Quizlet has become a great teaching tool that I have used for the past few years. I wrote this post a little while ago about easily adding images to Quizlet sets. For younger students, I have found a fun and easy way to use Quizlet flashcards plus a bingo tool for fun and effective review for all topics and subjects. This will even work for middle and high school students.
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Teacher to Teacher: Using Quizlet to Play Bingo - 48 views
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shared by cpaczkowska on 26 Feb 11
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American Rhetoric: Martin Luther King, Jr. - I Have a Dream - 41 views
www.americanrhetoric.com/...mlkihaveadream.htm
Diigo - Chris P's Bookmarks Imported speeches mlk rhetoric martinlutherkingjr
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capital to cash a check
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one hundred years later
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nsufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.
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of Now
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Now is the time
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Fake News: A Library Resource Round-Up - 70 views
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School Clip Art for Teachers and Kids - Free Clipart for Educational Purposes - 130 views
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How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views
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a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
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law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
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By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
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proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
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Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
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offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
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at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
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Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
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students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
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We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
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get crystal clear about what we want students to know and be able to do and then how to measure it.”
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Educational building blocks: how Minecraft is used in classrooms - 85 views
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Levin actually views these negative behaviors as a positive aspect of the lesson, and will often stop the game to address these concerns. He sees it as a way to help shape the way his students behave in an online environment, showing them the importance of acting in a responsible and considerate manner.
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Class begins with the students away from the game, as Levin explains the goals for the day. Then they go to work, often in pre-built worlds created by Levin which feature specific tasks to accomplish or puzzles to solve. But they always need to work together.
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"With its open-ended nature and robust creation tools, Minecraft has been used to create some amazing things. And as one teacher learned, those very same elements that make the game so compelling also make it a great educational tool.
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Using Minecraft to solve problems as a class and learn how to work together.
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Some good learning angles with this multiplayer Hamelin. Have used it myself :-)
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Activity 4: Writing comments - What you need to know | Edublogs Teacher Challenges - 88 views
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If commenting skills are not taught and constantly reinforced, students will limit their comments to things like “I like your blog!” or “2KM is cool!”. While enthusiasm is high with these sorts of comments, students are not developing their literacy skills or having meaningful interactions with other members of the blogging community. Conversations in the comment section of a blog are such rich and meaningful learning experiences for students. Conversations begin with high quality comments.
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How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.
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own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide. Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.
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Tech Savvy Kids - 86 views
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To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
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PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
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The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
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(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views
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Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
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A systematic review of all available treatment studies for music performance anxiety was undertaken.
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reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
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59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
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A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
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However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
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A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
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However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
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Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
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These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
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with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
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For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
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The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
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In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
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Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
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A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
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Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
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Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
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The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
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Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
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Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
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A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
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Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
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None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
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In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
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Team WhiteBoarding with Twiddla - Painless Team Collaboration for the Web - 5 views
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Using Diigo in the Classroom - Student Learning with Diigo - 66 views
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Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with g
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Research Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.
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Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 106 views
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we need to ensure that we are implementing a series of factors that elevate our students' focus and level of concern.
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Your odds of keeping your students on task go up when you mix things up and keep the energy feeling fresh.
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Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.
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Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.
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Are Our Educators Prepared For Their Students? | My Island View - 11 views
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The past learning experiences of educators are so different from the current and evolving experiences of their students that relevance as an educator is extremely important.
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In the 20th century information was for the most part slower to change and often controlled by a small group of power brokers.
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Developing students who are flexible and willing to continually learn is the best we can do to insure their future.
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Google For Educators - 14 views
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7/9/2009Google Apps Tips, Tricks and Even Lesson PlansWant to learn the best ways to use Google Apps in your classroom? Visit our new Education Community Site, where you can learn tips and tricks on using Gmail, Calendar, Docs and Sites, join our education forum and read news all about Google Apps. Or check out standardized lesson plans at the new Google Apps Resource Center - for classroom use of our tools across K-12.
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7/9/2009Sites for TeachersCheck out the new Sites for Teachers page to see how teachers, students and administrators are using Google Sites to create their class sites, organize school trips, and run school projects. 7/9/2009Books, Books, BooksGoogle has reached an agreement with authors and publishers that will make millions of books more accessible in the U.S. You can view full pages from and purchase complete access to millions of in-copyright, out-of-print books or your school can purchase institutional subscriptions to offer your students and teachers complete access to millions of books.
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At Google, we support teachers in their efforts to empower students and expand the frontiers of human knowledge. That’s why we’ve assembled the information and tools you’ll find on this
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Backward Design - Educational Technology - 25 views
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Identify the desired outcomes
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shared by Nadjib Aktouf on 08 May 09
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NZ Interface Magazine | Eight habits of highly effective 21st century teachers - 7 views
www.nz-interface.co.nz/articles.cfm
teaching 21stCentury habits 21stcenturylearning 21stcenturyteacher teachers 21stCenturyskills education
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4. Taking risksThere’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.
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I see this so much in those teachers who are afraid to miss a day of class if something doesn't work as planned. Years go by, and all those neat lessons they'd like to do, remain untried. Teachers end up disappointed they weren't able to update their teachings, and students are disappointed with the redundant, "safe" lessons.
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We all need to take little risks each day in how we teach. Reach out try something new, how else will we grow in our practice. Darren Kuropatwa says it best in his Awakening Posibilities Presentation: 5 Minutes to Make a Difference - http://lwictpln2009.wikispaces.com/Professional+Learning "No such thing as Best Practice, it's all Beta practice!" John Evans
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8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
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8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
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shared by Jennie Snyder on 27 Jan 13
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Lydia Dobyns: A '21st Century' Education Is SO Last Century - 34 views
www.huffingtonpost.com/...tury-education-_b_2441252.html
deeperlearning edleader21 change 21stcentury learning
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We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
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like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
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t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
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Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
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We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
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I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
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Lydia Dobyns: A '21st Century' Education Is SO Last Century http://t.co/fieSUgnj #deeperlearning #edleader21
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Response: Advice From The "Book Whisperer," Ed Week Readers & Me About Teaching Reading... - 1 views
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Other ways I encourage these kinds of discussions includes having students choose their own groupings and books for independent book "clubs" and using the Web as a vehicle to create audio and/or video "book trailers."
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One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."
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Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.
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Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.
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This is an important distinction in that I believe (and research indicates) that our kids ARE reading more than ever before. But it comes in non-traditional forms. We must acknowledge that web based reading is still reading, but it differs. Research also indicates that when kids read digitally, they read in a different pattern. In traditional reading, they read in a z pattern down a page. Digital reading is more of an F pattern,indicating skim and scan.
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