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david stong

Tweaked science textbook diagrams boost student understanding - Futurity - 0 views

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    "This study suggests textbook publishers can improve student understanding of key concepts by revisiting the design of these life cycle diagrams. Furthermore, our findings suggest there may be value in studying the design elements in other life science diagrams to see if we can make them more effective teaching tools."
Tara Heath

Know Your Rights | Students' Rights | American Civil Liberties Union - 2 views

  • Do I have First Amendment rights in school? You have the right to speak out, hand out flyers and petitions, and wear expressive clothing in school — as long as you don’t disrupt the functioning of the school or violate school policies that don’t hinge on the message expressed. What counts as “disruptive” will vary by context, but a school disagreeing with your position or thinking your speech is controversial or in “bad taste” is not enough to qualify. Courts have upheld students’ rights to wear things like an anti-war armband, an armband opposing the right to get an abortion, and a shirt supporting the LGBTQ community. Schools can have rules that have nothing to do with the message expressed, like dress codes. So, for example, a school can prohibit you from wearing hats — because that rule is not based on what the hats say — but it can’t prohibit you from wearing only pink pussycat hats or pro-NRA hats. Outside of school, you enjoy essentially the same rights to protest and speak out as anyone else. This means you’re likely to be most protected if you organize, protest, and advocate for your views off campus and outside of school hours. You have the right to speak your mind on social media, and your school cannot punish you for content you post off campus and outside of school hours that does not relate to school.
  • Can my school tell me what I can and cannot wear based on my gender? Public schools can have dress codes, but under federal law dress codes can’t treat students differently based on their gender, force students to conform to sex stereotypes, or censor particular viewpoints. Schools can’t create a dress code based on the stereotype that only girls can wear some types of clothes and only boys can wear other types of clothes. For example, your school can require that skirts must be a certain length, but it cannot require that some students wear skirts and prohibit others from doing so based on the students’ sex or gender expression. That also applies to pants, ties, or any other clothing associated with traditional gender roles. Dress codes also must be enforced equally. For example, rules against “revealing” clothing, such as bans on tank tops or leggings, shouldn’t be enforced only or disproportionately against girls. All students should be allowed to wear clothing consistent with their gender identity and expression, whether they identify as transgender or cisgender. This also applies to homecoming, prom, graduation, and other special school events. Schools shouldn’t require different types of clothing for special events based on students’ sex or gender identity — for example, requiring tuxedos for boys and prom dresses for girls.
  • Can my school discipline me for participating in a walkout? Because the law in most places requires students to go to school, schools can discipline you for missing class. But schools cannot discipline you more harshly because of the message or the political nature of your action. The punishment you could face will vary by your state, school district, and school. If you’re planning to miss a class or two, look up the policy for unexcused absences for your school and school district. If you’re considering missing several days, read about truancy. Also take a look at the policy for suspensions. If you are facing a suspension of 10 days or more, you have a right to a formal process and can be represented by a lawyer. Some states and school districts require a formal process for fewer days. You should be given the same right to make up work just as any other student who missed classes.
Miki Lau

EDUC1015 Evaluation Rubric for Educational Apps.pdf - 5 views

shared by Miki Lau on 09 Mar 22 - No Cached
  • Webb’s Depth of Knowledge
    • Miki Lau
       
      What is it?
  • 21st Century Skills: Does the app require users to engage “21st Century” skills, which includes the ability to collaborate, make data-driven decisions, and solve complex problems?
  • Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready?
Nigel Coutts

Language Moves that Encourage Initiative - The Learner's Way - 5 views

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    Why might it be that our students struggle with independence? Maybe it comes from the language moves we make. As with the language of thinking, being deliberate with our choices can help us to create a classroom culture where students demonstrate independence and initiative.
Martin Leicht

Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views

  • Attention is reciprocal.
  • The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
  • importance of having students share their strengths and values with you at the beginning of a semester
    • Martin Leicht
       
      NOTE - Everyone is their own individual and bring a lot to your class. The more you know about them, the better chance you can find out how to motivate them.
  • ...13 more annotations...
  • Recognize their individuality
  • The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
  • because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
    • Martin Leicht
       
      NOTE - I taught from the back. We showed a lot of videos and did demonstrations. So, it was easy to "teach" from the back. ON ZOOM - how do you teach from the back of the class?
  • One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
  • Speak to all corners of the room
  • They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
  • Tell you about an important value
    • Martin Leicht
       
      NOTE - Maybe it doesn't need to be all writing? Maybe it can be images and audio or video recordings to accompany them.
  • Tell you about a unique perspective or life experience
  • Describe their greatest academic strength
  • The obvious solution here is to break that barrier
  • Use their names regularly.
    • Martin Leicht
       
      NOTE - Notoriety means power or maybe at least the power to capture their attention.
  • She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
    • Martin Leicht
       
      NOTE - Author's previous post about CLOSE READING. Really spend some time on the name.
  • What is most deserving of our attention in the classroom, of course, are the other human beings in our presence
Martin Leicht

Distracted Minds: Why You Should Teach Like a Poet - 4 views

  • Routine is a great deadener of attention.
  • When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
  • same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
  • ...17 more annotations...
  • Be astonished.
  • Pay attention.
  • Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
  • We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
  • Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
  • Close — and I mean really close — reading.
  • in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
  • Tell about it.
  • asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
    • Martin Leicht
       
      Metacognition exercise of sorts?
  • Engagement with objects.
  • pointed out anomalies and inconsistencies, and wondered
  • What? For the first step, students spend time just observing the object and taking notes.
  • So what? Students write down questions based on their observations and share them with one another.
  • Now what? The final stage shifts into more whole-class and teacher-centered discussion
  • Attention through assessments.
  • For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
  • As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
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    Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
Nigel Coutts

