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Debra Gottsleben

Read Like a Historian - 154 views

  • ence.   I have used almost all lessons in the Expansion/Slavery curriculum section and I absolutely love these lesson. They are easy to use, well planned out, and it gets the students to stay on task and use academic language when discussing the material. The information is easily retained and the students are making more and more connections with material previously covered in class.   Rodney Del Rio, Teacher, Delano, CA More Testimonials
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    US history curriculum and lesson plans for STanford univ.
Rosemarie El Youssef

Free Audio Book Downloads - 17 views

  • Carroll, Lewis – Alice in Wonderland – Free iTunes – Free MP3s – FREE from Audible
  • Aesop – Aesop’s Fables – Free iTunes – Free MP3 – FREE from Audible
  • Chopin, Kate – Selected Stories – Multiple Formats
  • ...12 more annotations...
  • Conan Doyle, Arthur - The Adventures of Sherlock Holmes – Free iTunes – Free MP3 Zip File – FREE from Audible
  • Conan Doyle, Arthur – The Memoirs of Sherlock Holmes – Free iTunes – Free MP3s
  • Conan Doyle, Arthur – The Return of Sherlock Holmes – Free iTunes - Free MP3s
  • Conan Doyle, Arthur - The Speckled Band – Free iTunes
  • Kipling, Rudyard – Just So Stories for Little Children – Free MP3 iTunes
  • Montgomery, Lucy Maud – Anne of Green Gables – Free iTunes – FREE from Audible
  • Henry, The Gift of the Magi – iTunes - Free MP3 – FREE from Audible
  • Poe, Edgar Allan - The Complete Stories – Free iTunes Free eBook available here.
  • Poe, Edgar Allan – The Cask of Amontillado – Free iTunes – FREE from Audible
  • Poe, Edgar Allen - The Raven (as read by Christopher Walken) – Free YouTube Audio
  • Poe, Edgar Allen - The Pit and the Pendulum – Free MP3 Poe, Edgar Allen – The Tell Tale Heart – Free MP3 – FREE from Audible
    • Rosemarie El Youssef
       
      I highlighted some stories I think you might enjoy. If you try downloading any of them leave me a note with a review :)
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    Try LISTENING to a new book...maybe even a classic!
Misha Miller

Using Groups Effectively: 10 Principles » Edurati Edu - 50 views

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    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
Randolph Hollingsworth

Digital History Project hub site for historians - 28 views

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    Digital history is an emerging and rapidly changing academic field. The purpose of the Digital History Project is to educate scholars and the public about the state of the discipline by providing access to: interviews with scholars about topics related to digital history; presentations and essays about the field by noted scholars; syllabi and student projects from courses in digital history; edus of major online projects and of tools which may be of use to digital historians; indices of peer-edued scholarship and digital projects; a directory of historians practicing digital history; and a clearinghouse of current events and news items of interest. Partners The site is made available through the generous support of the John and Catherine Angle Fund. It received production assistance from the New Media Center at the University of Nebraska-Lincoln. This site is maintained by Douglas Seefeldt, Assistant Professor of History & Faculty Fellow, Center for Digital Research in the Humanities, and William G. Thomas, III, John and Catherine Angle Chair in the Humanities and Professor of History, both of the University of Nebraska-Lincoln.
svanwaters

Literature Reviews: An Overview for Graduate Students. - 24 views

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    Video of how to create a literature review
Chris Betcher

iPads in education - edna.edu.au - 163 views

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    The iPad is being trialled in a large number of schools and educational settings across Australia. This theme page provides links to school trials, app edu sites, blogs by teachers using iPads and a range of other useful resources for iPads in and out of the classroom.
Michele Brown

HipHughes History - 5 views

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    These video lectures are designed to explain concepts in U.S. History and a small but growing arsenal of World History ideas. Perfect for finals and state exams such as the NY US History Regents and World History Review. Youtube Review Guru
Nancy White

I-Search - Emerging Perspectives on Learning, Teaching and Technology - 100 views

  • She introduces the concept of the I-Search to her students and has them select a topic they would like to explore
  • I-Search is the process of searching for answers to questions which have personal meaning to the writer combined with a metacognitive review of the search process.
  • In the I-Search process, students have ownership of their research
    • Nancy White
       
