Skip to main content

Home/ Diigo In Education/ Group items matching "Adaptations" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Steve Ransom

The complete list of problems with high-stakes standardized tests - The Answer Sheet - The Washington Post - 7 views

www.washingtonpost.com/...gIQA7fNyaM_blog.html

testing standardizedtesting reasons resistance education critique teachers

shared by Steve Ransom on 01 Jul 12 - No Cached
  • focus so narrowly
  • measure only “low level” thinking processes
  • they put the wrong people — test manufacturers — in charge of American education
  • ...9 more annotations...
  • simplify and trivialize learning
  • allow pass-fail rates to be manipulated by officials for political purposes
  • they provide minimal to no useful feedback
  • unfairly advantage those who can afford test prep
  • lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning
  • keyed to a deeply flawed curriculum
  • penalize test-takers who think in non-standard ways
  • radically limit their ability to adapt to learner differences
  • encourage use of threats, bribes, and other extrinsic motivators
Sandy Dewey

Victor Reader Stream, the versatile, powerful DAISY player - 1 views

www.youtube.com/watch

science technology resources adaptive technologies library audio books

shared by Sandy Dewey on 09 Sep 12 - No Cached
  • Sandy Dewey on 09 Sep 12
     
    Download your favourite books and MP3s on your Stream and leave home with your library in the palm of your hand. This versatile, powerful DAISY-MP3 and NISO player lets you read and navigate through complex books, such as reference manuals and school books, as well as novels and magazines. You can also use its built in text to speech to read books in text format such as Bookshare. And thats not all there are many more functions, including an integrated microphone to record voice notes. No other DAISY player offers you so much in such a small package and at such an affordable price.
Sandy Dewey

Blogs and Online Social Networks as User Centric Service Tools in Academic Libraries: An Indian Library Experience - 0 views

crl.du.ac.in/...ical-83_162_349_1_RV.pdf

Academic Library services Web 2.0 Library 2.0 Blogs Online social networks

shared by Sandy Dewey on 15 Sep 12 - No Cached
  • Sandy Dewey on 15 Sep 12
     
    Abstract: Modern academic libraries cater the information needs of a more demanding and tech-savvy new generation user group that prefers to reside in an open, self-generated online environment largely supported by Web 2.0 technologies. To reach the users where they are, the libraries should revamp their service strategies by incorporating tools like blogs and online social networks. Blog is a handy technology for library professionals which can be reshaped as an information and publicity tool, as a feedback instrument, as an interactive and collaborative learning medium and as a facility for library promotion. Online social networks connect like minded people who share information, ideas and feelings. The unparalleled growth of user bases of these networks presents an opportunity before academic libraries that may be harnessed by making the library an active member of these communities. The experience of an academic library in India shows that reaching the user at their own time and space is more easy and productive when we adapt new web technologies.
Patricia Christian

Partner with Knewton to Deliver Continuously Personalized Content - 32 views

www.knewton.com/partners

LMS Adaptive technology

shared by Patricia Christian on 26 Jul 12 - No Cached
  • Patricia Christian on 26 Jul 12
     
    Gradual Release of Responsibility LMS
Kate Pok

Paperless - How I Teach From The Cloud « Mister Norris - 169 views

misternorris.com/...paperless

teaching paperless

shared by Kate Pok on 13 Feb 12 - No Cached
  • 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.
Amber Bridge

Technology Integration Matrix - 171 views

fcit.usf.edu/matrix.php

SAMR

shared by Amber Bridge on 27 May 11 - No Cached
margie manley liked it
  • Kelly Boushell on 20 Jul 11
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
  • Glenda Baker on 19 Aug 11
     
    Neat visualization of stages of integration, with clear characteristics/descriptors.
Patience Wieland

Blynx: Speech-Friendly Lynx Help Files - 1 views

leb.net/blynx

resources visually-impaired tools

shared by Patience Wieland on 01 Sep 09 - Cached
  • Patience Wieland on 01 Sep 09
     
    Tips on adapting the Lynx browser to help visually-impaired viewers better utilize the web.
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
D. S. Koelling

Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views

chronicle.com/...124781

shared by D. S. Koelling on 05 Oct 10 - No Cached
msovoice liked it
  • Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course. "Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
  • "Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
  • So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
  • ...4 more annotations...
  • counterargument
  • So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
  • I can foresee one more objection: What's to prevent a student from recycling the same paper from course to course to course? Students who did so would lose the valuable opportunity to practice their writing—and writing, like any other intellectual or physical skill, requires lots of practice. But—practically speaking—the opportunity to reuse a paper might arise only once or twice in a student's career, thanks to the diversity of our course assignments and disciplines.
  • First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism? Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another? I encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. I will leave it up to you to decide whether to feel guilty about that.
Lee Johnson

