FROM the Creator/Owner of WORDLE:
"I'm happy to announce that from now on, the Wordle front page will never feature images or links that are inappropriate for classroom use. It's now possible to configure an institution's "site-blocking" software to keep Wordle safe for classroom use."
Simply have your networking administrator block the following base URLs1:
* http://www.wordle.net/gallery
* http://www.wordle.net/next
* http://www.wordle.net/random
The biggest discrepency is between applications and offers to scholars from the Middle East and Turkey. In 2008/09, applications were up by 22%, but admissions only by 10%.
The importance of the distinction is this: As Digital Immigrants
learn - like all immigrants, some better than others - to adapt to their
environment, they always retain, to some degree, their "accent,"
that is, their foot in the past.
There are hundreds
of examples of the digital immigrant accent.
our Digital Immigrant
instructors, who speak an outdated language (that of the pre-digital age),
are struggling to teach a population that speaks an entirely new language
Digital Immigrant teachers assume that learners are the
same as they have always been, and that the same methods that worked for the
teachers when they were students will work for their students now. But
that assumption is no longer valid. Today's learners are different.
So what should happen?
Should the Digital Native students learn the old ways, or should their
Digital Immigrant educators learn the new?
methodology
learn to communicate in the language and style
of their students
it does mean going faster, less step-by step, more in parallel, with
more random access, among other thing
kinds of content
As educators, we need to be thinking about how to teach
both Legacy and Future content in the language of the Digital Natives.
Adapting materials to the language of Digital Natives has already been
done successfully. My own preference
for teaching Digital Natives is to invent computer games to do the job, even
for the most serious content.
"Why not make the learning into
a video game!
But while the game was easy for my Digital Native staff to invent,
creating the content turned out to be more difficult for the professors, who
were used to teaching courses that started with "Lesson 1 – the
Interface." We asked them instead to create a series
of graded tasks into which the skills to be learned were embedded. The professors
had made 5-10 minute movies to illustrate key concepts; we asked them to cut
them to under 30 seconds. The professors insisted that the learners to do
all the tasks in order; we asked them to allow random access. They wanted
a slow academic pace, we wanted speed and urgency (we hired a Hollywood script
writer to provide this.) They
wanted written instructions; we wanted computer movies. They wanted the traditional
pedagogical language of "learning objectives," "mastery",
etc. (e.g. "in this exercise you will learn"); our goal was to completely
eliminate any language that even smacked of education.
large mind-shift
required
We need to invent Digital Native methodologies for all
subjects, at all levels, using our students to guide us.
How much CO2 is created by a banana? A wedding? A flight to New York?
We teamed up with GE to turn 'tons of carbon' into an interactive visual landscape.
Enter a CO2 value. Hit the 'random' button for serendipity. Or just click through objects like stepping stones.
(There are nearly 200 objects so it may take a second to load)
Designed by David McCandless
A random addition question worksheet generator with lots of options and levels. Publish your worksheets online and give the link to your student to complete. Worksheets are self marking. You can also print your worksheets.
http://ictmagic.wikispaces.com/Maths
The purpose of this project is to create a free, open simple dictionary for students to use. This dictionary will ultimately be published in a variety of formats and for multiple platforms.
To add to this project, find a word you'd like to write a definition for or click "Instant Karma" for a random word. Please consult the style guidelines for editorial information.
A great download, similar to Microsoft's PhotoStory. Make videos from your photos. You can set random transitions or customise for the effect you want.
http://ictmagic.wikispaces.com/Photos+&+Images
"It may always be possible but life is busy and although I don't think that most people (including me) intend to be unkind they can sometimes be thoughtless rather than unkind.
At school amongst other bits and pieces, I oversee the School Council. Our School Council consists of children from Y1 to Y6 and at a recent meeting, they brought their suggestions as to what we could do to make our school even better. They came up with several suggestions including
Reintroduce Random Acts of Kindness awards
Reintroduce Headteacher awards"
At the heart of CTT is the notion that error is endemic to measurement.