Pondering metaphors for the impact that we have as educators - The Learner's Way - 4 views

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    often think in metaphors. They help me to clarify and communicate my thinking. A metaphor can make a complex idea accessible and comprehensible. They invite understanding and are a useful catalyst for conversation. A metaphor can be made even more powerful when it is combined with a practical demonstration. One metaphor I like to share with colleagues revolves around the impact that we might have as teachers. - A guest post by Stellina Sim
Nigel Coutts

Taking a Reflective Stance - The Learner's Way - 7 views

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    To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.
Martin Burrett

Webinar about eBooks: Books for every reader - How digital can make a difference, with @OverDriveEd - UKEdChat - 4 views

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    The original webinar took place on 28th October 2020 and explored how eBooks can augment your existing library and reading book schemes, both at primary and secondary schools. Experts Hannah Monson and Meredith Wemhoff talk to Martin Burrett about how eBooks can help in the current pandemic situation and beyond. They also tackle viewers' questions. Have a question? Get in touch via one for the methods below. Submit your details here for the chance to win a 10 inch Samsung Tab. One winner will be chosen at random on 30th November 2020.
Nigel Coutts

Telling a new story of learning and school - The Learner's Way - 4 views

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    One of the key ways by which we make sense of our world is by analysing the stories that we and others use to describe it. These stories are a construct of our experiences, our beliefs, our cultural perspectives and the interactions between these things. Even when the context in which the story is set is the same, the details and nature of the story that particular individuals or collective share can differ vastly. Only by listening to each story with empathy and genuine desire to understand each individual's telling of this story do we develop true insights. Making sense of the stories of education should be a key process for all educators.
Nigel Coutts

The Power of Making Thinking Visible with Ron Ritchhart & Mark Church - The Learner's Way - 17 views

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    On Saturday PZ Sydney Network hosted Ron Ritchhart and Mark Church for a conversation about their new book, "The Power of Making Thinking Visible". What follows is a summary of some of the key messages from this conversation. You can watch the whole conversation above. For more learning opportunities like this visit the PZ Sydney Network or follow @pzsydnetwork on Twitter.
Nigel Coutts

Collections - The Learner's Way - 4 views

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    This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.
Nigel Coutts

Essential Reading for Teachers Interested in Thinking - The Learner's Way - 22 views

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    If you are interested in building a classroom culture where thinking is noticed, named and celebrated, there are three books which make essential reading. They provide clear evidence for why teachers should focus their efforts on encouraging and normalising thinking and offer research-backed strategies to support this. The books are the result of ongoing research by Harvard's Project Zero and their lead author Ron Ritchhart.
thebda

4 Tips for Remote PBL: How I Did the "Making Space for Change" Project | PBLWorks - 18 views

  • Flesh out your project milestones.
  • The “project milestones” table in the PBLWorks project planner is an excellent tool for organizing specific activities for logical student workflow
Nigel Coutts

Slow Looking at Home or Doing More with Less - The Learner's Way - 16 views

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    It seems that thanks to COVID19, educators, parents and students are in a rush. It seems the rush started moments after the decision was made to promote social distancing by offering remote learning. From quality learning in classrooms focused on deep learning we shifted into top gear. Packets of work were prepared, online tools rapidly expanded, new options for content delivery were examined and quickly deployed. We wanted to make sure that our students would be kept busy. Parents wanted their children to be busy. - Maybe slow looking is the solution?
meghankelly492

Ms. Kelly's Music Class - 1 views

  • Google Classroom page
  • Google Classroom page
  • CLICK HERE!
  • ...9 more annotations...
  • March 30-April 3
  • For example (to the tune of Bohemian Rhapsody)Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
  • Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
  • For example (to the tune of Bohemian Rhapsody)
  • Each week I will post a fun activity to try if you would like.  Anyone in the school can complete the task! Send your final product to Ms. Kelly: meghan.kelly@springsschool.org and a winner will be chosen and featured on my website!YOUR TASK: Create a "Parody" of a song that describes what is happening right now in the world. Take a song and re-write the words to talk about social-distancing/ staying at home/however you are feeling. Make a video of you singing, dancing, and send the words and video to Ms. Kelly. One winner will be chosen. Good luck!
  • No escape from th
  • family
  • Maybe just allergies?
  • aught in a lockdown
Siri Anderson

Cell Phone Tracking Analysis Shows Where Florida Springbreakers and New Yorkers Fleeing Coronavirus Went to Next | Common Dreams News - 14 views

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    Useful content for making careers in data of interest to a wide variety of students. Data isn't about math, it is about ethics, social justice, political science, economics, and well-being.
Jeff Andersen

Ten Steps Toward Universal Design of Online Courses - Disability Resource Center - 10 views

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    Ten Steps Toward Universal Design of Online Courses Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. Designing a course with principles of universal design in mind is an ongoing and creative process. One does not achieve the level of usability aspired to with a simple checklist, but with an open mind and a commitment to making design and inclusion a priority. There are a few elements, though, that if taken into consideration, can enhance access and usability greatly. Knowing and incorporating these elements on the front end of the design process can save hours down the line.
Jeff Andersen

How do I make multimedia accessible? | AccessComputing - 9 views

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    Multimedia presentations can enrich education and enhance learning for many students, but it can also pose barriers for others. Audio and video are inaccessible to people who are unable to hear, and video is inaccessible to people who are unable to see critical information that is presented visually. Other students are impacted by low bandwidth Internet connections. Multimedia players can pose barriers as well if the player controls require use of a mouse or if they are not labeled sufficiently to be usable by screen reader users.
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