Culture includes religion, food, style, language, marriage, music, morals and many other things that make up how a group acts and interacts.
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in title, tags, annotations or urlChinese Culture: Customs & Traditions of China - 7 views
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Currently, there are only five official religions. Any religion other than Buddhism, Taoism, Islam, Catholicism and Protestantism are illegal, even though the Chinese constitution states that people are allowed freedom of religion.
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There are seven major groups of dialects of the Chinese language, which each have their own variations,
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Biology - bozemanscience - 47 views
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Biology
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Biology
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Sugata Mitra - the professor with his head in the cloud | Education | The Guardian - 16 views
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“A generation of children has grown up with continuous connectivity to the internet. A few years ago, nobody had a piece of plastic to which they could ask questions and have it answer back. The Greeks spoke of the oracle of Delphi. We’ve created it. People don’t talk to a machine. They talk to a huge collective of people, a kind of hive. Our generation [Mitra is 64] doesn’t see that. We just see a lot of interlinked web pages
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“Within five years, you will not be able to tell if somebody is consulting the internet or not. The internet will be inside our heads anywhere and at any time. What then will be the value of knowing things? We shall have acquired a new sense. Knowing will have become collective.”
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if you imagine me and my phone as a single entity, yes. Very soon, asking somebody to read without their phone will be like telling them to read without their glasses.”
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Take Notes From the Pros - NYTimes.com - 80 views
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Groups that reviewed instructor notes performed best.
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thinking about the information — paraphrasing rather than writing everything verbatim — improves retention
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That means considering points as you take notes and connecting new ideas with information from earlier lectures.
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If a student can score equally well on a test reviewing the instructors notes attending the lecture or not, what does that say about the instructors ability to present information they deem important or testable in their notes? I would not disagree that students often struggle with notetaking, but the study also also raises questions about the way we teach.
Key Chords - 107 views
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Strike a chord with your students by doing some virtual strumming with this superb guitar chord player. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
The History Guide -- Main - 61 views
25 Creative Uses of Twitter - 89 views
The CyberSafety Net - 37 views
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Cybersafety @ Coomera Anglican College website. Still under production but designed to be an aggregator website that with curriculum resources for all year levels. Teachers can use the site to keep CyberSafety on the agenda or as the main source of their training for teachers and course work for students. Concepts spiral to be revisited every couple of years. ***Still under construction but will be ready for Term 4 (October)***
Kids Collection at the Smithsonian - 105 views
Weather Vortex Main Page - 1 views
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"Weather is a set of all the phenomena occurring in a given atmosphere at a given time. Weather phenomena lie in the hydrosphere and troposphere. Weather refers to current activity, as opposed to the term climate, which refers to the average atmospheric conditions over longer periods of time. When used without qualification, "weather" is understood to be the weather of Earth."
Do Teachers Need to Relearn How to Learn? - Redefining my role: Teacher as student - 165 views
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if a teacher can do a few basic computer skills (format in MS Word, copy and paste, attach a document to an email or upload a photo, and perhaps add a hyperlink) they should be able to transfer that knowledge across various internet programs.
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Teachers sometimes express surprise when a student can’t write a response to a question that is virtually the same as one they answered the day before simply because it is worded differently. Yet teachers can’t apply what they know about Facebook (or shutterfly, gmail, youtube, etc.) to use edmodo or a wiki? I’m not saying they should be able to master a new program immediately – like anything new it takes time, but they should have the flexibility of thinking to apply what they already know. If teachers can’t transfer their knowledge, how are they going to teach students to do so?
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Learners are no longer dependent on learning directly from an expert, the information is literally at their fingertips, they just need to know how to access it. And most important, learners of all ages need to be the drivers of their learning. Just like our students, teachers need to seek answers through active exploration. Again, if we are not independent learners, how can we expect our students to be?
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Great insight and reflection on how we learn and how we expect our students to learn.