WaSP InterAct Curriculum - 0 views

interact.webstandards.org

education curriculum standards wasp webstandards webdesign

shared by Lee Johnson on 16 Mar 09 - Cached
  • Bronwyn Davies on 16 Mar 09
     
    WaSP InterAct is a living, open curriculum based upon web standards and best practices, designed to teach students the skills of the web professional. Adapt and reuse our resources. Contribute your own content and ideas.
Ed Webb

The Ed Techie: Who are the reality instructors now? - 0 views

nogoodreason.typepad.co.uk/...e-reality-instructors-now.html

techie opinion higher-ed martin weller

shared by Ed Webb on 10 Mar 09 - Cached
  • People from the commercial sector who believe they have some truth to reveal to the misguided people in higher education see themselves very much in the role of what Saul Bellow terms 'Reality Instructors.' The reality instructor is referenced in the marvellous Herzog, ("Moses was irresistible to a man like Simkin who loved to pity and to poke fun at the same time. He was a Reality-Instructor. Many such. I bring them out") but the character is a constant theme in Bellow's novels. It is usually manifest in a male, street-wise character who delights in teaching the main, intellectual character some truths about the 'real world'. But it's worth pointing out that the main character is aware of this, enjoys it, and that these truths are rarely as valuable and as robust as the reality-instructor believes.
  • Instead of universities being told how to operate in a tough financial climate, maybe businesses should be coming to them and asking 'you have managed to maintain a viable business and role in society for hundreds of years. You have adapted without completing ruining your entire system, and, ahem, throwing the world into a deep crisis. How do you do it?'
  • Ed Webb on 10 Mar 09
     
    Beautifully put.
John Evans

21st Century Pedagogy | 21st Century Connections - 1 views

www.21centuryconnections.com/...653

shared by John Evans on 16 Dec 08 - Cached
  • How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.
    • John McMillen
      John McMillen on 17 Dec 08
       
      One paragraph, very simple and staright forward but very powerful.
    • John Evans
      John Evans on 06 Mar 09
       
      Absolutely. I think most teachers are doing a good job with sentence one. It's the second statement that we need to attend to!
Ed Webb

New Study Shows Time Spent Online Important for Teen Development - MacArthur Foundation - 0 views

www.macfound.org/...rtant_for_Teen_Development.htm

shared by Ed Webb on 09 Mar 09 - Cached
  • “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”
    • Ed Webb
      Ed Webb on 09 Mar 09
       
      Now, if we can just get educational institutions and the relevant standards-setters - governmental and otherwise - to adapt to this stronger model of learning...
  • new challenges in how to manage their visibility and social relationships online
  • Online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact
  • ...2 more annotations...
  • parents and their children came together around gaming or shared digital media projects, where both kids and adults brought expertise to the table.
  • an effort to inject grounded research into the conversation about the future of learning in a digital world.
andrew torris

Is Technology Producing A Decline In Critical Thinking And Analysis? - 0 views

www.sciencedaily.com/...090128092341.htm

shared by andrew torris on 31 Jan 09 - Cached
  • "As students spend more time with visual media and less time with print, evaluation methods that include visual media will give a better picture of what they actually know
  • reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      When was this magical time in the past when the majority of children read for pleasure?
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      Interesting point about fanfiction. The way we read is definitely changing. We are becoming more participatory
  • ...3 more annotations...
    • Dana Huff
      Dana Huff on 01 Feb 09
       
      This doesn't mean that technology is to blame. The students were encouraged to use the Internet for what? I'll bet they were given no guidance and used it for whatever they wanted. No wonder they were distracted.
  • Adapted from materials provided by University of California - Los Angeles.
    • andrew torris
      andrew torris on 01 Feb 09
       
      For the source article (which is not much better) is at this link. Go leave a comment or two.
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
    • andrew torris
      andrew torris on 01 Feb 09
       
      will agree here. Wiring does not improve learning. What improves learning is teaching educators how to engage students to use the "wiring" to create, collaborate, share and publish. The net and "wires" allows students to delve deep into learning and apply their research rather that sit and "git".
  • Maggie Tsai on 31 Jan 09
     
    Worth thinking!
Kent Gerber

Can I have your half-attention, please? : Macleans OnCampus - 0 views

oncampus.macleans.ca/...ave-your-half-attention-please

laptops classroom news academic

shared by Kent Gerber on 02 Mar 09 - Cached
  • While some professors seek to exclude the devices from the classroom, others are creating multimedia-rich curricula in which students can draw on online resources and interact with each other. Banning laptops is just plain wrong, according to Don Krug, associate professor at UBC’s department of curriculum studies. He says students are adults, and the best a professor can hope for is a “respectful learning environment,” where students limit their own behaviour. “If they really want to learn the information, they will. They’re paying a lot of money,” he says. “We’re better off teaching them how to be responsible learners.”
    • Kent Gerber
      Kent Gerber on 02 Mar 09
       
