Conclusions that computers can score as well as humans are the result of humans being trained to score like the computers (for example, being told not to make judgments on the accuracy of information).
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NCTE Position Statement on Machine Scoring - 9 views
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Computer scoring systems can be "gamed" because they are poor at working with human language, further weakening the validity of their assessments and separating students not on the basis of writing ability but on whether they know and can use machine-tricking strategies.
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Classroom 2.0 - 62 views
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How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far! -
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I find the two forums match very well for what my interests are in education. -
While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around. -
Just a wonderful resource for all who are in to connecting classrooms with technology! -
I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school. -
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I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
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social network for those interested in Web 2.0 and Social Media in education
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Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
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I'm wondering how the value of this will balance with the time required to do it right! -
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Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group! - ...5 more comments...
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The community for educators using Web 2.0 and collaborative technologies! -
I've been using it the last 3 weeks. There is a large group of educators there and usefull shared information. -
I just joined the Classroom 2.0 ning about a week ago. It appears to have some valuable information. I am new to social networking, but am looking forward to the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place to start. -
This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching. -
This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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NetGen Teachers? | Not So Distant Future - 0 views
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they expect to choose where and when they work; they use technology to escape traditional office space and hours; and they integrate their home and social lives with work life.
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want to be able to work in places other than an office
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I wonder if we are losing the “creative set” of teachers from the classroom, as young Net Geners, (or older ones of us) who thrive on this sort of play, creativity, flexibility–but are still intensely committed employees–seek other opportunities.
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we are seeing Net Gen employees in our new(and sometimes in our experienced) staff as well.
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One of my frustrations with education is that it doesn't necessarily allow for flexibility in where we work. Because the kids come to school, we are still tied to a location. Hopefully, virtual schools and extended learning opportunities will allow this to change.
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It’s something we should be thinking about–because not only are we teaching Net Gen students, who crave this kind of flexible, playful, time shifting environment in our schools/classrooms, but we are employing Net Geners who crave these same things. And don’t we want them to stay?
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It’s something we should be thinking about–because not only are we teaching Net Gen students, who crave this kind of flexible, playful, time shifting environment in our schools/classrooms, but we are employing Net Geners who crave these same things. And don’t we want them to stay?
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I've been thinking a lot about Tapscott's comments about this particular expectation of Net Gen workers, because I believe that not only are we seeing Net Gen students in our classrooms and libraries, we are seeing Net Gen employees in our new(and sometimes in our experienced) staff as well.
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Educational Leadership:Teaching Screenagers:Screenagers: Making the Connections - 78 views
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
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February 2011 | Volume 68 | Number 5 Teaching Screenagers Pages 7-7 Screenagers: Making the Connections Marge Scherer "Education has to change. We can't pull kids into learning in school if they are engaged in a different world outside school." "If you don't know how to use technology in class, you are in trouble. But, of course, technology is a double-edged sword. You can use it poorly, or you can use it well." The principals speaking were two of the candidates for the ASCD Outstanding Young Educator Award, which will be presented in March at ASCD's Annual Conference in San Francisco. A group of us were interviewing 13 finalists—both administrators and teachers—over the course of a few weeks, and we were talking to them about their leadership, their creativity, their whole child philosophy, their impact on student achievement, and, of course, their technology use. All the educators spoke to us via Adobe ConnectPro, a two-way technology that allowed us to see, hear, and record them in their schools—whether in New York, Oregon, the Philippines, or places in between—while they viewed us in our meeting room in Alexandria, Virginia.
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Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views
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Three Elements of Great Communication, According to Aristotle by Scott Edinger | 9:00 AM January 17, 2013 Comments (78) In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
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This Is How The Way You Read Impacts Your Memory And Productivity - 17 views
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Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
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says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
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“Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
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“It is not–and should not be–a question of either/or, but of using the most appropriate medium in a given situation, and for a given material/content and purpose of reading,”
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As the study cited above mentions, like other digital readers, you probably think you are absorbing the information better than you actually are, and thus move through the book faster.A simple solution to this is to simply slow down and take more time reading the material, and you might absorb the information just as well as those who naturally take longer to read a paper book.
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Study links relationship between teacher burnout and student motivation - 18 views
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"Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialisation, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being."
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Fractions- Ideas for Teaching, Resources for Lesson Plans, and Activities for Unit Plan... - 3 views
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raction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
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Fraction Hunt Posted by:lismac #130700 Please Signin We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
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One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
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Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1. The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2. The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3. You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
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Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
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I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
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Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
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I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
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The most-desired skills of 2020 will be… | Pew Internet & American Life Project - 142 views
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In contrast, the ability to read one thing and think hard about it for hours will not be of no consequence, but it will be of far less consequence for most people.”
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“These two modes of thinking (rapid information gathering vs. slower information processing and critical analysis) represent two different cultures, each with its own value system,” maintained Patrick Tucker, deputy editor of The Futurist magazine. “They can work together and complement one another but only with effort on the part of both sides.
