Go back to outliners homepageAdd items from diigo library to the current outliner: click on the icon and a side-menu will slide out, you can directly choose items or search for particular ones; already added items will be marked with a √ ; one more click on the icon will make the side-menu slide in.Show all outliners
Group items matching
in title, tags, annotations or urlTaking It Public - Making Good Humans - 13 views
1More
Lessons Learned from Genius Hour - 54 views
-
After eight years of engaging our students with a Personal Passion Project during Term Four we shifted to a 'Genius Hour' model for 2015. In the end the results from the students were impressive but along the way some lessons were learned and we are looking forward to making some minor tweaks for 2016 that should further enhance the learning opportunities.
Here's what makes students 200 percent more likely to pass - eCampus News - 33 views
1More
"My Outliners" Tutorial - Diigo help - 9 views
10More
Music That Represents Culture: Selecting Music with Integrity: EBSCOhost - 4 views
-
The term authenticity has been applied to music in various ways. It might be used to describe a piece of music (recorded, notated, performed); the process by which the music is taught and learned ( through recordings, live models, notation); or the manner in which it is performed (venue, dress, behaviors).
-
Anthony Palmer, who teaches music education at Boston University, has said that music with "absolute authenticity" is performed (a) by and for members of the culture; (b) in a typical setting, as determined by the members of the culture; (c) with instruments specified by the creator(s) of the music; and (d) in its original language.[ 8] Inarguably, and as Palmer recognizes, attaining this level of authenticity is impossible in a school music program (unless we consider "school music" residing within a unique culture of its own). In school, music is separated from its primary source many times over. Music is passed from its primary source (composer, grandmother) to an intermediary (arranger, performer, notation, recording) and channeled through a publisher or presenter to the teacher and finally to students. To confound matters, there are variants of melodies, lyrics, dances, games, and performance styles.
- ...7 more annotations...
-
Ethnomusicologist Bruno Nettl explains that "societies differ, however, in their attitude toward musical stability; to some it is important that a song remain stable and unchanged, while in others individual singers are encouraged to have their personal versions."
-
but he believes educators must determine at what point that musical experience is no longer acceptable as representative of that culture.
-
Having clear visions of educational goals and the broad curriculum is vital to making these determinations.
-
Bennett Reimer states, "Those inner workings are themselves the project of cultural systems, so they must be revealed in their contexts, historical, cultural, and political, in order to be grasped appropriately; that is, 'knowing about' becomes an essential ingredient of artistry and of listening."[ 15] For example, children might not fully understand the meaning of "Take Me Out to the Ball Game" unless they understand what baseball is or realize that the song is traditionally sung at baseball games.
-
text in an unfamiliar language should include a translation so students understand the meaning of the words.
-
However, a culturally valid work is not necessarily bias free; and conversely, bias-free music is not necessarily culturally valid.
-
Selecting the best music to represent a culture in an unbiased manner is a process of discovery. You will first need to educate yourself before you can educate others.
1More
What Makes an 'Authentic' Teacher? by @RichardJARogers - 19 views
-
"It was lunchtime but I didn't mind. Neither did my German teacher. I ran upstairs and entered her room. She was free - success! I pulled out my listening exam script: a set of learned responses to verbal questions that could come up in my GCSE exam. I'm sure she was hungry and I'm sure she wanted lunch. I didn't think about that when I was 16 years old. I probably should have."
Digital Tools | Harvard Art Museums - 38 views
1More
Educator Resources - 71 views
18More
Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views
www.edutopia.org/uiry-project-learning-research
Collaborative Learning Powerful Student as Researcher
shared by Frederick Eberhardt on 03 Oct 09
- Cached
Dennis OConnor liked it
-
In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
-
students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
- ...10 more annotations...
-
Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
-
design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
-
When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
-
Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
-
All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
-
groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
-
In successful group learning, teachers pay careful attention to the work process and interaction among students.
-
"It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
-
She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
-
They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
-
A scholarly article with tremendous real-world practical implications and suggestions. Love this.
-
A scholarly article with tremendous real-world practical implications and suggestions. Love this.
-
Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
15More
Getting Started - Diigo help - 73 views
-
Group members as friends - You as the teacher has the option to automatically make all students in the same class group as friends with one another on Diigo so they can easily communicate with each other. This is especially needed since student accounts have been pre-set to only allow messages from friends only.
-
http://www.youtube.com/watch?v=0RvAkTuL02A
- ...4 more annotations...
-
- ...3 more comments...
-
What happen if student has his/her own Diigo account. Can the group be moved to the student's personal Diigo account?
3More
Grove Art: Subject Guide in Oxford Art Online - 12 views
www.oxfordartonline.com/...renaissanceartandarchitecture
oxford renaissance Art History tieclass reference
shared by anonymous on 27 Jun 17
- No Cached
-
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.
-
2More
CATME | Smarter Teamwork Tools - 1 views
info.catme.org
group learning research collaboration group-work resources tools groupwork teams assessment Teaching
shared by Clint Heitz on 23 Sep 16
- No Cached
-
Assigning students to teams: CATME Team-Maker Self and peer evaluations and rating team processes: CATME Peer Evaluation Training students to rate teamwork: CATME Rater Calibration Training students to work in teams: CATME Teamwork Training Making meetings more effective: CATME Meeting Support
-
Gather information from students and provide feedback to students. Understand their student teams’ processes, team-members’ contributions, and students’ perspectives on their team experience. Be aware of problems that are occurring on their students’ teams Hold students accountable for contributing to their teams. Use best practices when managing student team experiences.
1More
The Feedback that makes you a Better Teacher by @Hubert_AI - 39 views
-
"Progression and development are important in every profession. For teachers even more so. We'd all like to give students the best possible knowledge-base to rely on in their future professional life. So, where should teacher improvement come from? How have seasoned teaching-masters gotten so incredibly good?"
5More
ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views
-
Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
-
If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
-
Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
- ...1 more annotation...
-
If you want students to be better readers, writers, and thinkers in every content area, then writing every day in every class is key. Be sure to make that informal and spontaneous writing short, frequent, and shared.
-
"Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
73More
Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
-
-
What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
-
- ...70 more annotations...
-
We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
-
I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
-
or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
-
In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
-
I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
-
I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
-
A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
-
There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
-
I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
-
versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
-
-
I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
-
they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
-
step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
-
None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
-
-
They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
-
I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
-
changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
-
a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
-
Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
-
there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
-
ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
-
I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
-
Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
-
I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
-
I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
-
we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
-