Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
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shared by Christophe Gigon on 09 Dec 08
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
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Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
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With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
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Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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Classrooms which emulate the “fuzziness”
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Gold Standard PBL: Essential Project Design Elements | Blog | Project Based Learning | BIE - 76 views
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Sustained
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students ask questions,
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Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create
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ddition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.
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product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question.
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resent or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public
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aking student work public is an effective way to communicate with parents, community members, and the wider world about what PBL is and what it does for students.
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Project Description of SLI - 15 views
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o address this need, a group of researchers at the University of Colorado Boulder, TERC, and Saint Louis University and educators in Colorado and Missouri are working together to investigate and develop learning environments aimed at improving STEM literacy
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Preparing to use Diigo « social media in education - 122 views
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Invite students using their University e-mail addresses; also invite the course administrator and another tutor (so that the Diigo work doesn’t get lost if you fall ill). Create a link from Diigo to the VLE (using the HTML code that Diigo provides) so that updates are posted to the VLE (I got the idea of using widgets found in Mason and Rennie’s on E-learning and Social Networking Handbook, 2008:83) – and possible show your Diigo ‘education pioneer’ badge too… See the screenshot from my Blackboard VLE below.
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Teacher Console | Diigo - 185 views
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My Assistant tried to add a batch of students and nothing showed up in the end. Hmmmm....
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I'd like to know how to move bookmarks from my individual Diigo to my course diigo. Help?
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Can anyone tell me why these sticky notes are on my library screen. I did not realize this screen was open to the world.
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Any advice for a brand new user? I am trying to create a group for students who need extra help studying for those high stakes tests.
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Group Name
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Options
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As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)
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at Learning Theories - 56 views
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Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in somewhat arbitrary categories.
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shared by Ann Steckel on 21 Sep 10
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Harvard Study Finds Teens Online Lack Ethics - 72 views
mashable.com/...ethical-consideration-online
harvard ethics research Digital Citizenship socialmedia online study digitalcitizenship
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In their research, the team has found that most young people are devoid of ethical thinking or consideration for others when using the web.
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The online behaviors of youth and how to improve and correct them are part of how James feels new media can be used to address the world’s challenges
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The biggest take-away for me was that adults were largely lacking presence in the online life of youth. And, even though this was less true for tweens, the focus was primarily on consequences for poor choices, not digital citizenship. For me, this reflects a larger cultural shift that is occurring and the continued blurring of ethics/morality and the destructive influence of Hollywood.
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AASA :: Public School Bashing: A Dangerous Game - 58 views
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One of the best articles that I have read on change, reform, school bashing, Waiting for Superman,...
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Really liked this! I sent it to all my teacher friends. She does a good job addressing a much better way to enact change in our districts than the method used by media and Hollywood. I think Waiting for Superman is a cop-out. A bonafide cop-out. It's so easy for the media and entertainment industry to just throw sticky-bombs at public schools. The ironic thing is there are so many privileged individuals in the media industries that were taught in elitist environments. When is someone going to make a movie bashing parents who do nothing to help their children succeed? Lastly, I loved her comment about the decision being dumber the further the person making is from a real classroom. Classic. Thanks again for sharing.
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Glad you found it helpful. I thought it was very clear, well written, and offers some solutions... solutions that require social and moral change, not just political and hegemonic change.
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shared by Steve Ransom on 13 Oct 10
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Digital Age Damaging Learning | Nicholas Carr - 72 views
www.smh.com.au/...-something-20101012-16hhd.html
learning dumb google computer criticalthinking faustianbargain
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excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
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curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
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available where there is clear utility, to remove it when there is not
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we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
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Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
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As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
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A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
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In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
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No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
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Is technology producing a decline in critical thinking and analysis? / UCLA N... - 0 views
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Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.
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I wonder when researchers will realize that lecture is not the best way to teach and interact with students? Of course students using the net during a lecture did not hear and process all that was being said, but.... did any bother to measure what they were learning and how the customization of the learning may have addressed the differentiation needs of the learners?
