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in title, tags, annotations or urlCOPPA and Schools: The (Other) Federal Student Privacy Law, Explained - Education Week - 4 views
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In a nutshell, COPPA requires operators of commercial websites, online services, and mobile apps to notify parents and obtain their consent before collecting any personal information on children under the age of 13. The aim is to give parents more control over what information is collected from their children online.
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This law directly regulates companies, not schools. But as the digital revolution has moved into the classroom, schools have increasingly been put in the middle of the relationship between vendors and parents.
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In some cases, companies may try to shift some of the burden of COPPA compliance away from themselves and onto schools
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Questioning our Assumptions and Considering Multiple Viewpoints - The Learner's Way - 23 views
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In "Factfulness", Hans Rosling shares a valuable insight into why we must question our assumptions. In times when we are bombarded with information, when false claims abound, having a disposition towards scepticism seems vital. Rosling urges us to not only question the Facts we are presented with but the internal biases which influence how we interpret these Facts.
Book: Vocabulary Ninja: Mastering Vocabulary by @MrJenningsA via @BloomsburyEd - 9 views
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"Building a rich vocabulary, across the curriculum, is one of the main aims for most teachers. Not only does a rich vocabulary help to create strong writing skills, but also can help with improving access to all areas of the curriculum. In his book, Andrew Jennings explains why vocabulary should be a focus in your classroom, providing resources and inspiration to help optimise vocabulary learning. Resources include a focus on SPaG facts, key vocab words that support various popular primary topics, an etymology section to inspire pupils, and looking at various grammatical features that can help build a repertoire of rich vocabulary. Throughout, the book provides other resources that can be copied for classroom use, or be used to take home to help build vocabulary skills away from the school setting."
Number Talks for Number Sense - The Learner's Way - 7 views
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"Number Talks" is an approach to the teaching and learning of Number Sense. Rather than relying on the rote-memorisation of isolated number facts achieved through drills of "table-facts", Number Talks aim to build confident, number fluency, where learners recognise patterns within and between numbers and understand the properties of numbers and operations. Number Talks are a "mind on" learning task that engages students in an active learning process as they search for patterns, decompose and recompose numbers and develop a flexible understanding.
All About Explorers - 18 views
Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views
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most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
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Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
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defined by process, aim, and expertise.
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Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
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What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
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The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views
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The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
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Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
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Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
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Journey to the Centre of the Earth - 23 views
What Artificial Intelligence Could Mean For Education : NPR Ed : NPR - 15 views
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, in a world where computers are taking more and more of the jobs, what is it that humans most need to learn? It probably isn't primarily memorizing facts or figures, or simple rules for problem solving.
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An immediate answer is that more of us need to get better at building and interacting with software tools.
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the growing movement in education to focus on building social and emotional competencies.
Can Mary Shelley's Frankenstein be read as an early research ethics text? | Medical Humanities - 7 views
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Can Mary Shelley’s Frankenstein be read as an early research ethics text?
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Frankenstein is an early and balanced text on the ethics of research upon human subjects and that it provides insights that are as valid today as when the novel was written.
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Mary Shelley conceived the idea for and started writing Frankenstein in 1816 and it was first published in 1818.1 In its historical context, the earlier 17th and 18th centuries had seen the early signs of the rise of science and experimentation. Francis Bacon (1561–1626) had laid the theoretical foundations in his “Great Insauration”2 and scientists such as Boyle, Newton, and Hooke developed the experimental methods. Sir Robert Talbor, a 17th century apothecary and one of the key figures in developing the use of quinine to treat fevers, underlined this: “the most plausible reasons unless backed by some demonstrable experiments seem but suppositions or conjectures”.3
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Promise yourself more 'me' time in 3 simple steps - UKEdChat.com - 10 views
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"Teaching and leading within an educational setting can demand a copious amount of time, and many educators struggle to maintain a healthy work/life balance. In fact, previous research has shown that striving for a positive work/life balance is an unobtainable myth, and with constant mobile notifications, e-mails, along with the never-ending pile of marking and planning that needs doing, how can you stop working when you're off the clock?"
http://www.sciencedirect.com/science/article/pii/S2211368115000728 - 18 views
A Teacher's Top 3 Must Haves | @LeadingLearner - 54 views
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Being able to construct a learning progression from simple facts to important concepts or simplex skills to complex ones is our daily bread and butter. The ability to do this really well sets some teachers apart. It helps create a focus on learning within the classroom rather than just being busy. Whilst the sequencing of knowledge is a crucial starting point the real star teachers also know the points at which key misunderstandings or mistakes are often made by pupils. In the classroom they are already alert to these possible errors and can intervene quickly and incisively. Teachers spending time planning together must focus on the learning progressions or journeys, if you prefer. A critical element of this planning is the determining of excellence; what standard should these pupils be able to reach. My suggestion would be start with the end in mind; what kep concept or complex skill are you trying to teach.
How I Rewired My Brain to Become Fluent in Math - Issue 17: Big Bangs - Nautilus - 2 views
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By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence. As one (failing) engineering student recently told me: “I just don’t see how I could have done so poorly. I understood it when you taught it in class.” My student may have thought he’d understood it at the time, and perhaps he did, but he’d never practiced using the concept to truly internalize it. He had not developed any kind of procedural fluency or ability to apply what he thought he understood.
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Time after time, professors in mathematics and the sciences have told me that building well-ingrained chunks of expertise through practice and repetition was absolutely vital to their success. Understanding doesn’t build fluency; instead, fluency builds understanding. In fact, I believe that true understanding of a complex subject comes only from fluency.
Partial Products Song (Area Model/Distributive Property) - YouTube - 0 views
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This is a catchy song reminding students to decompose numbers in order to solve those unknown facts such as 7x8. Great visuals and he uses common language. "https://youtu.be/I9mm_m1EZ4M"