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Sandie Toohey

WeAreTeachers - Get Lesson Plans - Teacher Grants - Teaching Resources and More - 109 views

shared by Sandie Toohey on 23 Oct 10 - Cached
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    Community of teachers to share ideas, resources, lessons, apply for grants
Laura Smith

Teacher resources, classroom lesson plans, and free tools: Microsoft Education - 106 views

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    massive collection of free resources from Microsoft
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
       
      NO ONE is striving for this. Just the opposite.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
Dennis OConnor

6-Traits - 1 views

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    Annotated links describing various online resources related to the writing process. A strong site for teachers looking for quality resources.
Rachel Ernst

Seth's Blog: Learning from the MBA program - 0 views

  • I taught for five to twenty hours a week, and very little of it was about the books. So, if concepts from books are easy, what’s hard?Doing it.Picking up the phone, making the plan, signing the deal. Pushing ‘publish.’ Announcing. Shipping.We spent a lot of time on this area. Every morning, each person came in prepared to push someone in the group to overcome the next hurdle. This is what growth looks like, and it was energizing to be part of.We didn’t do this at all at when I was at Stanford. We spent a lot of time reading irrelevant case studies and even more time building complex financial models. The thing is, you can now hire someone to build a complex financial model for you for $60 an hour. And a week’s worth of that is just about all the typical entrepreneur is going to need. The rest of the time, it’s about shipping, motivating, leading, connecting, envisioning and engaging. So that’s what we worked on.It amazes me that MBA students around the world aren’t up in arms. How can schools justify taking $100,000 in cash and teaching exactly the wrong stuff?
    • Rachel Ernst
       
      How much of our instruction is truly relevant to students? How much engages their imagination, builds meaningful relationships and equips with skills to develop their own talents?
Gloria Yakes

Copyright Alliance Education Foundation - 90 views

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    Great lesson plans for teaching copyright law arranged by grade level.
Chris Graham-Herring

Monthly Learning Reflections - Digital Educator Program - 57 views

    • Chris Graham-Herring
       
      This seems to fly in the face of the tactic the skillblocks take when emulating the Japenese and wanting to teach fewer things better and deeper.
    • Chris Graham-Herring
       
      How do we ensure "proper" use of technology. Kids, as we have seen in the news, use technology to do many things that are not school-appropriate.
  • longer school days/years
  • ...2 more annotations...
  • The plan also calls for an increase in the breadth of standards assessed.
  • Creating communities of practice using social networking technologies;
Beth Panitz

Creative Drama Lesson Plans - 96 views

  • my fourth-graders and I wrote and produced a play about the Oregon Trail. For older Elementary and up.
  • supports a Social Studies curriculum in world cultures
  • importance of ritual to early (and modern) cultures
  • ...1 more annotation...
  • using masks to teach body language
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    Lesson ideas using creative drama in the classroom
Suzanne Nelson

How to Adjust to your Interactive Whiteboard: The Chart Page « classroom2point0 - 106 views

  • How to Adjust to your Interactive Whiteboard: The Chart Page Interactive Whiteboards (IWBs) have the potential to draw your students into lessons in ways that weren’t possible without substantial planning, troubleshooting, and cut-and-paste work on your part. In this second of what will become more posts, I’ll teach you how to quickly make a “chart” page that you can use over and over again. Then I’ll provide suggestions on how this chart page can be incorporated into various content areas at the middle and secondary level. Why a “Chart” Page? A “chart” page is easy to make and easy for you and your students to manipulate. You will use this page over and over again. Once you’ve saved this page, you and your students can quickly and easily create flow charts, concept maps, and other graphical representations of key ideas and concepts.  As your students go to the IWB to demonstrate their thinking, you will find them more engaged and better able to retain information.
Josh Flores

Using Groups Effectively: 10 Principles « The Window - 172 views

  • Having students work in groups reaps a bounty of benefits, including boosting students’ social skills and upping the number of “happy campers” in the classroom.
  • As with every aspect of teaching, using groups effectively requires mindful planning and attention to more than who works with whom.
  • Putting people into groups isn’t a magical dust that makes everyone more creative. It has to be the right kind of group, and the group has to match the task
  • ...6 more annotations...
    • Josh Flores
       
      Really? This is something I'm guilty of. 
  • Do not appoint a group “leader.”
    • Josh Flores
       
      Also guilty
  • small
  • Think threefold
    • Josh Flores
       
      This is why I like starting with a free write
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    "I recently attended a conference session featuring Keith .. an expert on the effectiveness of group efforts. His presentation focused on what has been and potentially can be accomplished through collaboration, but he hinted that just getting people into groups is not the answer. .. Though his focus is on creativity, I think Sawyer's insights apply to our use of groups to foster learning. Here are ten principles I've picked up:"
Jackie Rippy

Soviet Psychology: Psychology and Marxism Internet Archive - 14 views

    • Jackie Rippy
       
      This points to stark differences - what about subtle differences between cultures. Do our symbols affect brain development - do our tools affect brain development?
  • Other Gestalt psychologists emphasized the common properties of mind in all cultures
  • shifts
  • ...12 more annotations...
  • in the basic forms, as well as in the content of people's thinking.
  • The early 1930
  • had experienced the conditions necessary to alter radically the content and form of their thought.
  • we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.
  • Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.
  • As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.
  • He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena
  • We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society
  • hamlets
  • nomad
  • 1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.
  • Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter
Steve Masyada

Teachinghistory.org - 20 views

shared by Steve Masyada on 03 Aug 11 - Cached
    • Steve Masyada
       
      Fantastic site with useful resources for every social studies teacher!
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    A history site from the US with lots of resources, video clips, lesson plans, maps and ideas. http://ictmagic.wikispaces.com/History
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    Great resource for teaching history.
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    Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom.
Steve Ransom

Our Future, Our Teachers: The Obama Administration's Plan for Teacher Education Reform and Improvement | U.S. Department of Education - 102 views

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    Some needed changes here, but rating program effectiveness on K12 student test scores is ludicrous!
Steve Ransom

ReadWriteThink: Lesson Plan: Using Microblogging and Social Networking to Explore Characterization and Style - 53 views

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    Students use microblogging and social networking sites to trace the development of characters and examine writing style while reading a novel of manners such as Jane Austen's Emma.
Steve Ransom

ReadWriteThink: Lesson Plan: Naming in a Digital World: Creating a Safe Persona on the Internet - 52 views

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    In this lesson, students explore naming conventions in digital and non-digital settings then choose and explain specific names and profiles to represent themselves online.
Beth Panitz

Core Knowledge® Foundation - 3 views

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    FREE DOWNLOAD of Core Knowledge Curriculum Sequence, including lists of grade-appropriate texts and examples for creating assessments.
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