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Main points are in a slideshow here: http://www.slideshare.net/sdimbert/relearn
Multitasking:This is your Brain on Media - 114 views
Main Page - Einstein University - 51 views
The trouble with Khan Academy - Casting Out Nines - The Chronicle of Higher Education - 2 views
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Let’s start with what Khan Academy is. Khan Academy is a collection of video lectures that give demonstrations of mechanical processes. When it comes to this purpose, KA videos are, on the average, pretty good. Sal Khan is the main reason; he is approachable and has a knack for making mechanical processes seem understandable. Of course, his videos are not perfect. He tends to ramble a lot and get sidetracked; he doesn’t use visuals as effectively as he could; he’s often sloppy and sometimes downright wrong with his math; and he sometimes omits topics from his subjects that really need to be there (LU decomposition in linear algebra, for example). But on balance, KA is a great resource for the niche in which it was designed to work: giving demonstrations of mechanical processes.
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But let’s also be honest about what Khan Academy is not. Khan Academy is not a substitute for an actual course of study in mathematics. It is not a substitute for a live teacher. And it is not a coherent curriculum of study that engages students at all the cognitive levels at which they need to be engaged. It’s OK that it’s not these things. We don’t walk into a Mexican restaurant and fault it for not serving spaghetti. I don’t fault Khan Academy for not being a complete educational resource, because it wasn’t designed for that purpose. Again, Khan Academy is a great resource for the niche in which it was designed to work. But when you try to extend it out of that niche — as Bill Gates and others would very much like to do — all kinds of things go wrong.
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When we say that someone has “learned” a subject, we typically mean that they have shown evidence of mastery not only of basic cognitive processes like factual recall and working mechanical exercises but also higher-level tasks like applying concepts to new problems and judging between two equivalent concepts. A student learning calculus, for instance, needs to demonstrate that s/he can do things like take derivatives of polynomials and use the Chain Rule. But if this is all they can demonstrate, then it’s stretching it to say that the student has “learned calculus”, because calculus is a lot more than just executing mechanical processes correctly and quickly. To say that it is not — that knowledge of calculus consists in the ability to perform algorithmic processes quickly and accurately — is to adopt an impoverished definition of the subject that renders a great intellectual pursuit into a collection of party tricks.
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How to Write Dialogue that Matters: Lessons from Aaron Sorkin | Edutopia - 1 views
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High school writers often fail to include dialogue in their stories. Perhaps this is because they over-rely on telling (1) narratives. Or perhaps skipping dialogue is a strategy that allows students to elude the punctuation rules that accompany quotations
Paperless - How I Teach From The Cloud « Mister Norris - 169 views
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I utilized the stack feature so that I have two main stacks in Evernote, private notebooks and work related notebooks. In the work stack I have two notebooks, one for school related notes (to do lists, things to share in future meetings, substitute plans, etc.) and another that I have named lessons. In the lessons notebook, I have one note per week of the school year. Inside that I have a list of all of the classes I teach in age order. Underneath each class I write my lesson in. This is constantly updated, usually straight after a class so I know what to teach the follow week. So when I show up to a class, I can open up my computer or get out my iPhone, go to the lessons notebook, click the week we are in and I have my lesson plan outlined. I’ve been doing this for fifteen weeks now and I find this an excellent way to stay organized. I have a searchable list of all of the lessons that I have taught. I can copy and paste if a class is cancelled or if it carries on for longer than expected. I can adapt my lesson plan straight away to add what was actually taught in the lesson as opposed to what I planned to teach. I can plan weeks in advance without worrying about having to cross something out. It is the ultimate organization tool.
Education Week: Battle for Whiteboard-Market Supremacy Heats Up - 2 views
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"There's still a place for the main focus of the class to be on a shared screen, whether that's an IWB [interactive whiteboard], an interactive monitor, or whatever," says Danny Nicholson, the author of The Whiteboard Blog, in an email.
Main Page - GeoGebraWiki - 2 views
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