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the most highly valued intellectual and personal skills will be the ability to exist in both of these spaces.”
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Have young folk practice rapid retrieval skills alongside quiet time, personal insight, attention to detail, memory. Develop the skills to function well both unplugged and plugged-in.”
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“There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”
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shared by Peter Beens on 01 Jun 12
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PIPEDREAMS - Seeing with New Eyes - International Perspectives on Trust and Regulation ... - 16 views
pipedreams-education.ca/...st-and-regulation-in-education
education inspiration @zbpipe Israel conference 201205 international trust regulation
shared by Peter Beens on 01 Jun 12
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This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
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the theme of “Trust and Regulation”
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my Canadian values of equality, diversity, safety and choice
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high degree of trust for teachers, administrators and district decision makers
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Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
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In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
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We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
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systems of education can achieve and can be highly ranked without the use of formalized testing
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We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
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We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
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these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
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can even sometimes do more harm then good
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such tests are not always authentic
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First and foremost, teacher voice needs to be heard and respected
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As principals, we need to empower our teachers and community
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the importance of the teacher/principal relationship came up over and over and over
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Trust – allows me to teach in my style, developing my own curriculum
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I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
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We too need to think different because change can start with us
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We need to make our voices heard by be socially active
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By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
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we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
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We need to remind our leaders that we are not just teachers of academics but we teach the whole person
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Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
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The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac. With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
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Princeton University - Kindle pilot results highlight possibilities for paper reduction - 20 views
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However, e-readers must be significantly improved to have the same value in a teaching environment as traditional paper texts, participants said.
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but they also said the ability to highlight directly on traditional text, to take notes and flip pages for ease in navigation suffers in the e-reader.
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With hopes of assisting industry with the refinement of e-readers, and providing useful information to other academic institutions considering the devices, information and data from the one-time pilot have been compiled on an Office of Information Technology (OIT) website.
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"I found the device difficult to use and not conducive to academic purposes," he said, and added, "But I can see how it can be used for pleasure reading."
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About 65 percent of the participants in the pilot said they would not buy another e-reader now if theirs was broken. Almost all the participants said they were interested in following the technology to its next stages, because they think a device that works well in academia would be worth having.
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What they liked best about the devices was: the battery life, the wireless connection and the portability of the e-reader; the fact that all the course reading was on one device; the ability to search for content; and the legibility of the screen, including the fact it could be read in full sunlight. The top five suggestions students had for improving e-readers were: improving the ability to highlight and annotate PDF files; improving the annotation tools; providing a folder structure to keep similar readings together; improving the highlighting function; and improving the navigation within and between documents on the reader (including having more than one document open at the same time for comparison).
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"The Kindle would be better for an academic setting if the PDF format worked more effectively,"
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"There would be a greater benefit realized if the devices could develop a better way to deliver the ubiquitous PDF document, which is used by many journals and libraries to deliver documents, and is the common format in which dissertations and theses are published and read by faculty," Temos said. "Some students said they spent a considerable amount of time printing PDF documents during the semester, and hardly ever referred back to them once the semester was over. I don't expect that is unusual."
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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"Up from Underachievement" by Diane Heacox
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Gifted learners are rarely "globally gifted
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
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Be very explicit with what the differentiation is and how it is addressing the needs
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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When a child has met all the expected benchmarks
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independent reading
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reading log
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small group for discussions using similar questions.
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long-term solutions might include forming a seminar group using a
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program like "Junior Great Books."
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Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
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enrich potential
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to plan appropriate instruction, based on data that show the learners' needs.
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additional enrichment and challenge in their area(s) strength.
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Tiers 2 or 3
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As the intensity of the needs increase, the intensity of the services also increases.
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our ability to nurture potential in students prior to formal identification
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appropriately scaffolded activities through Tier 2 support.
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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Tier 1 include:
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Tier 2 include:
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Tier 3 include:
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universal screening
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Aspergers
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gifted children with learning disabilities?
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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Educational opportunities are not a “zero sum” game where some students gain and others lose.
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the needs of all learners.
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One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
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make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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all students deserve to attend a school where their learning needs are met
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seek out ways to build the knowledge and skills of teachers to address the range of needs
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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first
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This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
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These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
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RTI was,
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first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
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The primary issue is the need for measures of potential as well as performance.
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an IQ measure
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portfolio
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that sometimes occur outside of school
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children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
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a "diamond" shaped RTI model
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confusing
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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English Language Learners?
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Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
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Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
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off grade level trajectories
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this may includ
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assess the slope and speed of learning and plot the target from there.
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content acceleration and content enrichment.
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independent or small group project of their choice.