      Shows two polar solutions to laptop problems: total ban & adapting curricula to include multi-media interaction. Also presents respectful learning environment as best course for students who are adults.
  • Kent Gerber on 02 Mar 09
     
    Article that mentions teacher's frustrations with laptops and various coping strategies.
Jon Orech

Clive Thompson on the New Literacy - 3 views

www.wired.com/...st_thompson

writing literacy research

shared by Jon Orech on 26 Aug 09 - Cached
  • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see. The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Quite so. This is one reason I have students blog where practicable.
  • The brevity of texting and status updating teaches young people to deploy haiku-like concision.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Twitter to haiku, Not such a leap, after all: Hone your brevity
  • When Lunsford examined the work of first-year students, she didn't find a single example of texting speak in an academic paper.
    • tom campbell
      tom campbell on 29 Aug 09
       
      Stanford 1st year students - check the applicant profile - http://www.stanford.edu/dept/uga/basics/selection/profile.html These are among the top tiered students in the country.
  • ...9 more annotations...
  • know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
  • young people today write far more than any generation before them
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
  • kids today can't write—and technology is to blame.
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions
  • Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment
  • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across.
  • students today almost always write for an audience
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
Mr. Carver

Education Week: Research Shows Evolving Picture of E-Education - 0 views

www.edweek.org/...26research.h28.html

elearning

shared by Mr. Carver on 03 Apr 09 - Cached
  • Research shows that virtual schooling can be as good as, or better than, classes taught in person in brick-and-mortar schools
  • But that broad conclusion, which comes mainly from a couple of research syntheses published in 2001 and 2004, masks a lot of variation in the designs of online classes and in who takes them
  • to figure out under what conditions, what scenarios, in what content areas, and with what students.”
  • ...8 more annotations...
  • draw students at the extremes of the academic spectrum
  • high-performing students tend to be younger,
  • the best academic records in online classes tend to be in that high-ability group
  • adaptive-intelligence technology
  • “more a matter of learning style.”
  • “Whether that’s 24-hour technical support, tutorial support, parental vigilance, or face-to-face site coordinators or mentors,”
    • Mr. Carver
      Mr. Carver on 03 Apr 09
       
      Probably the most important thought in the whole aritcle. Technology (as with anything) is useless on its own. Support needs to be there.
  • “You pay attention to what’s going on,” she says, “and you respond to them as individuals.”
    • Mr. Carver
      Mr. Carver on 03 Apr 09
       
      Isn't that a standard practice of good teaching?
  • But research has far to go to identify exactly what factors make an online course effective.
Steve Ransom

Tweeting Your Way to Better Grades - US News and World Report - 0 views

www.usnews.com/...your-way-to-better-grades.html

twitter grades

shared by Steve Ransom on 17 Jun 09 - No Cached
  • says today's kids aren't just digital natives—they're "digital savages" and "digital cannibals." They master technology at an alarming rate, he says, and they find ways to adapt it to practices other than what was originally intended. And they cheat.
    • Steve Ransom
      Steve Ransom on 17 Jun 09
       
      There is a more defining characteristic of Prensky's flawed label!
cwozniak Wozniak

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 2 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx

blogging education professionaldevelopment

shared by cwozniak Wozniak on 05 Apr 09 - Cached
  • What makes professional development even more frustrating to practitioners is that most of the programs we are exposed to are drawn directly from the latest craze sweeping the business world. In the past 10 years, countless schools have read Who Moved My Cheese?, studied The Seven Habits of Highly Effective People, learned to have "Crucial Conversations," and tried to move "from Good to Great."
  • With the investment of a bit of time and effort, I've found a group of writers to follow who expose me to more interesting ideas in one day than I've been exposed to in the past 10 years of costly professional development. Professional growth for me starts with 20 minutes of blog browsing each morning, sifting through the thoughts of practitioners whom I might never have been able to learn from otherwise and considering how their work translates into what I do with students.
  • This learning has been uniquely authentic, driven by personal interests and connected to classroom realities. Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • ...6 more annotations...
  • That's when I introduce them to RSS (Really Simple Syndication) feed readers.
  • If you're not sure where to begin, explore the blogs that I've organized in my professional Pageflake at www.pageflakes.com/wferriter/16618841. I read these blogs all the time. Some leave me challenged. Some leave me angry. Some leave me jazzed. All leave me energized and ready to learn more. School leaders may be interested in the collection of blogs at www.pageflakes.com/wferriter/23697456.
  • A power shift is underway and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value. (Kindle location 268–271)
  • The few moments
  • Technology has made it easy for educators to embrace continual professional development.
  • knowledge is readily available for free
  • cwozniak Wozniak on 05 Apr 09
     
    Learning with blogs and wikis.
« First ‹ Previous 101 - 120 of 144 Next › Last »
Showing 20▼ items per page