Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course.
"Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
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Experienced Teachers Reflect on Their First Year | Edutopia - 3 views
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"This year i had the opportunity to work with many educators in national and global workshops. On two of these occasions, i asked the teachers to share their wisdom by answering the question, "What i know now that i wish i had known as a first year teacher is . . . " "
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How To Get Rid of Homework in 11 Steps - Or At the Very Least Limit it | Blogging Throu... - 103 views
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"I was asked by SImpleK12 to do a webInar on how to get rId of homework and realIzed as I prepared for that although I have wrItten a lot about the reasons why to get rId of homework or at the very least lImIt It, I have never wrItten about how I dId It In my own classroom. WIth the advent of a new year now Is the perfect tIme to get rId of homework or at the very least lImIt what you assIng!"
Seeking Assistance - 37 views
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Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views
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"Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," i said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," i said. "That doesn't really apply in this case. And anyway, i don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So i would always ask before you tried to do that."
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So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? if a categorical difference exists here between what we do and what we forbid our students to do, i confess, i have a hard time seeing it.
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counterargument
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So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
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I can foresee one more objectIon: What's to prevent a student from recyclIng the same paper from course to course to course? Students who dId so would lose the valuable opportunIty to practIce theIr wrItIng—and wrItIng, lIke any other Intellectual or physIcal skIll, requIres lots of practIce. But—practIcally speakIng—the opportunIty to reuse a paper mIght arIse only once or twIce In a student's career, thanks to the dIversIty of our course assIgnments and dIscIplInes.
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First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism? Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another? i encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. i will leave it up to you to decide whether to feel guilty about that.
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edtechpost » The Pros and Cons of Loosely Coupled Teaching - 0 views
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Exercise Briefly look at 2-3 examples of courses run on "loosely coupled technologies," that is, outside of a CMS using contemporary Web 2.0/social software tools and methods.
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Diigo is built for the notion of "loosely-coupled-teaching" . Every day in my classroom i improvise around a core of web2.0 pedagogies.
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Photo Tampering Throughout History - 1 views
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Photo Tampering Throughout History Photography lost its innocence many years ago. in as early as the 1860s, photographs were already being manipulated, only a few decades after Niepce created the first photograph in 1814. With the advent of high-resolution digital cameras, powerful personal computers and sophisticated photo-editing software, the manipulation of digital images is becoming more common. Here, i have collected some examples of tampering throughout history. To help contend with the implications of this tampering, we have developed a series of tools for detecting traces of tampering in digital images (contact me at Ma'at Consulting for more information about our services). circa 1860: This nearly iconic portrait of U.S. President Abraham Lincoln is a composite of Lincoln's head and the Southern politician John Calhoun's body. Putting the date of this image into context, note that the first permanent photographic image was created in 1826 and the Eastman Dry Plate Company (later to become Eastman Kodak) was created in 1881. circa 1865: in this photo by famed photographer Mathew Brady, General Sherman is seen posing with his Generals. General Francis P. Blair (far right) was added to the original photograph.
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Photo Tampering Throughout History Photography lost its innocence many years ago. in as early as the 1860s, photographs were already being manipulated, only a few decades after Niepce created the first photograph in 1814. With the advent of high-resolution digital cameras, powerful personal computers and sophisticated photo-editing software, the manipulation of digital images is becoming more common. Here, i have collected some examples of tampering throughout history. To help contend with the implications of this tampering, we have developed a series of tools for detecting traces of tampering in digital images (contact me at Ma'at Consulting for more information about our services). circa 1860: This nearly iconic portrait of U.S. President Abraham Lincoln is a composite of Lincoln's head and the Southern politician John Calhoun's body. Putting the date of this image into context, note that the first permanent photographic image was created in 1826 and the Eastman Dry Plate Company (later to become Eastman Kodak) was created in 1881. circa 1865: in this photo by famed photographer Mathew Brady, General Sherman is seen posing with his Generals. General Francis P. Blair (far right) was added to the original photograph.