      This is key to motivation!
  • ...8 more annotations...
  • Through the I-Search process, students eventually develop their critical thinking skills
  • 6 C’s of motivation
  • Choice
  • Challenge
  • Control
  • Collaboration
  • Constructing meaning
  • Consequences
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    Great review and snapshot of what the iSearch process looks like, its benefits and challenges.
Jason Schenzel

ide@s - Interactive dialogue with educators across the state - 2 views

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    Teacher-reviewed, standards-aligned lessons, interactive tools, video, high-quality digital images, and other resources for use in curriculum development and classroom instruction
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    Teacher-reviewed, standards-aligned lessons, interactive tools, video, high-quality digital images, and other resources for use in curriculum development and classroom instruction
Roland Gesthuizen

DERN - 49 views

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    "Welcome to the Digital Education Research Network (DERN) for 2014. At the start of each school and academic year teaching subjects and courses for the coming year are often Edued and resources allocated. Questions invariably arise about the benefits of learning with digital technologies and the best ways to deploy digital technologies; that is, what are the current technology trends?"
Mary Glackin

http://net.educause.edu/ir/library/pdf/csd6280.pdf - 16 views

  • This  articlepresents  the  outcomes  of  a  typological  analysis  of  Web  2.0  learning  technologies.  A  comprehensive  review  incorporating  over  two  thousand  links  led  to  identification  of  212Web  2.0  technologies  that  were  suitable  for  learning  and  teaching  purposes.
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    !A!comprehensive!review!incorporating!over!two!thousand!links!led!to! identification!of!212 Web!2.0!technologies!that!were!suitable!for!learning!and! teaching!purposes.!
Matthew Henry

An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAUSE EDU) | EDUCAUSE.EDU - 120 views

  • I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
  • Knowing your larger purpose enables you to do what comes next.
  • Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
  • ...7 more annotations...
  • you have to be willing to engage at a high level.
  • learning-centered, data-rich, high-value pathways to your educational goal
  • Our decisions, models, and innovations should be based, first, on learning.
  • not using technology
  • the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
  • We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
  • because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
Rafael Morales_Gamboa

The Evolving MOOC (EDUCAUSE EDU) | EDUCAUSE.EDU - 12 views

  • All content can be learned directly through the online courseware, but learning by students benefits from guidance by a teacher and conversations with peers
  • we aim to bring a valuable curricular resource to more students without removing the important role of face-to-face engagement.
    • Rafael Morales_Gamboa
       
      It is important to mention here that there is evidence that many people who takes MOOCs arrange meetings with others in the course that live near enough, in order to discuss the matter, help each other, and generally improve their learning experience. Face to face interaction does not have to be preestablished by the MOOC designer/provider, nor it have to take place in classrooms.
  • we decided to create curricula for teachers to bring to their classrooms using MOOC technology
Maggie Tsai

MeaningPhil Stuff?: Web 2.0 in the Classroom - 6 views

  • I just finished teaching a computer ethics course at Judson University--okay, it's still Judson College now, but they will be changing to University this Fall (www.judsoncollege.edu). I used a web 2.0 tool called diigo (www.diigo.com). Diigo is an acronym for "Digest of Internet Information, Groups and Other stuff".It may be that you've heard of del.icio.us which is a very popular social bookmarking tool. Diigo is a social bookmarking tool plus annotation tool. It allows you to read an article, bookmark it, and within the article, make annotations like "highlighting" and "sticky note comments". This makes it an awesome research tool.In the past I have had students bring articles to class that pertain to the assigned chapters, but this time I made this an entirely digital activity. The students were to find online articles, book mark, annotate, and share them with the group forum that I set up for them. We then, with the group forum on the projector screen, would have each student talk us through their article.While this tool is still in "beta" the student assessment survey that was taken at the end of the last class seemed to indicate that this activity was well received.
david stong

Competency-Based Education Programs versus Traditional Data Management (EduCAUSE Edu) | EduCAUSE.Edu - 23 views

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    "Competency-based education programs challenge traditional data management approaches across the academic institution because they defy conventional notions of time in relation to fixed-length terms, synchronous delivery, and student-faculty interactions."
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