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Martin Burrett

Maths & Logic puzzles - 63 views

www.puzzlemania.org.uk

puzzle maths logic puzzles flash

shared by Martin Burrett on 07 Aug 11 - Cached
  • Martin Burrett on 07 Aug 11
     
    A great resource with lots of well made logic and maths puzzle for children. http://ictmagic.wikispaces.com/maths
BTerres

Gudii - 79 views

ilearntechnology.com/...t-2011-06-09-at-4.11.21-PM.png

Games math activities

shared by BTerres on 09 Jun 11 - No Cached
  • BTerres on 09 Jun 11
     
    "Gudli is a collection of games for kids that makes learning fun. Students can play these interactive educational games while developing skills in math, logic, memory, words, creativity and more. Gudli is free to use and a fantastic learning space for students in kindergarten, first and second grade."
Josh Flores

Motherlode - Whose Failing Grade Is It? Child's or Parents'? - NYTimes.com - 69 views

www.nytimes.com/...e-is-it-childs-or-parents.html

rhetoric argument art conversation authentic

shared by Josh Flores on 23 May 11 - No Cached
    • Josh Flores
      Josh Flores on 23 May 11
       
      Model for Rhetorical Arguement and Authentic Substantive Conversation in the classroom. Appeals: Ethos (Blue) - Ethics and Morals Logos (Green) - Logic and Reasoning Pathos (Pink) - Emotions and Feelings
  • Josh Flores on 23 May 11
     
    Model for Rhetorical Arguement and Authentic Substantive Conversation in the classroom. Appeals: Ethos (Blue) - Ethics and Morals Logos (Green) - Logic and Reasoning Pathos (Pink) - Emotions and Feelings
Josh Flores

Gender Games - Born on Sideline, Cheering Clamors to Be Sport - NYTimes.com - 20 views

www.nytimes.com/...ering-clamors-to-be-sport.html

shared by Josh Flores on 23 May 11 - No Cached
  • taking their place in a thriving American tradition that has been around for nearly as long as football
    • Josh Flores
      Josh Flores on 23 May 11
       
      Model for Argument and Rhetoric
  • taking their place in a thriving American tradition that has been around for nearly as long as football
  • ...7 more annotations...
  • athletic feats of grace and strength
  • a complicated and emotional question has arisen: has cheerleading become a true sport?
  • For many women
  • especially those who worked at the forefront of the push for equality in college sports, the answer for a long time was no
  • endorsing an embarrassing holdover from a time when girls in tight-fitting outfits were expected to do little more than yell support for boys
  • skeptical of high schools and universities that counted female cheerleaders as athletes as a way to evade their obligation to provide opportunities for women in more traditional sports, like softball and soccer
  • Why should cheerleading not be considered a sport when it required a complex set of technical skills, physical fitness and real guts?
Peter Beens

Studyladder, online english literacy & mathematics. Kids activity games, worksheets and lesson plans. - 88 views

www.studyladder.net

literacy numeracy interactive

shared by Peter Beens on 28 Apr 11 - No Cached
  • Peter Beens on 28 Apr 11
     
    Studyladder is a highly effective, logically organised, Mathematics and Literacy program. It has been developed by experienced educators to inspire and motivate learning. It is suitable for Primary and Junior High School students and is very easy to use - students simply login with a username and password to access all the learning materials.
Carla Wimmersberger

Learning. Your time starts… now! | Betchablog - 47 views

chrisbetcher.com/...learning-your-time-starts-now

shared by Carla Wimmersberger on 13 Apr 11 - No Cached
  • If you accept that Learning is a Conversation, and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
  • It might be easy to think that the people on the stage at conferences have the knowledge and that if we simply listen to them we will get wisdom, but the truth is that sometimes it just doesn't work like that, and even if it does, most of those ideas gather far more momentum once we start to internalise them through further conversation with others. Ideas beget ideas, one thing leads to another, and you often find some of the best, most useful ideas come to you not from what was said by a speaker, but from things that came to to you as a result of further conversation about what was said.  (by the way, the same logic applies in classrooms too!)
  • If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?
  • ...8 more annotations...
  • Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now!  And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
  • if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
  • Papert said that the one really valuable skill for a 21st century learner is that of being able to "learn to learn"... To be able not just to know the answers to what you were taught in school, but to know how to find the answers to those things you were not taught in school.
  • So how do virtual communities fit into this? They are an obvious and convenient way of extending conversations with other likeminded people, no matter where (or when) in the world they might be.
  • Unfor
  • If you accept that Learning is a Conversation , and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
  • If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?  Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now!   And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
  •  if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
sha towers

Free Online Course Materials | MIT OpenCourseWare - 86 views

ocw.mit.edu/index.htm

education mit learning OpenCourseWare E-Learning Courses resources

shared by sha towers on 06 Jan 11 - Cached
  • trisha_poole on 06 Jan 11
     
    Free lecture notes, exams, and videos from MIT. No registration required.
  • sha towers on 13 Apr 11
     
    MIT's opencourseware feels like the logical outgrowth of Illich's "learning webs" (from Deschooling essay) 
D. S. Koelling

A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher Education - 40 views

chronicle.com/...126451

shared by D. S. Koelling on 28 Feb 11 - No Cached
  • at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
  • What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
  • students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
  • ...10 more annotations...
  • Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
  • It has become difficult to give students honest feedback.
  • As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
  • Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
  • Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
  • It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
  • Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
  • Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
  • Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
  • Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
  • Steve Ransom on 28 Feb 11
     
