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After they finished answering the question about the Kashmir conflict via their smartphones and other devices, Harris’ students said the technology allows them to share more information and exchange ideas with each other.

being able to use technology you’ve grown up with just feels natural. “It fits in with what we’re doing at home,”

One major difference between Natives and Immigrants is the way we process information.

Our students look to us to incorporate these new technologies into our advising practice. Students increasingly want to contact us via email, text messaging, and instant messaging rather than meet with us in our offices.

o culture is starved. Aesthetics are gone. Joy in learning is regarded as a bothersome distraction. "These kids don't have time for joy, or whim, or charm, or inquiry! Leave whim and happiness to the children of the privileged. Poor kids can't afford that luxury." Even good and idealistic inner-city principals tell me that they feel they have no choice.

Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.

After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.

As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.

limits students’ sense of isolation and fosters communal feeling among classmates

active learning limits students’ sense of isolation and fosters communal feeling among classmates.

active learning limits students’ sense of isolation and fosters communal feeling among classmates

Researchers have identified qualities like delayed gratification, "grit" and "mindset," and they've developed curricula designed to instill those qualities. The idea is that the ability to apply yourself to a task, screen out distractions and believe in the possibility of your own improvement is a bigger determinant of success than reading and math skills.

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.

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.

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.

What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.

Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.

Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use

The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance

There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a “criminal offense against a person or property motivated in whole or in part by an offender’s bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity,” including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech or conduct; it is specific criminal behavior that ranges from property crimes like vandalism and arson to acts of intimidation, assault, and murder.  Victims of hate crimes can include institutions, religious organizations and government entities as well as individuals.

Questions generated for research were based on the provocation and a focus question why do teens make stupid choices? As the questions generated for this task were generated by the students themselves they found them intrinsically motivating.

If you want students to have a voice and to have choice as well as developing a need to know about some area of content, then they should be generating their own questions.

Grades, conversely, discourage learning, as students either feel like failures upon receiving low marks or have a falsely-inflated sense of accomplishment based on high marks, which are almost always subjective.

SE2R — Summarize, Explain, Redirect and Resubmit

Since disdaining grades in favor of narrative feedback, I spend much more time doing what my colleagues call grading. I evaluate and re-evaluate student work daily. Project feedback is ongoing. I have 120 students so I’m writing seemingly all of the time. I’m often asked by teachers and friends, “Isn’t it a lot of work?”  Definitely. Would I ever return to traditional grading? Never.