Cobertura (tasa bruta de escolarización) en Educación media superior y superior1 (1990-2012) Ciclo escolar Media superior (15 a 17 años) Superior (18 a 23 años) Superior (18 a 22 años) Incluye posgrado No incluye posgrado Total Hombres Mujeres Total Hombres Mujeres Total Hombres Mujeres 1990-1991 34.1 34.7 color
United States
Italy
Dem. Rep. Congo
Population mid-2008
305 million
60 million
67 million
Population 2050 (projected)
438 million
62 million
189 million
Lifetime births per woman
2.1
1.3
6.5
Percent of population below age 15
20%
14%
47%
Percent of population ages 65+
13%
20%
3%
Life expectancy at birth
78 years
81 years
53 years
Annual births
4.3 million
568,120
2.9 million
Annual deaths
2.4 million
575,300
0.8 million
Annual births minus deaths
1.9 million
-7,200
2.1 million
Percent of population undernourished
<2.5%
the stat about mortality in women is amazing. make sure to use in lesson plan
n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
developed countries, 35 percent of the population consum
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
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About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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Sunday,
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About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
Anyone can begin making a difference and contributing real work at any age.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
Rules for tools don’t make sense. Rules for behaviors do.
It applies only to minors in places that apply for erate funds
The
Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
She uses Facebook with her First grade students
While children under 13 can legally give out personal information with their parents' permission
he
Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
This site contains comic book images linked to the chemical elements via the periodic table. Comics include Uncle $crooge, Metal Men, Metamorpho, Batman, Fantastic Four, Superman, and many more."> The Comic Book Periodic Table of the Elements BODY { color: rgb(0,0,0);} Th
Email writingFacebook updates and commentsTweeting and replying Discussion Boards - Replying and initiating topicsCommenting on blogsWriting a guest post on a blogCommenting in newspapers or magazines about subjects of interestWriting an article for a newspaper or magazine about a subject of interestWriting to persuade someone / some place to do something you want them to doWriting to teach others how to do something and knowing how to reach those who care
"# Email writing
# Facebook updates and comments
# Tweeting and replying
# Discussion Boards - Replying and initiating topics
# Commenting on blogs
# Writing a guest post on a blog
# Commenting in newspapers or magazines about subjects of interest
# Writing an article for a newspaper or magazine about a subject of interest
# Writing to persuade someone / some place to do something you want them to do
# Writing to teach others how to do something and knowing how to reach those who care"
no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
Crayola's online drawing canvas provides students with a blank canvas on which they can draw using virtual markers, crayons, pencils, and paints. Drawings cannot be saved online, but they can be printed. Pre-K Teachers looking for coloring pages can create their own or have students create their own using Crayola's Create & color tool. Create & color provides templates for creating custom coloring pages. You can pick a background template and modify it by adding speech bubbles and pictures. coloring pages cannot be saved online, but they can be printed.
The culture
appears to be grounded in not only a need to share, but also a desire to be
recognized. Retweets – when someone sends your tweet
(message) out to their followers (a term supporting the need for recognition)
somehow elevates your status within this community.
Social
Media
as a dominant force for communicating has penetrated every element
of society. Can a virtual community possess a
culture?
Every company
and organization possesses a definable culture. Behaviors,
decision-making models, intrinsic and extrinsic actions and how people are
treated may all play a part in defining it. These elements
of culture are measureable and easy to define within a controlled
entity.
Social media
lives and breathes in a virtual reality. It permeates all
corners of
the world, allows people to communicate across all traditional
boundaries
and thrives 24 hours/day. So…does it have a
definable
culture?
If you have
spent any time on Twitter, you quickly realize thousands of people have a need
to respond to the question, “What’s happening?” Twitter has
developed it’s own language with tweets, retweets, tweeple, twitpics, twibes,
etc. You can follow topics with a hashtag and people with
lists. What is most apparent is the need people have to
share.
The culture
appears to be grounded in not only a need to
share, but also a desire to be
recognized. Retweets – when
someone sends your tweet
(message) out to their followers (a term
supporting the need for recognition)
somehow
elevates your status within this community.
There are
etiquette protocols as many people publicly thank you for following them and for
retweeting. Retweeting becomes a type
As you get
deeper into the structure of Twitter, you can join a twibe or tweeple group,
which provides inclusion – another indication that the need for recognition is
systemic.
Social media
lives and breathes in a virtual reality. It permeates all
corners of the world, allows people to communicate across all traditional
boundaries and thrives 24 hours/day. So…does it have a
definable culture?
The culture
appears to be grounded in not only a need to share, but also a desire to be
recognized. Retweets – when someone sends your tweet
(message) out to their followers (a term supporting the need for recognition)
somehow elevates your status within this community.
Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
What I see in these is that many of these we should be doing already.
AEA PD Online Website
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Iowa Online Teaching Standards
Composed from Iowa Teaching Standards and Other Resources
1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)
• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
This map is an American snapshot; it provides an accessible visualization of geographic distribution, population density, and racial diversity of the American people in every neighborhood in the entire country. The map displays 308,745,538 dots, one for each person residing in the United States at the location they were counted during the 2010 Census. Each dot is color-coded by the individual's race and ethnicity. The map is presented in both black and white and full color versions. In the color version, each dot is color-coded by race.