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What's the point of media specialists...? on School Library Journal - 49 views
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"Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? i was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when i discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) i am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. i'd say we have to deal with both. in a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! it is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. it is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. in my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. i've selected the remarks that resonated loudest for me. (i've shuffled a bit, but you can visit Karl'
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Thing 13 Diigo vs Delicious | Learning with Technology - 62 views
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First, the option to look up people in different ways such as their real name, user name or how they tagged something allows for better networking. i also am very impressed with the idea of lists. Although, i am still trying to figure out how to implement them, i am excited that this would be a great tool for the classroom use for research and or sharing. in addition, i have just spent hours trying to figure out the snapshot feature. i think i will break down and watch a tutorial. However, i truly like to try to figure things out on my own. it seems to me i am just hitting the surface of Diigo. Delicious does not seem to have as many bells and whistles.
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I have always lIked SocIal BookmarkIng. I wIsh we could get more teachers to network and therefore share tags. If you had a set of tags that were standard, you could easIly create websItes that coIncIded wIth currIculum, standards and whIch tIme of year they were for. SocIal BookmarkIng Is a great way to collaborate and fInd some great treasures.
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The Principal of Change - 27 views
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"You must be the change you wish to see in the world." Gandhi i am an advocate of change. Change to me is about growth and learning. Change to me is about getting better. The hard part for many is that change is also about reflection. Taking a hard look at what you are doing and wondering if it is good enough is a tough practice. Taking the next step and CHANGiNG the practice is even harder as some take it as a sign of things that were not done right. i see it as growth. Although there is the type of DRASTiC change that happened in Rhode island where all the teachers were fired, but that is not what i am talking about. i can ALWAYS get better and so can you. That is how i want to change.
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The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views
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Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
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In ProgressIvIsm, the domestIc polIcy of government had two maIn concerns. FIrst, government must protect the poor and other vIctIms of capItalIsm through redIstrIbutIon of resources, antI-trust laws, government control over the detaIls of commerce and productIon: I.e., dIctatIng at what prIces thIngs must be sold, methods of manufacture, government partIcIpatIon In the bankIng system, and so on. Second, government must become Involved In the "spIrItual" development of Its cItIzens -- not, of course, through promotIon of relIgIon, but through protectIng the envIronment ("conservatIon"), educatIon (understood as educatIon to personal creatIvIty), and spIrItual uplIft through subsIdy and promotIon of the arts and culture.
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Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
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The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
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The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
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Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
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Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
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Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
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That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
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Liberal domestic policy follows the same principle. it tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
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The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
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The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
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Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
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I hope you know better than to use any resource from such a bIased source In the classroom wIthout one from the opposIte sIde, say the BrookIngs InstItutIon In thIs case. I found your postIng of thIs artIcle from thIs antI- free thought organIzatIon that Is a puppet of bIg busIness and the far rIght on an educatIon sIte plaIn wrong. -
Well, the truth is i did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. i had intended it only for myself as part of research i am doing.
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SPAN 103N W01 S111: Foro de lenguaje y cultura - Semana 9 - El embarazo - Due Sunday, 7/17 - 7 views
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Suggestions: Use past tense (preterite) more often to talk about things that happened in the past. The verbs you recognized are good examples. At this point, though, not only should you recognize words, but phrases and TENSES/CONCEPTS, as well. These are the grammar examples you will need to share on your chart. Did you see any reflexive verbs? Commands? Preterite? if so, share the example AND the English equivalent (translation). -
Also, for your chart you might end up being short on Country-Specific resources. When looking for things to share, think about sharing info from a particular country. it is too late for this post, but since your resource is from California, perhaps you could find some info on the Hispanic population in California. Where are they from? Then pick one of those countries of origin and find some info about it for us. Bingo! Country-specific example for your chart.
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Since this forum is over, you can post this info on the "country-specific catch-up forum" that i will make available immediately.
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I sense a lot of stress about the forum requIrements, so I am goIng to provIde group feedback thIs way. Make sure to clIck on each "stIcky note" to get my feedback on the post. ThIs wIll help you complete your chart as best as possIble.
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HIGHLIGHTS: You wIll see a lot of hIghlIghts on thIs page. PInk/red hIghlIghts IndIcate a mIstake Is present. I have not hIghlIghted ALL mIstakes, just some that you should be able to fIx wIth what you know at thIs poInt. GREEN means GOOD! I have hIghlIghted many phrases that IndIcate good/correct grammar usage. SometImes I hIghlIght In green thIngs that I really lIke :-) Green means GO!!!