By the beginning of the 20th century, the concept of
(p. 462)
measurement error was well recognized, and psychometricians focused their efforts on estimating and accounting for error.
In CTT, an observed measure or score (X) consists of two constituent parts—the true score (T) and measurement error (E):
. Measurement error, however, also will account for a certain portion of score variance.
According to CTT, measurement error arises because mental processes are idiosyncratic and in a state of change such that individuals are incapable of performing optimally on a single test or performance task.
random error and systematic error.
(SEM) represents the average of the total random error for all individuals
SEM represents the spread of observed scores for a single individual if that person were tested multiple times.
That score, however, is an imperfect measure of the student’s true ability.
For example, CTT provides in-depth analysis of item characteristics,
"I love patterns, diagrams and pictures. Ask me to record information and it gets plastered over a page in bubbles, a mind map or random boxes. I'm not particularly artistic but I find I like to store information in this way. Even with telephone numbers - I remember the pattern the digits make, not the number itself."
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.
. Require students to give answers in their best British accent.
Have Chuck Norris randomly appear in one of your Power Points roundhouse kicking a wolf. For some reason, students are obsessed with him.
Play a sound clip of the Mission Impossible theme, have them act as 007 until the music stops. Then, whoever they end up next to, that is their partner for the activity
Place random discussion or reading comprehension questions on sticky notes underneath a handful of desks. When you are ready to ask questions, ask them to peek and read-aloud the questions.
The World Health Organization (WHO) estimates that exposure to
smoke from the simple act of cooking is the fifth worst risk factor for disease
in developing countries, and causes almost two million premature deaths per year
– exceeding deaths attributable to malaria or tuberculosis.
Women in developing countries are also at risk of head and spinal injuries,
pregnancy complications, and maternal mortality from the strenuous task of
carrying heavy loads of firewood or other fuels. Frequent exposure to cookstove
smoke can also cause disabling health impacts like cataracts, which affect women
more than men, and is the leading cause of blindness in developing countries.
Rudimentary wood-fired cookstoves and open fires emit fine particles, carbon
monoxide, and other pollutants at levels up to 100 times higher than the
recommended limits set by WHO
A randomized-control study in Guatemala led by the University of California,
Berkeley, found that halving exposure to indoor air pollution with a chimney
stove brought about a reduction in severe pneumonia, and that larger reductions
in exposure had more pronounced effects. A systematic review of all available
studies on the link between solid fuel use and child pneumonia has found an
almost doubling of risk for those exposed.
Burns from open fires and unsafe cookstoves are another insidious risk faced by
poor households dependent on kerosene, open fires, and unstable metal or clay
cookstoves, contributing to a substantial percentage of the estimated 300,000
burn deaths that occur annually
While the link between exposure to cookstove smoke and a wide range of health
problems such as pneumonia, chronic obstructive pulmonary disease, and lung
cancer is well established, the current body of evidence linking cookstoves with
other potentially important health effects is compelling but less documented
Nearly all of the existing evidence is based on observational studies that
compare groups using open fires and traditional cookstoves with those using
cleaner fuels, with very little being directly obtained from studies that
directly measure the effects of interventions.
More evidence is needed to demonstrate that the levels of exposure reduction
delivered by clean cookstove and fuels will result in declines in related
illnesses and deaths.
This is the Global alliance for Clean Cookstoves website. They offer much information about the issues surrounding the topic and their action plan for affecting change!
Web literacy and general referenceInformation LiteracyAll students—no matter what age—need help navigating and evaluating the ever-growing store of information available on the web. This University of Idaho site is an information literacy primer that will quickly turn any half-hearted or random searcher into a savvy Internet detective. It guides students through a series of modules that teach them how to distinguish different kinds of information on the Internet, search for and select research topics, search databases and other collections, locate and cite sources, and evaluate the sources they find.
California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.