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in title, tags, annotations or urlScience Fair Project Guide - 2 views
9 Ideas to Help Explain Common Core to Parents -- THE Journal - 2 views
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9 Ideas to Help Explain Common Core to Parents
SUNY Geneseo Writing Guide - 5 views
Curriculum21 - Annotexting - 62 views
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We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
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These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
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Resource: An A-Z of Twitter for Educators - 61 views
A-Guide-to-Four-Cs.pdf - Google Drive - 71 views
Teach students to communicate effectively in the Innovation Age | eSchool News - 31 views
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Being a good communicator is more complicated in the Innovation Age
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Learning to Learn - Tools and Technologies for Inquiry Based Learning - 137 views
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Inquiry based learning originates with John Dewey's philosophy that education begins with curiousity. It focuses on guiding students through a process of finding answers to questions. Inquiry based learning: Is driven by questions of interest rather than general topics.Emphasizes asking good researchable questions.Coaches students as they go.Provides research journal to help students monitor their progress.Draws on expertise of the instructor / teacher librarian to model effective inquiry.Assesses student progress in developing inquiry skills as well as understanding of content.
FILLING THE TOOL BOX - 158 views
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As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
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Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
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" Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
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Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
10 Signs You're in Trouble at College - US News - 24 views
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1. Your average is below C or you're getting D's in some of your courses.
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2. You're constantly asking for (and even getting) extensions and incompletes.
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3. You can't follow what the professor says in lecture—ever.
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How (and When) to Limit Kids' Tech Use - 14 views
More Tools for Digital Storytellers | Digital Learning Environments - 100 views
How Can We Make Assessments Meaningful? | Edutopia - 170 views
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Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Does it allow for student choice of topics? Is it inquiry based? Does it ask that students use some level of internet literacy to find their answers? Does it involve independent problem solving? Does it incorporate the 4Cs? Do the students need to communicate their knowledge via writing in some way? Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
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So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher. The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time. But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for: Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described? Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers? Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving? Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
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Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
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Rubrics - Teaching Commons - 95 views
Evaluation Tools | TIM - 44 views
Grove Art: Subject Guide in Oxford Art Online - 12 views
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the Renaissance was a period when scholars and artists began to investigate what they believed to be a revival of classical learning, literature and art. For example, the followers of the 14th-century author Petrarch began to study texts from Greece and Rome for their moral content and literary style. Having its roots in the medieval university, this study called Humanism centered on rhetoric, literature, history and moral philosophy.
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Back To School After Holidays: Teacher Survival Guide by @richardjarogers - 26 views
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"I happened to be very ill for almost the entirety of the three weeks that I was off school for Christmas. Bad luck I guess, but I still managed to squeeze in a 3-day trip to Jeju Island, South Korea (highly recommended). I didn't get everything done on my list that I wanted too, but I did manage to get a few items checked off (including writing a reference for a former colleague - so pleased I could that done)."
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