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FOR THOSE OF YOU WHO ARE WORRIED ABOUT BEING SHORT ON COUNTRY-SPECIFIC REFERENCES, I WILL SHARE IDEAS ON HOW TO INCLUDE THOSE AND PROVIDE A SEPARATE "Country-SpecIfIc Catch-Up Forum" where you can explore IndIvIdual countrIes a bIt further.
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siertas
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Vi la pagina
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Me encanta
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unico
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Lo unico que puedes hacer es revisar y leer tus viejos forums y buscar ejemplos que
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usastes.
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Me pongo
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nervioso
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Completado
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If you want to say "I completed," you should use the preterIte. Verb = COMPLETAR. Yo completé.
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están encontrando
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mucho las
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encontre
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promueve
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parecer
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matres
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olvido
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This post is very interesting. The quote included is informative and summarizes the findings of the source Gabriela consulted. This information is very useful for all of us. The content is excellent, but i would like to see more linguistic information. For example, did you pick up any new words from reading this article? if so, you should list them (WiTH English translations for the benefit of classmates). Also, to obtain country-specific resources, you could have looked up premature births in Spanish-speaking countries and focused on one in particular, perhaps sharing information or a resource from that country. Feel free to do this and post on the "make-up forum" available soon.
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Yo necesito leer mis viejos forums
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Yo escribo el charto pronto
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unico problema
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ayudan
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yo vi que usaron el preterite(pasado tenso) como "se logro-was accomplished".
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usted sito
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son
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son embarazado
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Encuentré
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en español: http://www.youtube.com/watch?v=AXmHnpBgEqw.
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muchísimas ejemplos
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los verbos reflexivos, empieza immediatemente en diapositiva 2: “se usa para identificar afecctiones serias o mortales antes que lo síntomas aparezcan. Se puede empezar el tratamiento antes que la salud del bebé se perjudique por estas afecciones.”
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Objeto Directo ejemplo, de diapositiva 4: “...el tratamiento puede salvarle o evitarle problemas....”
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Objeto IndIrecto ejemplo, de dIaposItIva 16: “...sI no le practIcaron pruebas prelImInares de la audIcIón a su bebé al nacer, asegúrarse de que le practIquen estas pruebas.”
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Y Objecto Doble en diapositiva 22: “...y al recién nacido se les da de alta antes que el bebé....”
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Ejemplos de vocabulario nuevo
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Ahora estoy curiosa como se prueban los recién nacidos in otros países. Encuentro un sitio de Bolivia
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No la encuentro la misma que Bolivia
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la situación en Venezuela
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me dijo
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Hablé con mis vecinos, quienes son de El Salvador
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Tuve que buscar
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Completado
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Completado
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Completado
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Completado las
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decidí esperar
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yo no realizo que “verb use” fue el verbos yo uso en “my post.”
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haci
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y haci vino
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el nacio vajo
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Escuchado
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nombre de la operación
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shared by Tony Baldasaro on 30 Nov 09
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Twitter's Effect on Presentations and Presenters by Tom Whitby | Teacher Reboot Camp - 32 views
teacherbootcamp.edublogs.org/...s-and-presenters-by-tom-whitby
technology twitter tom_whitby education presentation
shared by Tony Baldasaro on 30 Nov 09
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"I am on a flIght returnIng home after a successful PresentatIon at the New York State AssocIatIon of Computers and TechnologIes In EducatIon Annual Conference, NYSCATE. I was pleased wIth the outcome, but I dId make a few observatIons about how presentIng at these conferences Is begInnIng to change and may never be the same. PresentatIons for any educatIonal conference are the backbone of the conference. They are usually the maIn reason why educators attend conferences, wIld partIes notwIthstandIng. It Is a great accomplIshment for an educator to have a proposal for a conference presentatIon accepted and placed on the Program. BeIng judged and accepted by one's colleagues Is both an accomplIshment and a thrIll and for some, the process could also be terrIfyIng. PresentIng Is consIdered by many to be one of those thresholds In an educator's career. I have done several presentatIons at varIous conferences over the years and I have been moved by the posItIve experIence wIth each event. Because It requIres puttIng one's self out there for all to see, most presenters do a great job of preparIng and presentIng to the best of theIr abIlIty."