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renzullilearning.com.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
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Horizon Report 2013 - 3 views
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The NMC is pleased to announce the interim results of the 2013 Horizon.K12 Project, as presented at the 2013 CoSN Conference in San Diego. The Horizon Project Advisory Board voted for the top 12 emerging technologies as well as the top ten trends and challenges that they believe will have a significant impact on teaching, learning, and creative inquiry in global K-12 education over the next five years. These initial results will be compiled into an interim report, known as the "Short List," and described in further detail. The "Time-to-Adoption Horizon" indicates how long the Advisory Board feels it will be until a significant number of schools are providing or using each of these technologies or approaches broadly. Near-Term Horizon: One Year or Less * BYOD (Bring Your Own Device) * Cloud Computing * Mobile Learning * Online Learning Mid-Term Horizon: Two to Three Years * Adaptive Learning and Personal Learning Networks * Electronic Publishing * Learning Analytics * Open Content Long-Term Horizon: Four to Five Years * 3D Printing * Augmented Reality * Virtual and Remote Laboratories * Wearable Technology
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iPurpose before iPad - 200 views
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I've started creating a table of important skills, some derived from the Padagogy Wheel, and actions, some derived from iPad As… What I am planning to highlight is that there are many apps that can be use for many purposes and for developing many skills. For example, I have already added "Explain Everything" to 9 categories as I see it as a multifunctional app and one worth its price because of the educational benefits it provides. Over the coming months I plan to add text descriptions to each category to explain how the apps listed address the skill or action they have been linked to and may also link them to other online sources that show them in action. I'll also provide direct links to the App Store, as I always do on this blog when I mention apps so you can check them out yourself if you want. Now this sounds like a big task and it is. So I do need some help. What do I want from you? Anything you can give. Just add them to the comments of this post. Examples of apps that help to develop specific skills Additional skills I haven't listed here Examples of apps that are multifunctional. Explanations of good pedagogical practice with apps. Don't worry, all credit will go to you when I include your suggestions. Links to blog posts, websites, Youtube tutorials, open wikis, nings etc that promote good practice that I can link to from here. Examples on add ons like bookmarklets for curation sites, websites that work well with iPads ( Flash-free) that can still be categorised under these headings for iPad use. Spread the word regularly through Twitter, Facebook, Curation sites like Pinterest and Scoop-It to keep educators coming back.
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shared by Andrew McCluskey on 15 Jan 13
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What Should We Be Worried About In 2013? : 13.7: Cosmos And Culture : NPR - 48 views
www.npr.org/...ld-we-be-worried-about-in-2013
edge 2013 NPR edge question 2013 annual edge question culture
shared by Andrew McCluskey on 15 Jan 13
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"Every year Edge.org poses an Annual Question to dozens of scholars, scientists, writers, artists and thinkers. The respondents this year include the reasonably famous, such as Arianna Huffington, Steven Pinker, Brian Eno, Daniel Dennet, Sam Harris and 13.7's own Stuart Kauffman, as well as the not so famous (like me). "The 2013 question is: "What should we be worried about?" Respondents were urged to raise worries that aren't already on the public radar, or to dispel those that are" (Lombardo, NPR)
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Student well-being is greater in classrooms with higher emotional intelligence - UKEdCh... - 12 views
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"Group emotional intelligence represents the emotional intelligence shared by the students of a classroom, in other words, "the atmosphere in the group, the way the group addresses a problem, the capacity it has to understand the emotions being experienced in the classroom," explained Arantxa Gorostiaga, a researcher in the department of Social Psychology and Methodology of Behavioural Sciences and member of the UPV/EHU's Qualiker research group."
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shared by Nigel Coutts on 22 Jan 17
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Banishing The Culture of Busyness - The Learner's Way - 26 views
thelearnersway.net/...ishing-the-culture-of-busyness
culture learner collaboration teaching learning
shared by Nigel Coutts on 22 Jan 17
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At the start of each year we arrive back from our break hopefully rested and energised. The new year brings many new opportunities including new students, new team members and new teaching programmes. We begin again the climb up the hill with a fresh group of learners arriving at our doors full of excitement who will rely on us to meet their learning needs in the year ahead. All of this means we are at risk of starting the year with a certain level of panic. There is so much to do, our students are not accustomed to our routines, we don't know each other well, there are parents to meet, assessments to be done and before we know it we are back to being busy.
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How to Keep Up with Homework Assignments: 12 Steps - 63 views
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"For real?!?!? It's due tomorrow?" Are you this kind of student? The kind that procrastinates or "forgets" their assignments. Well now is the time where you will stop! Procrastinating and "forgetting" won't be a hassle anymore. You'll be a better student and won't have to "ask for help" from your friends the morning the assignment is due.
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Tinkatolli - 99 views
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This is a fun, cute, social 3D island world designed especially with children in mind. Children make an avatar and follow a quick tutorial and explanation of safety rules. The children can take their characters on quests, play educational games and interact with other users of the site. A fabulous feature of the site is that users are encouraged to 'make and do' offline as well. These activities can be uploaded to a scrapbook and multimedia blog. Offline activities also generate points in the game. The scrapbook is defaulted to private and no photos of children will be approved by moderators if the scrapbook is public. All the usual safety features are in place, including a 'report' and 'block' other users button. The basic account with most features is free, but there are optional 'paid for' extras. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools