allow learners to solve relevant issues that matter to them
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Popcorn Maker - 115 views
popcorn.webmaker.org
video editing remix tools interactive popcorn video annotation tutorial teaching tool
shared by Carmen Pianko on 16 Nov 12
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wnuneville liked it
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Purposeful Professional Learning (Professional Learning That Shifts Practice- Part 1) -... - 10 views
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the team determined a specific goal that they wanted to accomplish by the end of the day
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To guide the work time, we observed some classrooms and discussed what we noticed. Based on our goals, we set clear targets and some time boundaries to check in on progress.
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each teacher shared what they had learned, what they had created, and their actionable next steps.
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The more you empower learners, the more they will be invested in the work.
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society evolves and schools work to meet the needs of learners
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I think one of the keys here is to acknowledge that society is evolving and we need to evolve to meet the needs of society - for example, just because research shows that, for some things, handwriting helps people remember something better or reading a hard copy is easier for comprehension than a digital copy - just because research at this point confirms these concepts, that doesn't mean we don't need to provide opportunities for practice and teach learners to recall digitally written info or comprehend digital text. If that is the trend the world is moving toward, we have to move in that direction as well - or be left behind.
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purposeful
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http://www.sciencedirect.com/science/article/pii/S2211368115000728 - 18 views
www.sciencedirect.com/...S2211368115000728
Reasoning judgement decision making thinking chapter 6 Miller heuristics fallacies biases
shared by John Killeen on 11 Aug 17
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Comrad Compadre liked it
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School Clip Art for Teachers and Kids - Free Clipart for Educational Purposes - 130 views
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Media and Technology Resources for Educators | Common Sense Media - 15 views
www.commonsensemedia.org/educators
InternetSafety digitalcitizenship cyberbullying Internet_safety cipa
shared by mgranger on 01 Apr 11
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with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
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How Clear Expectations Can Inhibit Genuine Thinking in Students | MindShift | KQED News - 45 views
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to understand better how expectations operate as a cultural force in learning groups, we have to make a distinction between two types of expectations: directives and beliefs.
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very clear standards for students about points, grades, and keeping score, one sees a belief that school is about work and that students must be coerced or bribed into learning through the use of grades
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one sees the belief that learning algebra is primarily about acquiring knowledge of procedures rather than developing understanding, and that memorization and practice are the most effective tools for that job. This theory of action, “One learns through memorization and practice,” made it hard for Karen to bring out and facilitate students’ thinking. Instead, thinking existed as an add-on to the regular rhythm of the class, something she did as an “extra” to the regular work of the class. Through her strong focus on grades and passing the course, even if one is “no good at mathematics,” Karen sent the message that our abilities are largely fixed and that “getting by” was all that some could hope to accomplish. One might not understand algebra, but with effort one could at least pass the course. Finally, in her efforts to promote order and control, certainly worthwhile and important goals in any classroom, Karen tilted the balance toward students’ becoming passive learners who were dependent on her.
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five belief sets are as follows: • Focusing students on the learning vs. the work • Teaching for understanding vs. knowledge • Encouraging deep vs. surface learning strategies • Promoting independence vs. dependence • Developing a growth vs. a fixed mindset
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
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make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
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These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
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first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
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children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
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Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
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Can Mary Shelley's Frankenstein be read as an early research ethics text? | Medical Hum... - 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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The 18th century saw the continued construction of foundations upon which all subsequent medical experimentation has been built.
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Lady Mary Montagu promoted smallpox vaccination; its proponents experimented on prisoners to study its efficacy, and James Jurin, the secretary of the Royal Society, developed mathematical proof of this in the face of ecclesiastical opposition.4 Many of the modern concepts of therapeutic trials were described although not widely accepted. Empirical observation through experimentation was starting to be recognised as the tool that allowed ascertainment of fact and truth. An account of Dr Bianchini’s experiments on “Le Medicin Electrique”, reported to the Royal Society explains that “The experiments were made by Dr Bianchini assisted by several curious and learned men … who not being able to separate what was true … determined to be guided by their own experiments and it was by this most troublesome though of all the others the most sure way, that they have learned to reject a great number of what have been published as facts.”5
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Similarly, Henry Baker’s report to the Royal Society, describing Abbe Nollet’s experiments, outlined the need for comparative studies and that “treatment should not be condemned without a fair trial”6 and a Belgian doctor, Professor Lambergen, describing the use of deadly nightshade for the treatment of breast cancer wrote “Administration of this plant certainly merits the attention of the medical profession; and surely one may add entitles the medicine to future trials … nevertheless the most efficacious medicines are such if its efficacy by repeated trials be approved.”7 In the mid 18th century James Lind conducted the first controlled trial to establish a cure for scurvy and his Treatise on the Scurvy contains what could be seen in modern terminology as the first “review of the current literature” prior to a clinical trial.8
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Her motives for writing Frankenstein are more difficult to define. In her introduction to the 1831 edition she writes that she wanted her work to … speak to the mysterious fears of our nature and awaken thrilling horror—one to make the reader dread to look round. If I did not accomplish these things, my ghost story would be unworthy of its name … (p 7, p 8)
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The 1818 preface, written by Percy Bysshe Shelley, indicates a deeper purpose. He wrote that the story recommends itself as it “…affords a point of view on the imagination for the delineating of human passions more comprehensive and commanding than any which the ordinary relations of existing events can yield…” (p 11) and that “…I am by no means indifferent to the manner in which ... moral tendencies (that) exist in the sentiments of characters shall affect the reader…”(p 12).