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Or, I wonder how many of us would EXPECT our students to listen to use lecture while we "encouraged" them to use the internet at the same time? Would you listen? Shifted teachers who know how to use tech effectively also know when to NOT use tech.
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"Wiring classrooms for Internet access does not enhance learning," Greenfield said.
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2009 Horizon Report » Key Trends - 0 views
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Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines.
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The notions of collective intelligence and mass amateurization are redefining scholarship as we grapple with issues of top-down control and grassroots scholarship.
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opportunity for increased social interaction and civic engagement among this group. The success of game-based learning strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough.
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Visual literacy must be formally taught,
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Increasingly, those who use technology in ways that expand their global connections are more likely to advance, while those who do not will find themselves on the sidelines.
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Highly recommend Diigo Educator Account - Classroom 2.0 - 2 views
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I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.
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for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.
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then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have
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Bill Wolff's Composing Spaces » Blog Archive » diigo anounces diigo education - 0 views
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The outstanding social bookmarking and annotating application, Diigo, has announced the release of Diigo Education.
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Diigo Education has the following features: Teacher accounts must be approved Personalized Teacher Console A teacher can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. To protect the privacy of students, student accounts have special settings which only allow their teachers and classmates to contact them and access their personal profile information. Ads presented to student account users are limited to education-related sponsors. Educators, especially those in K-12 settings where Diigo is blocked by Internet filters, will benefit from this version. I strongly recommend you apply for a free Diigo Educator account and/or check out the FAQ and Getting Started tutorial.
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Survey: Teens 'sext' and post personal info | Larry Magid at Large - CNET News - 0 views
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The summary points out that "Cyberbullying is widespread among today's teens, with over one-third having experienced it, engaged in it, or known of friends who have who have done either." But that one-third is cumulative of bullies, people who have been bullied and even people who know someone who's been bullied.
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20 percent of teens "say they have sent/posted nude or semi-nude pictures or video of themselves." But the data from the Cox survey showed that while 20 percent of teens "have engaged in sexting," that number, too, is cumulative. Only 9 percent "sent a sext," while 17 percent received one, and 3 percent forwarded a "sext."
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it's important for parents to talk with their teens about appropriate use of the Internet. Don't scare them or shut down their use, but do remind them to mind their manners, think before they post, and seek help if someone is bullying or harassing them.
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the vast majority of teens (72 percent) have a social-networking profile, while 73 percent use cell phones and 91 percent have an e-mail address.
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shared by Marc Patton on 25 Feb 10
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TodaysMeet - 35 views
www.todaysmeet.com
Teaching_Tools Online_Learning_Environments Language_Arts Science Mathematics Social_Studies
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TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.
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TodaysMeet helps you embrace the backchannel and connect with your audience in realtime.
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Kathy Schrock's Guide for Educators - Assessment Rubrics - Kathy Schrock's Guide for Ed... - 116 views
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ow that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. Below you will find a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own.
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
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CAST: Center for Applied Special Technology - 117 views
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WOW! Free tools related to literacy skills. The book builder tool has a section which reads a story (here's a link for "A Tortoise and a Hare") - They offer professional development and multimedia learning tools. ....."A Tortoise and a Hare" - just this one book offers an amazing variety of learning tools including: activating background knowledge, self assessment and reflection, collaboration and communication, action and expression, coping skills and strategies, challenge and support, recruiting interest, goal-centered learning, and designing flexible curriculum. Each of these skills has a specific activity within the story to address it (almost every page has a different one!). Every page also has a question to think about and respond to. At the end it discusses the moral in another activity and the story itself offers extension activities for follow-up. The story is read by a young girl, but there is also a text reader built in, a glossary, and word-by-word English/Spanish translations.
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This is great. Good for educators, parents, and students. The book builder thing is cool!
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An educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
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CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.