    So many issues here to deal with. Good read.
trisha_poole

8ways - home - 92 views

8ways.wikispaces.com

8ways pedagogy aboriginal_pedagogy multiculturalism multipleintelligences EED208 aboriginal indigenous education

shared by trisha_poole on 27 Jan 11 - Cached
  • trisha_poole on 27 Jan 11
     
    The framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.
Tim Hornbacher

Love and Logic: Free Teaching Resources - 24 views

www.mrfoxhole.com/...c-free-teaching-resources.html

foxhole classroom love and logic teaching strategies education free resources

shared by Tim Hornbacher on 21 Nov 10 - No Cached
  • Tim Hornbacher on 21 Nov 10
     
    Many of you are familiar with the Love and Logic Series (Parenting with Love and Logic, Teaching with Love and Logic, etc). Well yesterday a fellow teacher showed me a resource the Love and Logic Institute is providing for teachers. The free resources cover: How to Create a Love and Logic Classroom  Misbehavior Cycle Special Reminders Regarding the Use of the "Recovery Process" for Disruptive Classroom Turn Your Words into Gold The Delayed or "Anticipatory" Consequence Twenty-Three Classroom Interventions
Ann Steckel

BBC News - Is multi-tasking a myth? - 36 views

www.bbc.co.uk/...magazine-11035055

shared by Ann Steckel on 23 Aug 10 - Cached
  • What that suggests, the researchers say, is that multi-task are more easily distracted by irrelevant information. The more we multi-task, the less we are able to focus properly on just one thing.
  • A raft of studies has found that, actually, multi-tasking is a good way to do several things badly.
  • We're not really multi-tasking. We're switching between tasks in an unfocused or clumsy way."
  • ...2 more annotations...
  • Amazing, but as it turns out, quite logical. "The brain has very specialised modules for different tasks, like language processing and spatial recognition. It stands to reason that two similar tasks are much harder to do simultaneously, because they're using similar bits of tissue."
  • Driving and talking doesn't use the same bits of brain. Answering an e-mail while chatting on the phone does. In effect, we are creating information bottlenecks.
Peter Beens

Drop Everything and Blog « doug - off the record - 26 views

dougpete.wordpress.com/...drop-everything-and-blog

blogging education literacy @dougpete

shared by Peter Beens on 25 Nov 09 - Cached
  • Peter Beens on 25 Nov 09
     
    Both schools have been supporters of the "Drop Everything and Read" concept. Observations over time have been that it has become a relatively passive activity - a good one - but still in need of something. So, they're going to experiment with a concept that they're calling "Drop Everything and Blog". The logic is one of scaffolding the concept. You can't really blog unless you have something to blog about. So, the initial attempt will be to have students and teachers blog about favourite books that they've read. Once blogged, classmates will be encouraged to read the original post and comment on it.
  • Peter Beens on 25 Nov 09
     
    Bring your "drop everything and read" literacy sessions up a notch -- how about "stop everything and blog". My personal suggestion with this -- use Google Documents and allow the option of simultaneous collaboration.
Virginia Meadow

Mae Jemison on teaching arts and sciences together | Video on TED.com - 48 views

www.ted.com/...rts_and_sciences_together.html

diigo jemison ted.com

shared by Virginia Meadow on 11 Oct 09 - Cached
  • Virginia Meadow on 11 Oct 09
     
    TED Talks Mae Jemison is an astronaut, a doctor, an art collector, a dancer ... Telling stories from her own education and from her time in space, she calls on educators to teach both the arts and sciences, both intuition and logic, as one -- to create bold thinkers.
Todd Finley

Metagifted Education Resource Organization: Critical Thinking - 2 views

www.metagifted.org/...criticalThinking

CriticalThinking resources

shared by Todd Finley on 21 Aug 09 - Cached
  • Criticial Thinking Org Center for Critical Thinking Library for K-12 Educators Tactical and Structural Recommendations for bringing critical thinking into the K-12 classroom - Excellent ideas for teachers!!! Critical Thinking Across the Curriculum Project Mission Critical page San Jose University's Critical Thinking Web Page Logical Arguments A Brief History in the Idea of Critical Thinking Google.Com Search on "Bloom's Taxonomy" Google.Com Search on "Critical Thinking" Links to General info about Critical Thinking on About.com
Steve Ransom

Online debate community for logical, passionate people - CreateDebate - 2 views

www.createdebate.com

debate discussion web2.0

shared by Steve Ransom on 30 Jun 09 - Cached
  • Steve Ransom on 30 Jun 09
     
    CreateDebate is a social tool that democratizes the decision-making process through online debate.
Ed Webb

Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views

education.change.org/...earch_dissing_technology_bombs

shared by Ed Webb on 04 Feb 09 - Cached
  • More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
    • Ed Webb
      Ed Webb on 04 Feb 09
       
      Absolutely the key part of the argument. It's how you use the tools that matters.
  • 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. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
  • It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
  • Ed Webb on 04 Feb 09
     
    I love this post so much I want to hug it
Maggie Tsai

Online Teaching and Learning: Makin' Whuffie - 1 views

onlinelearningnotes.blogspot.com/...makin-whuffie.html

diigo review socialcapital education

shared by Maggie Tsai on 15 Nov 08 - Cached
  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • Members of an online community gain social capital by making thoughtful or helpful contributions.
  • Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
  • ...5 more annotations...
  • Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
    • Maggie Tsai
      Maggie Tsai on 15 Nov 08
       
      Good points. On Group bookmarks we have votes now. Will be adding more meaningful (ie. taken anti-spam into consideration) contribution attributes to reward user participation!
  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
  • A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
  • Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
  • Maggie Tsai on 15 Nov 08
     
    Thoughtful article on "social capital"
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