Teachers whose students make the greatest achievement gains have extensive preparation and experience relevant to their current assignment (subject, grade level, and student population taught).
Opportunities to work with like-minded, similarly accomplished colleagues – and to build and share collective expertise – are also strongly associated with effective teaching.
Accomplished teachers who have opportunities to share their expertise — and serve as leaders (as coaches, mentors, teacher educator, etc.) — are more likely to remain in the profession.
To teach effectively, teachers must have access to the people, resources, and policies that support their work in the classroom. This includes: (1) principals who cultivate and embrace teacher leadership; (2) time and tools for teachers to learn from each other, (3) opportunities for teachers to connect and work with community organizations and agencies that support students and their families outside the school walls; (4) evaluation systems that comprehensively measure the impact of teachers on student learning, (5) performance pay systems that primarily reward the spread of teaching expertise and spur collaboration among teachers.
Group items matching
in title, tags, annotations or url
1More
1More
Metacognition: Nurturing Self-Awareness in the Classroom - 63 views
-
How do children gain a deeper understanding of how they think, feel, and act so that they can improve their learning and develop meaningful relationships? Since antiquity, philosophers have been intrigued with how human beings develop self-awareness -- the ability to examine and understand who we are relative to the world around us.
1More
QR Code Treasure Hunt Generator from classtools.net - 104 views
-
This site will allow you to create a QR code-based treasure hunt. You can have students working collaboratively to solve problems, gain knowledge and understanding. It's the Amazing Race for the classroom.
1More
shared by Sydney Lacey on 14 Jun 10
- No Cached
No Pain, High Gain | Scholastic.com - 36 views
www2.scholastic.com/...article.jsp
strategies instructional strategies test preperation education teaching
shared by Sydney Lacey on 14 Jun 10
- No Cached
-
Preparing kids for tests doesn't have to mean drills. In our work, we make explicit connections between good test-taking practices and good general-learning practices. Here, we share some of the strategies and ideas that have grown out of our efforts. In this article you'll find: Reading Strategies Math Strategies Format Fundamentals Six Ways to Ease Test Stress
2More
Research | Teachers Network: Effective Teachers - 63 views
-
-
A Better System for Schools: Developing, Supporting and Retaining Effective Teachers
2More
20 reasons why students should blog | On an e-journey with generation Y - 181 views
-
It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is wonderful when students think they are having so much fun, they forget that they are actually learning. A favourite comment on one of my blog posts is: It’s great when kids get so caught up in things they forget they’re even learning… by jodhiay authentic audience – no longer working for a teacher who checks and evalutes work but a potential global audience. Suits all learning styles – special ed (this student attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students, multi-literacies plus ‘normal‘ students. Increased motivation for writing – all students are happy to write and complete aspects of the post topic. Many will add to it in their own time. Increased motivation for reading – my students will happily spend a lot of time browsing through fellow student posts and their global counterparts. Many have linked their friends onto their blogroll for quick access. Many make comments, albeit often in their own sms language. Improved confidence levels – a lot of this comes through comments and global dots on their cluster maps. Students can share their strengths and upload areas of interest or units of work eg personal digital photography, their pets, hobbies etc Staff are given an often rare insight into what some students are good at. We find talents that were otherwise unknown and it allows us to work on those strengths. It allows staff to often gain insight to how students are feeling and thinking. Pride in their work – My experience is that students want their blogs to look good in both terms of presentation and content. (Sample of a year 10 boy’s work) Blogs allow text, multimedia, widgets, audio and images – all items that digital natives want to use Increased proofreading and validation skills Improved awareness of possible dangers that may confront them in the real world, whilst in a sheltered classroom environment Ability to share – part of the conceptual revolution that we are entering. They can share with each other, staff, their parents, the community, and the globe. Mutual learning between students and staff and students. Parents with internet access can view their child’s work and writings – an important element in the parent partnership with the classroom. Grandparents from England have made comments on student posts. Parents have ‘adopted’ students who do not have internet access and ensured they have comments. Blogs may be used for digital portfolios and all the benefits this entails Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purposes Students are digital natives - blogging is a natural element of this. Gives students a chance to show responsibility and trustworthiness and engenders independence. Prepares students for digital citizenship as they learn cybersafety and netiquette Fosters peer to peer mentoring. Students are happy to share, learn from and teach their peers (and this, often not their usual social groups) Allows student led professional development and one more…… Students set the topics for posts – leads to deeper thinking
-
Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
3More
shared by Ed Webb on 10 Mar 09
- Cached
Paperless Tiger « buckenglish - 0 views
buckenglish.wordpress.com/...paperless-tiger
paperless classroom pedagogy teaching technology collaboration connectivism
shared by Ed Webb on 10 Mar 09
- Cached
-
Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader? Is the paperless classroom also a teacherless paradigm? The answer is in some regards, yes. I have removed myself from center stage. I have relinquished the need to control every class. I have stopped seeing work as stagnant…completed and submitted by students and then graded by me. I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together. My classes are not, however, teacherless, just less about the teaching and more about the learning. The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
-
In the absence of my control, the students have many choices to make
-
Teachers often say that modern students are lazy. I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already. Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
Open Source Textbooks Gaining Traction | Techdirt - 1 views
3More
Teacher Beat: Has the Research on Formative Assessment Been Oversold? - 1 views
-
it means formative assessment, though promising, isn't necessarily a silver bullet.
-
When will teachers recognize there is NO silver bullet? Not technology, assessment, worksheets or any other attempt that will come down the line, even online learning as outlined in Disrupting class. There just cannot be a one size fits all approach for the wide variety of students we will encounter.
-
-
So the "research" doesn't back up claims of great gains from formative assessment? I stilll can't see how a data collection "check-up" along the way isn't a good idea. Why wait until the autopsy of data at the end of the unit/year? Wonder if they researched the effect size on the same teacher when they used formative assessment vs. when they did not?
3More
The New York Times - Breaking News, World News & Multimedia - 0 views
-
Sales of new homes posted their largest monthly gain in nearly eight years in June, a sign the market is bottoming as buyers respond to lower prices.
-
-
-
48More
shared by Laura Doto on 23 Jun 09
- Cached
Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
shared by Laura Doto on 23 Jun 09
- Cached
-
Social relations—not simply physical space—structure the social worlds of youth.
-
A critical conclusion to be realized that can inform our assumptions as educators.
-
-
When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
-
these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
- ...43 more annotations...
-
Homophily describes the likelihood that people connect to others who share their interests and identity.
-
One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
-
Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
-
Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
-
there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
-
the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
-
As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
-
The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
-
“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
-
Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
-
Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
-
Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
-
to avoid social drama with her friends:
-
The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
-
teens have developed a variety of social norms to govern what is and is not appropriate
-
The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
-
While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
-
primarily a continuation of broader dramas.
-
social media amplify dramas because they extend social worlds beyond the school.
-
Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
-
social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
-
That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
-
finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
-
Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
-
While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
-
Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
-
it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
-
Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
-
They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
-
Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
-
Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
-
Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
-
So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
-
From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
-
That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
-
Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
-
While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
-
Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
-
learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
-
articulating those friendships online means that they become subject to public scrutiny in new ways;
-
This makes lessons about social life (both the failures and successes) more consequential and persistent
-
make these dynamics visible in a more persistent and accessible public arena.
-
co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
9More
shared by Phil Taylor on 06 Apr 09
- Cached
Education 2.0 - Edmodo - Free Private Microblogging For Education - 28 views
www.edmodo.com
ictag pd microblogging web2.0 education twitter socialnetworking teaching edmodo Tools
shared by Phil Taylor on 06 Apr 09
- Cached
-
strong and growing. Thank you!
An unknown error has occured. Please try again later.Enter your email address to have a new password sent out.
requiredthe email does not existnot an email addresschecking...If you are a student and have not supplied Edmodo with an email address, ask one of your instructors to reset your password.
We were unable to validate your Google AccountSign in with your 
Account
-
If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy. -
-
-
I've used Edmodo for 3 years now. It has revolutionized my teaching to the degree that I don't know what I'll do if I ever have to stop using it. -
That is great question. And do you need parent permission for students to use it? -
-
Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen. Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
-
Social networking for teachers & students. Send homework, links, videos, participate in discussions, share ideas.
5More
News: The 'Prior Learning' Edge - Inside Higher Ed - 15 views
-
An examination of the educational records of more than 62,000 adult undergraduates at 48 colleges finds that students who had sought and been awarded academic credit by their institutions for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit.
-
“CAEL’s research confirms that prior-learning assessment can help adults move faster toward their associate’s and baccalaureate degrees. We need to see more institutions offering this option and more adults participating in it.”
-
The concept of "prior learning assessment" is decades old, and it has grown to include multiple types of mechanisms for measuring knowledge and skills that students have accumulated through various types of formal and less formal formats, such corporate training, work experience, and independent study. The most common types of assessments include standardized exams developed by the College Board (the College Level Examination Program exams and Advanced Placement exams), the American Council of Education's guides for recognizing credit for instructional programs offered in the military and by employers, and institutional reviews of individualized student portfolios.