Educators looking together at student work using structures and guidelines ("protocols")
for reflecting on important questions about teaching and learning.">
This is a cached version of http://www.lasw.org/. Diigo.com has no relation to the site.x
#
If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen.
Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
Word Walls and The Name Game Each day we have one person who is our
helper and we focus onher name. When everyone has had a turn, we start
another round.I find it easiest to go in alphabetical order by first names.
I write the students names on sentence strips, using one colorfor boys,
and another for girls.First round: We reveal one name each day, beginning
with a cheer:?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another
l(l), Gimme a y (y). What?s that spell? (Billy). One more time!(Billy).
Then I ask if anyone ?notices? anything about Billy?s name andwe look
for letters in common with other names, or count lettersand look for other
names with the same number of letters. Thenwe take a good look at the
student, discussing colors ofclothing, so each child can draw a picture of
the helper. Iwrite the helper?s name on the board and encourage everyone
totry to write that person?s name and then draw a picture of thehelper.
The helper gets to take home the pictures drawn byothers, his is put up on
the bulletin board with the name cardI?ve made.
2nd Round: The self-portraits are put into a class book and thename cards
are transferred to an alphabet word wall. Each day weread the alphabet and
names, then take the helper?s name off tocheer and ?notice? letters about
this name and others. We formthe helper?s name in magnetic letters, scramble
them up and taketurns putting them in the right order.
3rd Round: When we read the alphabet, we say the sounds inaddition to the
letters and names. This time we cheer, writethe letters in the helper?s name
on the board and then count howmany of those letters are in the names on the
word wall. Thenwe talk about which letter has the most, least, etc. We
havealso added another name cheer: ?Bryan, Bryan, that?s his name.It
starts with B, it ends with n, hooray, Bryan! We stillscramble the name with
magnetic letters.
At some point we begin to add sight words to the names on thewall,
usually starting with go and we. In December, or after wecome back from
Christmas, we take the names off the word walland put them in a pocket chart
for the kids to use duringcenters. We continue to add sight words the rest
of the year,reading the alphabet, and saying the sounds and words each day.
Here are additional name ideas; some I?ve tried, some I haven?t.*Count
the syllables.*Write the names like a rainbow.*Name poems from the
website Korky?s Kool rhyme machine
(http://www.literacyhour.co.uk/learning_activities/rhyme/rhyme.html)*Think
of words that begin the same as the name.*Make up tongue twisters.*Fill
out an interview sheet.*Mystery person (hangman type game where you draw
blanks for theletters and the kids guess letters until they know the
name.* Use the letters in the name and look for smaller words. *Cut up
name puzzles to keep in a literacy center.*Change the initial consonant and
play with the word (Sue, Bue,Lue, etc.).*Another name cheer: No
matter what I do or say,My name will always be the same,It starts
with_____It ends with ____Now count to 3 and say my
name,1,2,3,_______.
"Word Walls and The Name Game
Each day we have one person who is our
helper and we focus on
her name. When everyone has had a turn, we start
another round.
I find it easiest to go in alphabetical order by first names.
I write the students names on sentence strips, using one color
for boys,
and another for girls.
First round: We reveal one name each day, beginning
with a cheer:
?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another
l
(l), Gimme a y (y). What?s that spell? (Billy). One more time!
(Billy).
Then I ask if anyone ?notices? anything about Billy?s name and
we look
for letters in common with other names, or count letters
and look for other
names with the same number of letters. Then
we take a good look at the
student, discussing colors of
clothing, so each child can draw a picture of
the helper. I
write the helper?s name on the board and encourage everyone
to
try to write that person?s name and then draw a picture of the
helper.
The helper gets to take home the pictures drawn by
others, his is put up on
the bulletin board with the name card
I?ve made.
2nd Round: The self-portraits are put into a class book and the
name cards
are transferred to an alphabet word wall. Each day we
read the alphabet and
names, then take the helper?s name off to
cheer and ?notice? letters about
this name and others. We form
the helper?s name in magnetic letters, scramble
them up and take
turns putting them in the right order.
3rd Round: When we read the alphabet, we say the sounds in
addition to the
letters and names. This time we cheer, write
the letters in the helper?s name
on the board and then count how
many of those letters are in the names on the
word wall. Then
we talk about which letter has the most, least, etc. We"
During the last
six or so years I have created a number of 'how-to' documents and presentations
for a variety of web based and related technologies. They are available from the
various workshop web pages however I thought it might prove helpful to link to
all the documents from a single page. Some of my workshop participants have referred to
these documents as 'cheat sheets'.
~ www.larkin.net.au
~
| Welcome | About Me | Technology | History | Galleries |
Music | Blog
|
Presentation and workshop documents
During the last
six or so
years I have created a number of 'how-to' documents and presentations
for a
variety of web based and related technologies. They are available from
the
various workshop web pages however I
thought it might prove helpful to link to
all the
documents
from a single page. Some of my workshop participants have referred to
these
documents as 'cheat sheets'.
Web
2.0Read~Write Web Overview Information
sharing
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review: