Teaching Wikipedia in 5 Easy Steps:
*Use it as background information
*Use it for technology terms
*Use it for current pop cultural literacy
*Use it for the Keywords
*Use it for the REFERENCES at the bottom of the page!
4 ways to use Wikipedia (hint: never cite it)
Teachers: please stopprohibiting the use of Wikipedia
20 Little Known Ways to Use Wikipedia
Study: Wikipedia as accurate as Encyclopedia Britannica
Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006
And:
Yes students, there’s a world beyond Wikipedia
**Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response.
Nature compared articles from both organizations on various topics and sent them to experts to review. per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia.
-0-
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By Valerie Strauss
 | 
05:00 AM ET, 09/07/2011
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
United States
Italy
Dem. Rep. Congo
population mid-2008
305 million
60 million
67 million
population 2050 (projected)
438 million
62 million
189 million
Lifetime births per woman
2.1
1.3
6.5
percent of population below age 15
20%
14%
47%
percent of population ages 65+
13%
20%
3%
Life expectancy at birth
78 years
81 years
53 years
Annual births
4.3 million
568,120
2.9 million
Annual deaths
2.4 million
575,300
0.8 million
Annual births minus deaths
1.9 million
-7,200
2.1 million
percent of population undernourished
<2.5%
the stat about mortality in women is amazing. make sure to use in lesson plan
n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
developed countries, 35 percent of the population consum
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
remember books. Books challenge and improve memory
(The book
will kill the cathedral, alphabet will kill images).
During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced
that the linear way of thinking instaured by the invention of the press, was on the verge of being
substituted by a more global way of perceiving and understanding through the TV images or
other kinds of electronic device
the computer
has become, first of all, an alphabetic instrument
These same teen-agers, if by
chance they want to program their own home computer, must know, or learn, logical procedures
and algorithms, and must type words and numbers on a keyboard, at a great speed.
In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
Today the concept of literacy comprises many media. An enlightened policy of literacy must take
into account the possibilities of all of these media. Educational preoccupation must be extended
to the whole of media.
Images have, so to speak, a sort of platonic power: they transform
individuals into general idea
who will receive pre-fabricated images and therefore
prefabricated definitions of the world, without any power to critically choose the kind of information
they receive, and those who know how to deal with the computer, who will be able to select and to
elaborate information.
This will re-establish the cultural division which existed at the time of Claude
Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious,
scientifical or philosophical matters, and those who were only educated by the images of the cathedral,
selected and produced by their masters, the literate few.
With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event
registered at the beginning with a series of similar events disseminated all along the text, I can compare
the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the
cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their
birth and death - in short, I can do my job in few seconds or few minutes.
Even if it were true that today visual communication overwhelms written communication, the
problem is not to oppose written to visual communication. The problem is how to improve both.
A :
Aide
Aide Publique au DeveloPPement (APD)
Agrégats monétaires - Monnaie au sens étroit et au sens large
B :
Balance des Paiements
C :
Chômage
Commerce de détail
Commerce internationa
Conjoncture en bref (données mensuelles/ trimestrielles, % de variation : PIB, indicateurs avancés, Prix...)
Construction - Logements mis en chantier et Permis de construire
Cours des actions
Coût unitaire de la main d'oeuvre
Croissance
D :
Définitions
DéPenses sociales
Distribution des revenus
E :
Education
EmPloi
Enfants
F&amP;nbsP;:
Famille
G :
Gains horaires
Ginis
I :
Indicateurs comPosites avancés
Indicateurs de confiance des industriels et des ménages
Indices des Prix à la consommation
Indices des Prix à la Production
Inégalités
Inflation
M :
Mères
Méthodologie
Migrations
N :
PPA - Niveau de Prix comParés basés sur les PPA
O :
L'OCDE en chiffres
Offres d'emPloi
P :
Parités de Pouvoir d'achat (PPA)
PPA - Niveau de Prix comParés basés sur les PPA
Pauvreté
Pensions
PersPectives économiques de l'OCDE
PISA
PoPulation
PoPulation étrangère
Prestations et salaires
Prix
- Indices des Prix à la consommation
- Indices des Prix à la Production
- PPA - Niveau de Prix comParés basés sur les PPA
&amP;nbsP;
Production industrielle
Productivité
Produit intérieur brut (PIB)
S :
Santé
Social
Sources et définitions
T :
Taux de chômage harmonisés
Taux d'intérêt (long terme et court terme)
Taux de change
V :
Voitures de tourisme - immatriculations
Cartes des quartiers et arrondissements de Montréal
Cartes du quartier Centre-Ville (PDF) »»
Cartes du quartier Côte-des-Neiges - Notre-Dame-de-Grâce (PDF) »»
Cartes du quartier Rosemont (PDF) »»
Cartes du quartier Outremont (PDF) »»
Cartes du quartier Plateau Mont-Royal (PDF) »»
Cartes du quartier Ahuntsic / Cartierville (PDF) »»
Cartes du quartier Villeray / Saint-Michel (PDF) »»
Cartes du quartier Hochelaga-Maisonneuve (PDF) »»
Cartes du quartier Lachine (PDF) »»
Cartes du quartier Verdun (PDF) »»
Cartes du quartier Saint-Léonard (PDF) »»
Cartes du quartier Westmount (PDF) »»
Cartes du quartier Saint-Henri / Petite-Bourgogne (PDF) »»
Arrondissement Rivière-des-Prairies Pointe-aux-Trembles (PDF) »»
Autres Plans
Carte détaillée du Montréal Souterrain (PDF) »»
Carte détaillée du Montréal Souterrain Par la STM (PDF) »»
Carte détaillée du Montréal Souterrain RESO (PDF) »»
Carte des Pistes cyclables de Montréal et ses banlieues(PDF) (PDF) »»
Pistes cyclables de la Ville de Montréal(PDF) (PDF) »»
Plan du camPus de l'Université de Montreal (PDF) »»
Plan du camPus de l'UQAM »»
Carte du réseau d'autoroute du grand Montréal (PDF) »»
Plan du Vieux Port de Montréal (PDF) »»
Voir aussi: cartes sur le site de la STM
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
   
pages
7-7
Screenagers: Making the Connections
Marge Scherer
"Education has to change. We can't pull kids into
learning
in school if they are engaged in a different
world outside school."
"If you don't know how to use technology in
class, you are
in trouble. But, of course, technology is a
double-edged sword. You can use it
poorly, or
you can use it well."
The principals speaking were two of the
candidates for the
ASCD Outstanding Young Educator Award, which will
be presented in March at
ASCD's Annual Conference in San Francisco. A
group of us were interviewing 13
finalists—both administrators and teachers—over
the course of a few weeks, and
we were
talking to them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course, their
technology
use. All the educators spoke to us via Adobe Connectpro, a two-way
technology that allowed us to see, hear, and
record them in their
schools—whether in New York, Oregon, the
philippines, or places in between—while
they
viewed us in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
   
pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull kids
into
learning
in school
if they are engaged in a different
world
outside school."
"If you don't know how to use technology
in
class, you are
in
trouble. But, of course, technology is a
double-edged sword. You can use
it
poorly, or
you can
use it well."
The principals speaking were two of the
candidates for the
ASCD
Outstanding Young Educator Award, which will
be
presented in March at
ASCD's
Annual Conference in San Francisco. A
group of
us were interviewing 13
finalists—both administrators and
teachers—over
the course of a few weeks, and
we were
talking to
them about their leadership, their creativity, their whole
child philosophy, their impact on student
achievement, and, of course,
their
technology
use. All
the educators spoke to us via Adobe Connectpro, a two-way
technology
that allowed us to see, hear, and
record
them in their
schools—whether in New York, Oregon, the
philippines, or places in
between—while
they
viewed us
in our meeting room in Alexandria, Virginia.
February 2011 |
Volume
68
|
Number
5
Teaching
Screenagers
   
pages
7-7
Screenagers: Making the
Connections
Marge Scherer
"Education has to change. We can't pull
kids
into
learning
in
school
if they are engaged in a
different
world
outside
school."
"If you don't know how to use technology
in
class, you
are
in
trouble.
But, of course, technology is a
double-edged sword. You can use
it
poorly,
or
you can
use it
well."
The principals speaking were two of
the
candidates for the
ASCD
Outstanding Young Educator Award, which
will
be
presented
in March at
ASCD's
Annual
Conference in San Francisco. A
group
of
us were interviewing 13
finalists—both administrators and
teachers—over
the course
of a few weeks, and
we
were
talking to
them about
their leadership, their creativity, their whole
child
philosophy, their impact on student
achievement, and, of course,
their
technology
use.
All
the educators spoke to us via Adobe Connectpro, a
two-way
technology
that
allowed us to see, hear, and
record
them in
their
schools—whether in New York, Oregon,
the
philippines, or places in
between—while
they
viewed
us
in our meeting room in Alexandria,
Virginia.
One way to help students to understand the basics of
adding and subtracting fractions (denominators must be the
same; add/subtract the numerators; DO NOT add/subtract the
denominators) is to teach the students what the parts of a
fraction really are: numbers and names. This also helps
combat the frequently-taught but incorrect idea that a
fraction and a ratio are the same. A ratio may look like a
fraction, but it is not a fraction.
FRACTIONS ARE AS EASY AS PIGS
What is 2 Pigs Plus 3 Pigs? 5 Pigs
(Write as a fraction: 2/Pigs + 3/Pigs = 5/Pigs)
Notice, we do not end uP saying the answer is 5 horses.
The top of a fraction is a NUMBER: 1, 2, 3, etc.
The bottom of a fraction is a NAME: half, third, fourth, etc.
We can add and subtract numbers. We cannot add and subtract
names.
Fraction Blackjack
Ask each student their "denominator." Don't give it away.
Ask each one until one finally says their name. Continue
through the room... Their name is their denominator.
When you practice adding and subtracting fractions with like
denominators, actually say "pigs" instead the fraction name.
Then say, "Instead of pigs, we are using ..." and let them
answer with the appropriate denominator.
It is fun when doing subtraction to say, "If we have 5 pigs
and eat 3 pigs, besides a stomachache, what is left?"
The transition to unlike denominators is automatic. If the
names are not the same, you can't add the fractions.
2/pigs + 3 horses is still 2/pigs and 3/horses (unless we
discover a "common denominator" -- a common name: farm
animals).
Once the students know they must have a common name
(denominator) in order to add or subtract, they have a reason
to learn about common denominators.
By the way, I always begin common denominators without
worrying about the Least Common Denominator (LCD). Once they
can find a common denominator (multiply the denominators), add
or subtract, and then reduce, they can be led to
finding "easier" denominators to work with. Students who
have too much difficulty with LCD can still get the correct
answer; they just have more reducing to do. Those who can
find a lower common denominator have less reducing.
This is a very basic rendering of "Fractions are as easy as
pigs."
AWp, 10/12/00 on teachers.net math board
Denominate means: to name
Political Parties nominate (name) their candidates.
Religious denominations are identified by their names.
The denominations of money are the names of the coins and
bills.
One game that my students enjoy the challenge of is
Blackjack 1. You need a set of fraction cards per student (or
you can make them from index cards.) The same rules as
Blackjack apply. Instead of trying to get to 21, they want to
try and get close to 1 without going over. With this game
they practice addition and comparing -- it's great. You can
also make it more challenging or bring in mixed numbers with
Blackjack 2 or Blackjack 3. (Blackjack 2 means to try to get as close to 2 as possible without going over.)
I am not sure where to buy fraction cards. I have one set that I
received when I took over a classroom. However, I have always had
the students create their own sets and we used them for several
games. I gave each students a set of index cards (3 1/2 X 5) and
they wrote the fractions in pencil so they couldn't be seen
through the cards. These are the fractions we included:
all fractions with a denominator of 2, 3, 4, 5, 6, 8, 10, and 12.
(To challenge the students you may want to use the 7, 9, and 11
denominators as well.) I also had the students include 2 0's such
as 0/3 and 0/4 and two 1's such as 3/3 and 4/4. Each game
required two sets of cards, so I had the students write their
initials in the corner of their set so they would get a complete
set back after the game.
games
I remembered some
other
Fraction War
Fraction War with the fraction cards: It is just like the card game of War, but with the fraction cards instead. This game helps students to compare
fractions and encourages them to use number sense in comparison
before using the algorithm of making equivalent fractions.
Memory
Memory with the fraction cards: It is just like the traditional
"Memory" game, but any equivalent fractions are considered a match
so 1/2 would be a match with 2/4. This game helps them to
identify equivalent fractions. You can also play this game with
fraction to decimal equivalence by making a set of decimal cards
too.
Fraction/Decimal Bingo
Fraction/Decimal Bingo: The students have game boards with
decimals on them. You call out fractions and if they have the
decimal equivalence they can mark it on the board.
Kimberly, 5/31 and 6/1 on teachers.net math board
Unleash your creativity! Fun, quick and easy to use. Tell your
story your way.
Collaborate with others.New Create
with friends, even at the same time, with Team Comics™ (beta)
Create real comic layouts. Edit the shape and position of each
comic panel.
Express yourself. Unlimited range of expression. Move your
characters into any pose.
Style your words. Give text and speech bubbles personality in any
language.
Add your own images. Upload photos and personalize with your own
art.
Make your own art. Group objects to create original characters,
props and backgrounds.
Show your personality. Design characters of any age — people and
other animals.
Fast and easy. Kickstart your creativity with presets, shortcuts
and templates.
Make 'em laugh! Share instantly with friends, family, classmates
and colleagues.
Unleash your creativity! Fun, quick and easy to use
Create real comic layouts. Edit the shape
and position
of each
comic
panel.
Express yourself. Unlimited range of
expression.
Move your
characters
into any pose.
Style your words. Give text and speech
bubbles
personality in any
language.
Add your own images. Upload photos and
personalize
with your own
art.
Make your own art. Group objects to create
original
characters,
props and
backgrounds.
Show your personality. Design characters of
any age
— people and
other
animals.
Fast and easy. Kickstart your creativity
with
presets, shortcuts
and
templates.
Make 'em laugh! Share instantly with
friends,
family, classmates
and
colleagues.
 
Pixton is a widely used comic striP maker. The Personal account is free. So many oPtions and the click and drag editing is really easy to use.
httP://ictmagic.wikisPaces.com/ICT+&+Web+Tools
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!
Without great employees, no amount of focus on goals and targets will ever pay off. Employees can only achieve what they are capable of achieving, so it’s your job to help all your employees be more capable so they—and your business—can achieve more.
Progress, imProvement, and Personal achievement.
So don’t worry about reaching performance goals. Spend the bulk of your time developing the skills of your employees and achieving goals will be a natural outcome.
Never hope a problem will magically go away, or that someone else will deal with it. Deal with every issue head-on, no matter how small.
If that seems like too much work for too little potential outcome, think of it this way. Your remarkable employees don’t need a lot of your time; they’re remarkable because they already have these qualities. If you’re lucky, you can get a few percentage points of extra performance from them. But a struggling employee has tons of upside; rescue him and you make a tremendous difference.
If it should go without saying, don't say it. Your glory should always be reflected, never direct.
When you consistently act as if you are less important than your employees—and when you never ask employees to do something you don’t do—everyone knows how important you really are.
When that happens, you have a choice. You can blow the employee off... or you can see the moment for its true importance: A chance to inspire, reassure, motivate, and even give someone hope for greater things in their life. The higher you rise the greater the impact you can make—and the greater your responsibility to make that impact.
Remember where you came from, and be gracious with your stardom.
THE THEORY OF THE LEISURE CLASS
by Thorstein Veblen
Contents
Chapter One ~~ Introductory
Chapter Two ~~ pecuniary Emulation
Chapter Three ~~ Conspicuous Leisure
Chapter Four ~~ Conspicuous Consumption
Chapter Five ~~ The pecuniary Standard of Living
Chapter Six ~~ pecuniary Canons of Taste
Chapter Seven ~~ Dress as an Expression of the pecuniary Culture
Chapter Eight ~~ Industrial Exemption and Conservatism
Chapter Nine ~~ The Conservation of Archaic Traits
Chapter Ten ~~ Modern Survivals of prowess
Chapter Eleven ~~ The Belief in Luck
Chapter Twelve ~~ Devout Observances
Chapter Thirteen ~~ Survivals of the Non-Invidious Interests
Chapter Fourteen ~~ The Higher Learning as an Expression of the
How does the releaseof iOS 5 impact you?
Multitouch gestures, Notification Center, an upgraded Safari browser,
Newstand and more. iOS 5 comes with over 200 new features. Which ones will you
use most - both personally and professionally?
Share your opinions...
News & Views
Videos
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xg.addOnRequire(function () {
x$('.module_video').mouseover(function () { x$(this).find('.video-facebook-share').show(); })
.mouseout(function () { x$(this).find('.video-facebook-share').hide(); });
});
#ipadEd on Twitter
Use the hashtag #ipadEd to tweet with network members
//
ipads in Education Tweets
SamGliksman RT @kcalderw: Last call for
participants for an ipad in Edu survey for Masters class. Looking for teachers
who use them. #ipadchat #ipaded4 hours ago ·
reply · retweet · favorite
buddyxo Coding on the ipad: http://t.co/J55XxcXl. Looki
Finally, the goal of this community is to promote innovation in education
through the use of technology. The site is not sponsored by Apple nor does it
endorse the use of any specific technology or product.
Finally, the goal of this community is to promote
innovation in education
through the use of technology. The site is not
sponsored by Apple nor does it
endorse the use of any specific technology or
product.
Tablet computing and mobile devices promise to have a dramatic impact on
education. This Ning network was created to explore ways ipads and other
portable devices could be used to re-structure and re-imagine the processes of
education.
3 – Provide Performance consulting services, where individuals and teams need helP in addressing their own learning and Performance Problems
4 – Rethink the use of learning tools and system
5 – Help to develop an open, enabling culture for working and learning
It is clear that formal training is not going disappear overnight, but it is also becoming apparent that we are at the beginning of a fundamental shift in the way that both learning and working is happening in organisations. This should not be seen as a threat to the L&D profession, but as an opportunity to evolve the profession to take on the new challenges it offers. The first step on the path will be to become immersed in the new social media tools that are underpinning this change. Social Learning is not something you just talk or read about; it’s something you do!
Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course.
"Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
"Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked.
"Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper."
"OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice."
"Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me?
If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
I can foresee one more objection: What's to prevent a student from recycling the same paper from course to course to course? Students who did so would lose the valuable opportunity to practice their writing—and writing, like any other intellectual or physical skill, requires lots of practice.
But—practically speaking—the opportunity to reuse a paper might arise only once or twice in a student's career, thanks to the diversity of our course assignments and disciplines.
First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism?
Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another?
I encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. I will leave it up to you to decide whether to feel guilty about that.
What did you make today that was meaningful?
What did you learn about the world?
Who are you working with?
What surprised you?
What did your teachers make with you?
What did you teach others?
What unanswered questions are you struggling with?
How did you change the world in some small (or big) way?
What’s something your teachers learned today?
What did you share with the world?
What do you want to know more about?
What did you love about today?
What made you laugh?
In a couple of weeks, both Tess and Tucker will be starting their first day at brand new schools. They'll know no one, have all new teachers, new surroundings, and, hopefully, new opportunities. I'm not sure they're totally at peace with these changes, but as I keep telling them, it's the kind of stuff that builds character. (I keep regaling them with school switching stories of my own, the most challenging being when my mom moved us out to New Jersey from Chicago when I was beginning 6th grade and three days before school started I was wading barefoot in a creek, stepped on a broken bottle, and ended up with 10 stitches in the bottom of my foot and a pair of crutches for the first week of classes. Talk about character building.) Wendy and I have been trying to prepare them for this shift as best we can, and while I know it's a bit scary for them, I'm really hopeful the change will be good for them on a lot of different levels.
efer to the set of values, standards, beliefs, art, music, and practices shared by a particular group.
Thus, Mexico, Central and South America, and the Spanish-speaking Caribbean countries are referred to as Hispanic America.
Hispanic or Latino culture encompasses the traditions, language, idioms, religious beliefs and practices, legends, arts, music, literature, cuisine, history, social and family values of the Hispanic people.
The different "Hispanic cultures" share many things in common, including these religious observances.Navidad (Christmas)Like in many other cultures – Christmas is one of the most important religious celebrations among Hispanics. A unique characteristic of a "Latino" Christmas is the prominent role of the "nacimiento" (the nativity scene). La Semana Santa (Holy Week) This is another important and deeply religious Hispanic holiday. The Holy Week is the last week of Lent and the week before Easter. Not surprisingly, some of the most notable celebrations of the Holy Week occur in Latin American countries, including: Colombia, Guatemala, Mexico, and perú.
May 1 - Día del Trabajo May 5 - Cinco de MayoMay - Día de las MadresSep 15 - Oct 15 - Hispanic Heritage Month
One idea brought up by several speakers this year is a hybrid grades-free way of evaluating students. In each case, it included a high-bar pass/fail approach to class assignments, with a final, more regular grade for the entire semester.
One of the speakers who presented what he called a “Not Yet” grade was “digital ethnographer” Michael Wesch, a professor at Kansas State University. That’s his photo at the top.
He told the crowd that they had to inspire “wonder” in their students in order to get them to learn as much as possible. Some key quotes from him:
“Low standards/high stakes are the opposite of what you want.”
“The new divide will be between those with wonder and curiosity and those without.”
Keynote speaker George Couros is a what’s called a “division principal” back home in Canada. He’s a blogger and author who is all about encouraging creativity and change in public education with an emphasis on taking advantage of digital tools.
He told the conference that that it’s foolish to deny students use of their smartphones and other digital tools in the classroom — and even on exams. In 2015, being able to figure out what information is relevant is more important than memorization when most facts are a click away, he said.
“The world only cares what you can do with what you know,” Couros said.
He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response:
“If I can look up the answers to the questions on your test on Google, your questions suck.”
Students get assignments, of course. And they are expected to complete them. In fact, they are required to master them. So kids who might have been happy to get the equivalent of a C on an assignment in another classroom would be required to work at it until they hit the level defined as “mastery.” And the teachers keep track of whether the students have succeeded, whether they’re turning work in on time and whether they are responding to feedback.
"The new divide will be between those with wonder and curiosity and those without."
"The world only cares what you can do with what you know," Couros said.
He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response:
"If I can look up the answers to the questions on your test on Google, your questions suck."
But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says.
"She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it."
That's the irony of becoming an expert in your field, Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."
To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.
Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop.
Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do.
Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.
How true this statement is! If students want to learn, they are going to learn in spite of who the teacher is or what the teacher does - no teacher is really needed!
So Mazur gave what he thought was a thorough and thoughtful explanation of the concept. He went slowly, putting all kinds of helpful diagrams up on the board.
"I thought I'd nailed it," he says. "I thought it was the best explanation one could possibly give of this question."
Mazur triumphantly turned around. "Any questions?" he asked. The students just stared at him.
"Nobody raised their hand and said, well but what if this and what if that, simply because they were so confused they couldn't," he says. "I didn't know what to do. But I knew one thing. I knew that 50 percent of the students had given the right answer."
1. Time To Develop One Hour of Training
Although this article from ASTD is a few years old, it is still relevant. Not only does it provide the detail many are seeking, authors Karl Kapp and Robyn Defelice delve into several of the contributing factors.
2. How Long Does it Take to Create Learning?
This survey states that it has culled data from 249 organizations, representing 3,947 learning development professionals. The “time to complete” data is represented as ratios. Don’t miss the accompanying SlideShare presentation, which has helpful visuals.
3. How Long Does It Take to Create an E-Learning Course?
This article discusses a variety of factors you may not have considered, such as priority, review cycles and availability.
4. Estimating Costs and Time in Instructional Design
In this article, Donald Clark provides budgets and cost guidelines in addition to the time estimates that he takes from an older source.
5. Why eLearning Development Ratios Can Be Hazardous to Your Health
This article presents factors that surveys don’t consider.
Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