Home | Worlds of Making - 24 views
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Activity 4: Writing comments - What you need to know | Edublogs Teacher Challenges - 88 views
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If commenting skills are not taught and constantly reinforced, students will limit their comments to things like “I like your blog!” or “2KM is cool!”. While enthusiasm is high with these sorts of comments, students are not developing their literacy skills or having meaningful interactions with other members of the blogging community. Conversations in the comment section of a blog are such rich and meaningful learning experiences for students. Conversations begin with high quality comments.
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How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.
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own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide. Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.
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Online game makes math practice out of this world - USATODAY.com - 114 views
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"In "MathBlaster.com," kids play math games to earn merits, including this one in which they wrangle an alien slug by solving math problems. Today's kids now have an opportunity to hone their math skills .. by entering a massively multiplayer online game (MMO) called "MathBlaster.com.""
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Fun way to learn maths would earning points to join the Intergalactic Space Patrol.
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Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views
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The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
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importance of having students share their strengths and values with you at the beginning of a semester
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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
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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.
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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
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They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
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Tell you about an important value
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Use their names regularly.
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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
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What is most deserving of our attention in the classroom, of course, are the other human beings in our presence
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Newsroom | Alliance for Childhood - 1 views
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In many kindergarten classrooms there is no playtime at all. Teachers say the curriculum does not incorporate play, there isn’t time for it, and many school administrators do not value it.
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“We have had a politically and commercially driven effort to make kindergarten a one-size-smaller first grade. Why in the world are we trying to teach the elementary curriculum at the early childhood level?”
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Finnish children similarly have a lengthy and playful childhood, not beginning formal schooling until age 7. Yet Finland consistently gets the highest scores on international exams.
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Crisis in the Kindergarten describes the current state of public kindergartens in the U.S. as “a national disgrace.”
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Distracted Minds: Why You Should Teach Like a Poet - 4 views
www.chronicle.com/...y-you-should-teach-like-a-poet
education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
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When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
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same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
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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.
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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.
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Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
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in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
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asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
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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.
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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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Social Bookmarking and Diigo - Student Learning with Diigo - 146 views
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Social Bookmarking is simply making bookmarks available to a social network. Rather than storing bookmarks on a local computer, the bookmarks are stored to a social bookmarking website. By default, the bookmarks are available for the network to view.
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Great article that explains the advantages of using Diigo with other educators and students. It also has links to lesson plans and how to videos.
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I found many useful links along with this resource. It clearly points out advantages of using Diigo in education. It also shares how to sync to another popular social bookmarking site. I highly recommend checking this article out.
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Team WhiteBoarding with Twiddla - Painless Team Collaboration for the Web - 5 views
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How Google Interferes With Its Search Algorithms and Changes Your Results - WSJ - 17 views
www.wsj.com/...anges-your-results-11573823753
google internet algorithms searching digital life online
shared by Martin Leicht on 15 Nov 19
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a shift from its founding philosophy of “organizing the world’s information,” to one that is far more active in deciding how that information should appear.
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Google keeps blacklists to remove certain sites or prevent others from surfacing in certain types of results. These moves are separate from those that block sites as required by U.S. or foreign law,
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Far from being autonomous computer programs oblivious to outside pressure, Google’s algorithms are subject to regular tinkering from executives and engineers who are trying to deliver relevant search results, while also pleasing a wide variety of powerful interests and driving its parent company’s more than $30 billion in annual profit.
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Google made more than 3,200 changes to its algorithms in 2018, up from more than 2,400 in 2017 and from about 500 in 2010
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testing showed wide discrepancies in how Google handled auto-complete queries and some of what Google calls organic search results
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Google said 15% of queries today are for words, or combinations of words, that the company has never seen before, putting more demands on engineers to make sure the algorithms deliver useful results.
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ALGORITHMS ARE effectively recipes in code form, providing step-by-step instructions for how computers should solve certain problems. They drive not just the internet, but the apps that populate phones and tablets.