Media Center | Stratfor - 34 views
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Kathleen Howard DaQuanno on 09 Apr 15Geopolitical intelligence, economic, political, and military strategic forecasting
11–CCR
1070L–1220L
1185L–1385L
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Text Complexity Grade Bands and Lexile Bands | The Lexile® Framework for Reading - 42 views
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In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level.
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As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band.
Technology is Too Powerful | infuselearning - 38 views
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We want to: promote educational change through empowering teachers and bringing students to the center of the learning conversation through simple, easy to use technology.
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Technology is too powerful to not allow teachers to provide unique and differentiated learning opportunities and effective questions to meet the variety of students in today’s classrooms.
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Technology is too powerful to not provide accessibility features that fill in the gaps where a different learning style or special need or other exceptionality would typically or potentially impede learning.
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I love their vision - to promote educational change through empowering teachers and bringing students to the center of the learning conversation through simple, easy to use technology. Amen?!
Statistics - Introduction to Basic Concepts - 66 views
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Provides an in depth description of center of spread terms followed by a real world example of how acquired skills can be applied to address the problem of coming up with a descriptive statistical summary of how the class performed on the test.
Tequipment's Educator Resource Center: News - 0 views
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Tequipment Educator Resource Center
Douwe Osinga's Projects: Visited Countries - 28 views
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Great way for students to learn about one another. Find states that they have visited.
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would use this with students and have them post it in a blog entry as a great introduction to the new year. Even use as a math exercise for statistics.
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Visited places is implemented for the following maps: The World The United States India Select in the table below the countries you have been to and click go.
Center on Instruction - 35 views
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Center on Instruction publishes research on instruction for K-12 reading, math, science, special education, and ELL
The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views
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Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
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4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss | 05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Home | Students at the Center - 5 views
Meet Banshee, Havok, 'n' Beast - 27 views
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Model of students struggling to be seen as "normal".
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Model of students with social anxiety
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The teacher acknowledges that failure is part of the learning process but also demonstrates the importance of having trust in the student after specifically stating his expectations. Stating expectations and following it up with trust is important for fostering a Student-Centered learning environment. Too few educators are willing to let go of control and allow students to become empowered by their own curiosity.
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Model of students with unique talents
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The teacher demonstrates authentic research by creating a product to test rather than simply look at research and respond with a traditional essay.
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ePortfolios and GoogleApps - ePortfolios with GoogleApps - 142 views
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Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.
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Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.
45,000 Works of Art from Stanford University's Cantor Arts Center Now Freely Viewable Online | Open Culture - 73 views
Explore the Constitution - National Constitution Center - 40 views
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The Constitution Center offers a free interactive U.S. Constitution with lesson plans, activities, games, videos, and historical documents. Students can explore the Constitution by article, amendment, or specific issue
New Learning Institute - 0 views
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"The New Learning Institute delivers engaging, personalized, project-based digital media programs to young people and educators. We work in classrooms, after-school centers, museums, and cultural institutions, or wherever learning takes place. Using the latest mobile technologies and digital media practices and tools, we help young people explore their interests, direct their own learning, and better prepare themselves for living and working in the 21st century."
National Center for Education Statistics, The Nation's Report Card: Writing 2011 - 2 views
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Asa Spencer of the Thomas B. Fordham Institute writes in the Education Gadfly Weekly: "Traditionalists cringe, tech buffs rejoice: This latest NAEP writing assessment for grades eight and twelve marks the first computer-based appraisal (by the "nation's report card") of student proficiency in this subject. It evaluates students' writing skills (what NAEP calls both academic and workplace writing) based on three criteria: idea development, organization, and language facility and conventions. Results were predictably bad: Just twenty-four percent of eighth graders and 27 percent of twelfth graders scored proficient or above. Boys performed particularly poorly; half as many eighth-grade males reached proficiency as their female counterparts. The use of computers adds a level of complexity to these analyses: The software allows those being tested to use a thesaurus (which 29 percent of eighth graders exploited), text-to-speech software (71 percent of eighth graders used), spell check (three-quarters of twelfth graders), and kindred functions. It is unclear whether use of these crutches affected a student's "language facility" scores, though it sure seems likely. While this new mechanism for assessing kids' writing prowess makes it impossible to track trend data, one can make (disheartening) comparisons across subjects. About a third of eighth graders hit the NAEP proficiency benchmark in the latest science, math, and reading assessments, compared to a quarter for writing. So where to go from here? The report also notes that twelfth-grade students who write four to five pages a week score ten points higher than those who write just one page a week. Encouraging students to put pen to paper (or fingers to keyboard) is a start."
Library Of Congress Unveils Massive Common Core Resource Center - 149 views
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There are professional development tools that are sorted by grade level, ease of use, and written in plain English. Classroom Materials, created by teachers for teachers, are ready-to-use materials that provide easy ways to incorporate the Library's unparalleled primary sources into instruction.
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