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20 Things i Learned About Browsers and the Web - 107 views
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An online "book" with valuable information about the Web and browsers from Google Chrome. Even though i teach this stuff every semester, i still found some tidbits i didn't know. -
Using the paradigm of a "book" with valuable information about the Web and browsers from Google Chrome. Even though i teach this stuff every semester, i still found some tidbits i didn't know.
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shared by Steve Ransom on 20 Oct 11
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The 10 Worst Mistakes of First-Time Job Hunters - Finance and Accounting Jobs News and ... - 44 views
www.fins.com/...akes-of-First-Time-Job-Hunters
jobs employment advice PLN networking college students highered
shared by Steve Ransom on 20 Oct 11
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Some salient and relevant advice for 21st century learners! "i would have actually networked." "i would have gotten more involved in career-relevant extracurricular activities.""i would have focused more on becoming 'professional.'""i would have kept better track of my achievements.""i would have focused more on developing relevant skills."
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Using Groups Effectively: 10 Principles » Edurati Review - 50 views
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"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). if we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. in reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." in research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
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"Where's the Writer" TETYC March 2014 - 43 views
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“Responders Are Taught, Not Born”
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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class suggests that the writer’s question
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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dynamic list that students freely update throughout the semester on the class classro
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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The end result is a robust list of questions for writers to ask of their respondents.
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in-class discussion about effective and less effective questions for writers
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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: pointing, summarizing, and reflecting
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Students’ comments often point to their struggle to position themselves in peer response.
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“i need to know what to ask.” >“i don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than i do?”>“i’m not really sure if i’m supposed to talk or ask questions when someone is giving me feedback about my work, so i don’t really do anything. They write stuff on my paper. Sometimes i read it if i can, but i don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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, “Feedback: What Works for You and How Do You Get It?”
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highlight the value of both giving and getting feedback:in 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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this information is limited to the instructor’s manual
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llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can i make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am i getting off topic in the introduction when i talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? i’m trying to be fair to the people who disagree with the decision i’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. in thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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dependent on what parts of the textbook they choose to read
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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there is no mention that writers might use them for purposes of soliciting feedback.
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we see an opportunity for modeling that is not fully realized.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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textbook authors offer few examples for how to get specific feedback
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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we worked to understand how textbooks highlight the writer’s role in peer response.
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We wanted to know what books tell writers about asking questions
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
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The Classroom » Using Diigo for Organizing the Web for your Class - 13 views
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Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, i finally started playing with the site (and corresponding program, more on that in a bit) this summer (i know Randy - i’m slow to catch on…)As i started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. i also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… i can leave notes on webpages - so what? Here’s an example. i’m thinking about having my 7B’s record radio plays. i’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So i go to a play that i’d like to my students to record and highlight the old commercial. if they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “i’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. it’s about a sensational, new kind of personality that will make you the envy of all those around you. it’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but i think is a must have for any group trying to organize something along the lines of the 1 to 1 project. i’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! i’ve already started one for my 7B Language Arts Class! One of the first questions i was asked when i started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? i’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. i’ve also run every virus and spyware scan i can think of, everything checks out clean. i’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
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Free Technology for Teachers: A Video Guide to Common Fallacies - 92 views
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"When I taught current events to nInth grade students the fIrst unIt I taught was about recognIzIng bIas, propaganda, and logIcal fallacIes. The GuIde to Common FallacIes Is a resource that I wIsh I had back then. The GuIde to Common FallacIes Is a serIes of fIve short vIdeos from the PBS Idea Channel. Each vIdeo covers a dIfferent common fallacy. The fallacIes are Strawman, Ad HomInem, Black and WhIte, AuthorIty, and No True Scotsman. I have embedded the playlIst below."
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School librarians helping children become independent learners with parental support by... - 13 views
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"As a parent, I have always been able to help my chIldren fInd good sources of InformatIon In order to do theIr homework. How do I know where to fInd the best InformatIon? Do I have some InsIde knowledge that most parents don't? Yes! How? I am a lIbrarIan… I have long belIeved that If parents knew about the resources avaIlable from theIr school lIbrary to support theIr chIldren's homework they would be relIeved and happy. They would be able to guIde them to use these good tools wIthout worryIng about qualIty or relIabIlIty. Many of our resources go unused for two reasons, fIrstly, many teachers and students do not know about these resources, how easy they are to use and reference and secondly, parents don't know they exIst."