I must not let her find me writing
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The Yellow Wallpaper, by Charlotte Perkins Gilman - 95 views
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I know this thing was not arranged on any laws of radiation, or alternation, or repetition, or symmetry, or anything else that I ever heard of.
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He said I was his darling and his comfort and all he had, and that I must take care of myself for his sake, and keep well.
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Of course if you were in any danger, I could and would, but you really are better, dear, whether you can see it or not. I am a doctor, dear, and I know. You are gaining flesh and color, your appetite is better, I feel really much easier about you."
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never for one instant let that idea enter your mind! There is nothing so dangerous, so fascinating, to a temperament like yours. It is a false and foolish fancy. Can you not trust me as a physician when I tell you so?"
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Exactly What The Common Core Standards Say About Technology - 129 views
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use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
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Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
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rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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"@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented.
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Kindle Experiment Falls Flat at Princeton | Open Culture - 53 views
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Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader
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Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader
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Keep in mind that this experiment was focused on "classroom use" of Kindles, not necessarily "library use." Libraries have never supplied the resources used directly in the classroom for literature study (students don't markup library books!). At Cushing Academy, we are using Kindles to support recreational and personal interest reading rather than directly supporting the curriculum. In that role, they have worked very well.
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Yes, this seems to be the case. Ebook readers would most definitely work in a library environment, just like plain books.
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Well, maybe not just like plain old books. Ebooks have many nice advantages for libraries, such as 24/7 access, always pristine and readable copies for the user, built-in dictionary (which our students tell us they really like) and, for the library itself, very efficient use of space and staff time.
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"Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon's large e-book reader. Almost from the beginning, the 50 students participating in the pilot program expressed dissatisfaction with the devices. Yesterday, a university report offered some more definitive findings. On the upside, students using the Kindle DX ended up using far less paper. (Paper consumption was generally reduced by 54%.) On the downside, students complained that the Kindle was fundamentally "ill-suited for class readings.""
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The Female Factor - In Germany, a Tradition Falls, and Women Rise - Series - NYTimes.com - 20 views
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Ten years into the 21st century, most schools in Germany still end at lunchtime, a tradition that dates back nearly 250 years. That has powerfully sustained the housewife/mother image of German lore and was long credited with producing well-bred, well-read burghers.
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“The 21st century belongs to women.”
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Writing in College - 1. Some crucial differences between high school and college writing - 55 views
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you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
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They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
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We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
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This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
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They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
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And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
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So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
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When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
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A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
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Information is beautiful - 147 views
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From a review by Alice Yoo (here: http://mylifescoop.com/featured-stories/2011/05/top-6-sites-that-inspire-and-educate.html) "Information is Beautiful was started by London-based writer and designer David McCandless. It's a blog that takes information - facts, data, ideas - and turns it into well-designed charts, graphs and data visualizations. Relevant to not just designers but anyone who appreciates statistics and facts, this site will not only keep you entertained, it will educate you on the world we live in." Love infographics - love to be able to do them as well as these people!
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The 5 Second Solution - 278 views
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Elizabeth English: Why So Many Schools Remain Penitentiaries of Boredom - 80 views
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eaching is a highly skilled craft, requiring not only explicit objectives, but a beautifully designed and irresistible learning experience that asks students think critically, solve a problem, create a product.
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Educational leaders have to have the courage to reinvent our schools for real this time. And our teachers must be teachers of children as well as teachers of their subject area. This means possessing pedagogical knowledge -- the tools in the tool belt to design a lesson for the students of the present and the problems of the future.
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And here's where our schools become relevant once more: in teaching our children to evaluate and use that information in ways that are important and meaningful and to satisfy their fundamental human desire to construct solutions for the world full of engaging and pressing problems they will inherit.
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In Which We Discover Stanines - 33 views
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when we think of scoring a rubric, we intuitively think that each of the possible scores as being equally likely. This is a subtle systemic bias that happens because each column in the rubric’s grid is the same width. So what? Well, we’ve just seen that it makes just as much sense for intervals to vary in size as it does for them all to be the same size. In other words: you cannot interpret a rubric element’s scores unless you know what kind of distribution has been assumed by the author of the rubric!
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How Firm Are Our Principles? - NYTimes.com - 1 views
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two ethical frameworks. A utilitarian perspective evaluates an action purely by its consequences. If it does good, it’s good. A deontological approach, meanwhile, also takes into account aspects of the action itself, like whether it adheres to certain rules. Do not kill, even if killing does good. No one adheres strictly to either philosophy, and it turns out we can be nudged one way or the other for illogical reasons.