- ...2 more annotations...
-
credit awarded through prior learning assessments offers an opportunity to entice adults back to college with the prospect that they can build on learning they've already gained and reduce both the time and money they might have to expend to earn a credential.
-
"Do PLA students have higher graduation rates because PLA enhances the self-esteem and motivation of students by showing them that they have already mastered college-level learning? Is it also because PLA students already possess characteristics that are associated with better academic outcomes? What institutional policies are influencing whether and how students are using (or not using) PLA, and whether or not this helps them achieve a shorter time to degree?"
15More
The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views
-
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.
-
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.
-
Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
- ...10 more annotations...
-
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.
-
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.
-
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.
-
Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
-
Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
-
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.
-
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.
-
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.
-
The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
-
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.
-
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.
14More
Reading and the Web - Texts Without Context - NYTimes.com - 49 views
-
It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
-
Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
-
-
Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
-
How do teachers help students rise above this "digital forest of mediocrity"?
-
-
Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
-
If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
-
- ...5 more annotations...
-
Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
-
Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
-
-
And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
-
Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
-
Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
-
-
authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
-
Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
-
-
However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
6More
Education Week's Digital Directions: Educators Move Beyond the Hype Over Skype - 52 views
-
-
This isn't just for Skype. Anything we do in the classroom should be targeting specific educational goals.
-
-
-
-
-
Some, such as brian Crosby have done this. http://learningismessy.com/blog/?p=196
-
- ...3 more annotations...
-
In Virginia’s Albemarle County district, Fisher encourages her teachers to use Skype and other collaboration tools because she believes there is no equivalent for giving students an audience for their work. She compares it to a team sport, in which the Skype activity is game day, and other days of class spent in preparation are like after-school practices. “The fact that there’s a game on Friday night ramps up practice on Monday afternoon,” says Fisher. “When you look at what the Web allows us to do, every kid in your classroom can have a worldwide audience. That’s true for writing, and that’s true for some of these oral-presentation types of things,” such as videoconferencing.
-
But according to research funded by Skype Technologies, finding other teachers to connect with remains more frustrating for educators interested in using Skype than gaining permission from administrators and school technology personnel to use the software.
-
-
But make no mistake - the latter is still a frustrating sticking point in many schools and districts.
-
1More
QR codes in Education: qr codes education | Glogster EDU - 21st century multimedia tool... - 68 views
-
Using QR Codes this school is able to link students with QR code readers on their smartphones to rich media associated with different curricula. This is another way these mobile devices are gaining favor as educational devices.
13More
College is a waste of time - CNN.com - 49 views
-
-
Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
-
-
Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
-
-
The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
-
- ...10 more annotations...
-
-
People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change.
-
-
-
I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
-
-
I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
-
Failure is punished instead of seen as a learning opportunity.
-
college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
-
36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
-
Learning by doing
-
A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
-
creating personal portfolios to showcase their talent.
-
document our accomplishments, and have them socially validated with tools such as LinkedIn
6More
School of Education at Johns Hopkins University-How Teacher Thinking Shapes Education - 80 views
-
-
Put aside time for "student directed" questions, including "off-topic" subjects. Put it as an item in the daily agenda, create a lesson plan with this built in. -
-
-
Children are educated by what the grown-up is and not by his talk.
-
f they are unaware of their beliefs, values, and metaphors about learning, teaching, and the nature of knowledge itself
- ...1 more annotation...
-
Only by including the internal processes through which those externals are filtered will we gain a more complete perspective
2More
shared by Holly Barlaam on 09 May 11
- Cached
ARKive - 76 views
www.arkive.org/about
ecology biodiversity endangered endangered species conservation biology life science
shared by Holly Barlaam on 09 May 11
- Cached
-
"A vast treasury of wildlife images has been steadily accumulating over the past century, yet no one has known its full extent - or indeed its gaps - and no one has had a comprehensive way of gaining access to it. ARKive will put that right, and it will be an invaluable tool for all concerned with the well-being of the natural world." Sir David Attenborough Wildscreen Patron -
Information and wonderful photography on endangered species. Information includes stats about each species, such as its classification, range, habitat, threats, current endangered status, conservation efforts, etc. The photos/videos are amazing.
Related searches
- ©2024 Diigo, Inc.
- About
- Pricing & Plans
- Terms of Service
- Privacy Policy
- Blog
- Contact Us