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Marc Patton

Digital Promise - Accelerating Innovation in Education - 39 views

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    Digital Promise is a bipartisan independent 501(c)(3) nonprofit corporation authorized by Congress "to support a comprehensive research and development program to harness the increasing capacity of advanced information and digital technologies to improve all levels of learning and education, formal and informal, in order to provide Americans with the knowledge and skills needed to compete in the global economy."
Steve Gall

Digress.it - 84 views

shared by Steve Gall on 19 Oct 12 - Cached
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    Imagine a different kind of writing assignment: have your students use digress.it to co-author their own critical edition of an essay or story, inside that essay or story.
Glenn Hervieux

The Educator's Guide to Copyright, Fair Use, and Creative Commons – The Edublogger - 74 views

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    Nice easy discussion points on Copyright and Fair Use. Author includes some resources to images. Check out the comment section for conversation about this important topic.
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Teachers Talk - 57 views

  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

  • 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
       
      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
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
       
      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
       
      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
       
      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.
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    Great ideas for 6th grade response to literature discussion and writing.
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    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…
m. vest

Amazon.com: Michael Morpurgo: Books, Biography, Blog, Audiobooks, Kindle - 11 views

    • m. vest
       
      Who is the author of War Horse?
    • m. vest
       
      Besides War Horse, name three other books written by Mr. Morpurgo.
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    Michael Morpurgo
Alison Westgate

Cantor, "The Nightmare of Romantic Idealism" - 0 views

  • With respect to man, he appears as a creator and thus as a divine figure; with respect to Zeus, he takes on the role of a rebel against divine authority and eventually of a tortured creature, thus becoming a symbol of human suffering at the hands of the gods.
  • But if one tries to align the characters in Frankenstein with traditional mythic archetypes, one runs into difficulties. Although Frankenstein at first seems to offer a potentially confusing array of mythic correspondences, by trying to sort out the mythic roles assigned to the central characters, we can approach the thematic heart of the book.
  • With respect to man, he appears as a creator and thus as a divine figure; with respect to Zeus, he takes on the role of a rebel against divine authority and eventually of a tortured creature, thus becoming a symbol of human suffering at the hands of the gods.
  • ...1 more annotation...
    • Alison Westgate
       
      You should read Percy Shelley's version of Prometheus.
Bob Rowan

Should Students Evaluate Their Teachers? | Edutopia - 66 views

  • online survey of 1,883 students from 10 European countries
  • what the students expect
  • what they experience from their instructors
  • ...21 more annotations...
  • looked at three characteristics
  • personality
  • classroom environment
  • teaching style
  • gap of 35 percent between what students expected and what professors were able to deliver
  • professors did best at being "confident" and "rational"
  • worst at being "inspiring"
  • wanted inspiring teachers that are approachable
  • clear idea of student requirements
  • good communicators
  • be alert to struggling students
  • student evaluations prove to be the most effective at providing specific information for formative evaluations
  • should be an important part of teacher evaluations
  • Informally, teachers are graded all the time
  • you could administer a formal climate survey
  • At the end of every test or quiz, put in a few non-graded questions
  • What did you like most about learning this topic
  • What was most difficult
  • could the teacher have done a better job
  • What would you recommend to improve this course? What do you want to see more of in this class? Less of?"
  • 21st-century education E-newsletter
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    The author reflects on student evaluations, citing a study that asked students what they expect from their professors (also talks about how it applies to K-12 schools)
Michele Brown

GigaPan Time Machine - 119 views

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    Each Time Machine on this page captures a process in extreme detail over space and time, with billions of pixels of explorable resolution. Choose a time machine and zoom into the image while traveling backwards or forwards through time. Select a Time Warp and the time machine's authors will take you on a guided space-time tour with text annotations explaining what you are viewing. You can even learn how to create your own Time Machines and Warps.
Marc Patton

minnesota writing project : center for writing : university of minnesota - 1 views

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    The Minnesota Writing Project aims to improve K-college literacy in Minnesota. Housed within the Center for Writing at the University of Minnesota - Twin Cities, MWP is the local site of the National Writing Project, an authorized provider of No Child Left Behind.
Marc Patton

Wilbooks - Larkin's Little Readers Reading Conference Travel Grants - 0 views

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    Bruce Larkin, the published author of over eight hundred early children's books, including the extremely popular Larkin's Little Readers Series, is pleased to announce IRA & RR Reading Conference Grants.
Steven Engravalle

Cool Infographics - Blog - 200+ Infographic Resumes, an escalating trend - 8 views

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    In the book, "Literacy is Not Enough," the authors talk about media fluency and the fact that students need to be able to communicate with multimedia as well as they do with text. We are seeing this trend in so many places, and this site offers some great examples in "visual resumes." Sample projects like this take the digital portfolio so many schools have developed to the next level.
BalancEd Tech

Beyond the Five-Paragraph Essay - National Writing Project - 89 views

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    1 hour podcast with the authors.
Marc Patton

Dreyer Network Consultants - 0 views

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    Arek is an author, trainer, and consultant, specializing in Mac OS X and Mac OS X Server. He is an Apple Certified Trainer and Apple Certified System Administrator (ACSA).
John Trampush

UnBoxed: online - 54 views

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    The author shares findings from her action research, focusing on the question, "How can I use critique to improve the quality of student feedback, student work and create a culture of collaboration?"
Martin Burrett

CalMe - Photo Calendar Creator - 108 views

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    This is an amazing download for creating beautiful calendars. There are lots of styles to choose from including with and without photos. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • ...1 more comment...
  •  
    Martin this looks WONDERFUL but I can't figure out how to use the THEMES or create my own. I've emailed the author for help. Any advice? Thank you!
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    When I found it and played with it, I didn't use the themes. I just played with the templates, photos and holiday info. I have tried now and have not figured it out. Sorry.
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    Thanks Martin, perhaps the author will respond. I love the program, it's very easy to use, but would like my students to use it, and would be a LOT simpler if they could do a single year's worth of calendar via the themes - which appears to be the point - great find in any event!
pepe1976

SLAVERY | The Handbook of Texas Online| Texas State Historical Association (TSHA) - 26 views

  • SLAVERY. Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves.
  • SLAVERY . Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves
  • States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony
  •  
    The issue of Slavery in Texas before, during and post Texas Revolution and the establishment of a new government.
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