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a very simple manipulation of mind-set that did not change the specifics of the case led to very different responses.
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Class can also play a role. Another paper, in the March issue of the Journal of Personality and Social Psychology, shows that upper-income people tend to have less empathy than those from lower-income strata, and so are more willing to sacrifice individuals for the greater good.
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stressing subjects, rushing them or reminding them of their mortality all reduce utilitarian responses,
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Even the way a scenario is worded can influence our judgments, as lawyers and politicians well know.
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Objective moral truth doesn’t exist, and these studies show that even if it did, our grasp of it would be tenuous.
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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Pro... - 38 views
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People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.
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Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.
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they would instead reflect the perspective or world view of some organizer telling them what their objectives should be, what they should learn, what counts as success.
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Participants, for example, could experience the course as a series of lectures, and some did, but many skipped the experience. Others treated the course as project-based, creating artifacts and tangible products. Others viewed the course as conversation and community, focused on interaction with other participants.
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We were, for example, criticized for offering lectures, because it did not follow good constructivist pedagogy; our response was that connectivism is not constructivism,
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and that it was up to those who preferred to learn through constructivist methods to do so, but not appropriate that they would require that all other participants learn in the same way.
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Openness also applies to the content of the course, and here the idea is that we want to encourage participants not only to share content they received from the course with each other (and outside the course), but also to bring into the course content they obtained from elsewhere.
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In a connectivist course, for example, lurkers are seen as playing as equally important and valuable role as active participants
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shared by onepulledthread on 10 Apr 13
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Who Are You Online? Considering Issues of Web Identity - NYTimes.com - 90 views
learning.blogs.nytimes.com/...idering-issues-of-web-identity
digital citizenship identity digital footprint digitalcitizenship
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"NY Times writers collaborated with the Common Sense Media writer Kelly Schryver to focus on the increasingly important and nuanced question "Who Are You Online?" Times and Learning Network content as well as offerings from Common Sense Media's K-12 Digital Literacy and Citizenship curriculum for teaching and learning about this complex issue." Lots of avenues to take this material in working with students.
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Kelly Schryver presents a variety of links related to this topic, in collaboration with Common Sense Media. Could be useful for student consideration.
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EDED20474_2131: Academic perspectives on quality teachers and teaching - 51 views
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This is brilliant and true. I pariticularly am witness to this, not only in my own professional practice (going from observations as a beginning teacher and then having a classroom "to myself" to a school where I had TAs in my class which changed the dynamic and in that school there was an 'open door policy' where you could expect admin to stroll through. And now I am in PD for other staff with IT I find it hard to get my foot through their classroom doors. There is resistance to share short comings for sure!
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Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).
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11 Things Ultra-Productive People Do Differently - Forbes - 86 views
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Saying no to a new commitment honors your existing commitments and gives you the opportunity to successfully fulfill them
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people who are regularly bombarded with several streams of electronic information cannot pay attention, recall information or switch from one job to another as well as those who complete one task at a time.
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because they had more trouble organizing their thoughts and filtering out irrelevant information, and they were slower at switching
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How Teens Do Research in the Digital World | Pew Research Center's Internet & American ... - 105 views
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Overview Three-quarters of AP and NWP teachers say that the internet and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
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Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
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The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
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Teachers and students alike report that for today’s students, “research” means “Googling.” As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
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Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube.
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94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
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e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
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In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias. Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
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Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases. Very few teachers rate their students “excellent” on any of the research skills included in the survey. This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
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Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%). Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
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shared by Sharin Tebo on 27 Oct 15
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5 Research-Based Tips for Providing Students with Meaningful Feedback | Edutopia - 85 views
www.edutopia.org/...gful-feedback-marianne-stenger
21daysSDW feedback W4L assessment feedforward Edutopia
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providing students with meaningful feedback can greatly enhance learning and improve student achievement.
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here are five research-based tips for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they've learned.
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researchers suggest taking the time to provide learners with information on what exactly they did well, and what may still need improvement. They also note that it can be helpful to tell the learner what he is doing differently than before.
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the researchers found that participants who were given immediate feedback showed a significantly larger increase in performance than those who had received delayed feedback.
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it should be clear to students how the information they are receiving will help them progress toward their final goal.
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When students have access to this information, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.