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Gestalt psychologists emphasized the common properties of mind in all
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Reading and the Web - Texts Without Context - NYTimes.com - 18 views
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This article describes a new book, Reality Hunger, which is essentially a mashup of quotes from other sources. The article discusses how are culture of short-form writing and reading is changing literature and reading. The book reminds me of elements of a Humument, which also took the work of another and then augmented that work into a new story and art form.
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Soviet Psychology: Psychology and Marxism Internet Archive - 14 views
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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.
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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.
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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.
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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
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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
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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.
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Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter
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Remix Culture : Center for Social Innovation (CSI) - 12 views
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there’s a war raging over what some now are calling a new art form in the emerging Web 2.0 culture—remix
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remix is collage, a recombination of existing, reference images or music and video clips from popular digital culture, elements of which are mashed up into something new.
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as long as the remix is significantly altered from the original—should remix be permitted by law
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“Remix is literacy in the 21st century,” Lessig said. The chief of Stanford University’s Center for Internet and Society
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failing to legally protect remixes as original forms of art and expression “will make pirates of our children...We cannot kill this form of expression;
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Johnson, author of The Invention of Air, a new book about the history of information flows in American and British society, said remix has “deep roots in the Age of Enlightenment and among America’s Founding Fathers.”
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Fairey rounded out the talk, citing remix as one of the early 21st century’s most popular forms of free political expression.
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Remix is all about making references; references are how you establish a point of view in popular culture, and they are crucial to my work as an artist.”
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Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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Teachers Guide to Creating Auto-graded Quizzes in The New Google Forms ~ Educational Te... - 6 views
www.educatorstechnology.com/...e-to-creating-auto-graded.html
googleforms GoogleApps assessment formative assessment
shared by Glenn Hervieux on 18 Jul 16
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Taking a Reflective Stance - The Learner's Way - 7 views
thelearnersway.net/...taking-a-reflective-stance
reflection metacognition learning education thinking
shared by Nigel Coutts on 23 Nov 20
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To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.
Educational Leadership:Informative Assessment:The Best Value in Formative Assessment - 8 views
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CBI: We must drive change through a culture of expectation - 1 views
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There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
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nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
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But an over-reliance on summative assessment can distort the quality of education by becoming the dominant focus of school activity.
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Removal of the currently over-specified and repetitive national curriculum from primary schools in favour of clearly defined goals on literacy, numeracy, science and computer science.
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Move the focus of our exam system to 18 and develop clearly rigorous and stretching standards for both academic and vocational A-levels, with maths and English retained until 18 for both
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should be commissioned to advise on the right balance of timing and the optimal mix between formative and summative assessment
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Change, culture and Cultural Change in Education - The Learner's Way - 22 views
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Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.
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A Principal's Reflections: Social Media is Not Just For Students - 54 views
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When principals hear the words Twitter and Facebook they cringe. Immediately, visions of excessive socialization, time wasted, and meaningless conversations in the form of updates come to mind. This is true, in many cases, when these tools are used for personal use. I am here to share ways in which principals can harness the power of these free resources to improve communications, public relations, professional growth, instruction, and create a brand presence for your school. Quite simply, social media tools such as Twitter and Facebook have improved my effectiveness and efficiency as an educational leader.
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Colleges use FAFSA information to reject students and potentially lower financial aid p... - 34 views
www.insidehighered.com/...otentially-lower-financial-aid
fafsa finaid higher ed higher education funding federal financial
shared by Sasha Thackaberry on 05 Nov 13
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When would-be college students apply for financial aid using the FAFSA, they are asked to list the colleges they are thinking about attending. The online version of the form asks applicants to submit up to 10 college names. The U.S. Department of Education then shares all the information on the FAFSA with all of the colleges on the list, as well as state agencies involved in awarding student aid. The form notes that the information could be used by state agencies, but there is no mention that individual colleges will use the information in admissions or financial aid -- and there is no indication that students could be punished by colleges for where they appear on the list.
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Now, some colleges use this “FAFSA position” when considering students’ applications for admission, which may affect decisions about admission or placement on the wait list, said David Hawkins, director of public policy and research for the National Association for College Admission Counseling.
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So the institution is disinclined to use up a precious admissions slot for a student who is unlikely to enroll. “The student has no idea that this information is being used in this context,” Hawkins said. The federal government "doesn’t indicate it. Institutions certainly aren’t telling students they are using it. Certainly, this is a concern from this association’s standpoint.”
