  • home prices are now back to levels last seen 8 years ago.  The lost decade is now nipping at our heels but what about two lost decades like Japan?
  • the U.S. has such a large number of part-time workers and many of the new jobs being added are coming in lower paying sectors signifies that our economy is not supportive of the reasons that gave us solid home prices for many decades. 
  • young Japanese workers, some in their late 20s or early 30s, already resigned that they would never buy a home.
  • The notion that housing is always a great investment runs counter to what they saw in their lives.  Will they even want to buy as many baby boomers put their larger homes on the market
  • many of our young households here are now coming out with massive amounts of student loan debt.
  • Lower incomes, more debt, and less job security.  What this translated to in Japan was stagnant home prices for 20 full years.  We are nearing our 10 year bear market anniversary in real estate so another 10 is not impossible.  What can change this?  Higher median household incomes across the nation but at a time when gas costs $4 a gallon, grocery prices are increasing, college tuition is in a bubble, and the financial system operates with no reform and exploits the bubble of the day, it is hard to see why Americans would be pushing home prices higher.
  • Dave Fones on 17 Jul 12
     
    Explains how Japan has responded to the breaking of their real estate market bubble and the effect it has had on Japan's economy
Jac Londe

Go Traduction - 4 views

translate.google.com/?hl=fr

outils google traduction

shared by Jac Londe on 23 Aug 13 - Cached
  • Jac Londe on 23 Aug 13
     
    Outil de traduction international de Google. Un des multiples produits de cette machine à générer l'innovation et gérer le futur.
Roland Gesthuizen

It's the End of an Era - Enter the Knowledgeable Networker - Forbes - 26 views

www.forbes.com/...era-enter-the-networked-worker

socialnetworking knowledge network Forbes leadership management projectmanagement

shared by Roland Gesthuizen on 23 Jun 13 - No Cached
  • Knowledgeable networkers are very good at what they do, and at the same time, do not pretend to know it all. They consider the entire puzzle, not just their own area of expertise. They’re integrative thinkers with broad interests and connections. They see how puzzle pieces fit together without needing to know everything about each piece
  • They have instant access to multiple knowledge workers via a phone call, email, Twitter post, or LinkedIn InMail. They can bring experts and expertise into a team, a department, or organization to fulfill a specific need or help seize an opportunity.
  • The knowledgeable networker can also seek out, find, assimilate, and translate useful information into workable solutions.
  • ...1 more annotation...
  • In a faster-and-faster moving world, the ability to tap your team members’ or former colleagues’ networks to bring expertise to a situation and then set it free, will allow your organization to be faster, more nimble, and more capable than ever before.
  • Roland Gesthuizen on 23 Jun 13
     
    "My colleague Ken Perlman is fascinated by the employee and team dynamics within large organizations. Here he shares the type of skills and sensibilities that he has observed in the most efficient workers."
Kenuvis Romero

Art of memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Art_of_memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • The Art of Memory or Ars Memoriae ("art of memory" in Latin) is a general term used to designate a loosely associated group of mnemonic principles and techniques used to organize memory impressions, improve recall, and assist in the combination and 'invention' of ideas. An alternative and frequently used term is "Ars Memorativa" which is also often translated as "art of memory" although its more literal meaning is "Memorative Art". It is sometimes referred to as mnemotechnics.[1] It is an 'art' in the Aristotelian sense, which is to say a method or set of prescriptions that adds order and discipline to the pragmatic, natural activities of human beings.[2] It has existed as a recognized group of principles and techniques since at least as early as the middle of the first millennium BCE,[3] and was usually associated with training in rhetoric or logic, but variants of the art were employed in other contexts, particularly the religious and the magical. Techniques commonly employed in the art include the association of emotionally striking memory images within visualized locations, the chaining or association of groups of images, the association of images with schematic graphics or notae ("signs, markings, figures" in Latin), and the association of text with images. Any or all of these techniques were often used in combination with the contemplation or study of architecture, books, sculpture and painting, which were seen by practitioners of the art of memory as externalizations of internal memory images and/or organization.
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