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It's unclear if the Education Department was aware of this issue until contacted by Inside Higher Ed on Friday. The department now says it will review the longstanding practice of sharing the FAFSA positions with every college.
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The use of the list on the FAFSA is just another example of how colleges are using increasingly sophisticated data mining techniques to recruit and shape their classes.
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socialbookmarking in the field of education. Michèle Drechsler thesis - 32 views
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The Costs of Overemphasizing Achievement - 83 views
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First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
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Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
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Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
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the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
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intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
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they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
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They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
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When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
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It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
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But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
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the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
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In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
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When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
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And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
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The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
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if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
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As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
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Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
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the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
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The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
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The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
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But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
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Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
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grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
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research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
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Iowa and Comprehensive Tests of Basic Skills,
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How to Teach in an Age of Distraction - The Chronicle of Higher Education - 99 views
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Where we put our attention is not only how we decide what we will learn, it is how we show what we value.
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The path forward is to learn more about our vulnerabilities and design around them. To do that, we have to clarify our purpose. In education, learning is the focus, and we know that multitasking is not helpful. So it’s up to us to actively choose unitasking.
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f you ask people where their love for learning comes from, they usually talk about an inspiring teacher. The most powerful learning takes place in relationship.
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But for all its flaws, the lecture has a lot going for it. It is a place where students come together, on good days and bad, and form a small community. As in any live performance, anything can happen.
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Harvard Education Letter - 27 views
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Learning to see all behavior as a form of communication, for example, is a key principle that helps when teachers are frustrated or confused by how students are acting. Even though students’ behavior can look bizarre or disruptive, their actions are purposeful and are their attempts to solve a problem.
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About 10 percent of the school population—or 9–13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, or a psychiatric disorder. There is also growing evidence that the number of children suffering the effects of trauma and those with autism-related social deficits is also on the rise.
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If teachers are supported to set up classrooms to promote success, these students (and other challenging students who have similar behaviors but may not have individualized education plans, or IEPs) can improve their performance in school and in life.
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Making positive attention more predictable in the classroom can help break the cycle of negative attention-seeking behaviors. Putting one-on-one time on the student’s personal visual schedule (even if it’s only a couple minutes to read a student’s favorite page in a book) or setting a timer for 10 minutes and telling the student that’s when you will be back are just two strategies that can help.
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Teachers who work with challenging students need support from administrators and others in the school. It is very stressful to have a student in class who is constantly disruptive. In order to make the necessary investment, the teacher needs substantive support from administrators to avoid frustration and burnout and to garner the energy to provide effective interventions. When administrators delegate some of the teacher’s responsibilities to other people in the building, the teacher can devote more time to finding solutions. Regularly meeting with consultants (e.g., special educators, mental health professionals, and behavior analysts) can be essential for designing how the student progresses, but it also takes up the teacher’s prep time. If possible, the administrator can arrange coverage so that the teacher can meet with consultants at times other than lunch and prep. Support staff can instruct small groups of children while the teacher works with the student with behavior challenges. And since there are usually so many people involved with a struggling student, delineating a clear coordination plan is also critical. It can be helpful, as a team, to make a list of responsibilities and indicate who is responsible for what.
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The more intensely the student is taught the underdeveloped skills, and the more the environment is changed to encourage appropriate behavior, the more quickly the student’s behavior is likely to change.
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Teacher Librarian » Blog Archive » Web 2.0 Tool Review: Diigo - 0 views
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Other people with similar interest would also be able to see your highlights. Diigo also allows a group of people to pool findings through group bookmarks, highlights, sticky notes and forums. Diigo has groups that are already formed. You can join any Diigo group for collaborative research. People are also using Diigo by posting to their blog depending on tags. For me the best feature is the highlighting of the website. As we all know, research on the internet can be overwhelming. The highlighting feature makes it much easier. Not only do I have favorite websites bookmarked but I also have certain parts highlighted on that website. Educators can join the education group to search the web for anything that can help them with their classrooms. I also think that teachers can use Diigo to teach students how to do research. Better yet, educators can teach them how to do some collaborative research.
Formative Assessment Strategies / Overview - 4 views
www.aliquippa.k12.pa.us/...292
examples classroom assessment formative strategies education ohedchat formative assessment how-to how to
shared by Jeremy Brueck on 26 Feb 13
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