Cobertura (tasa bruta de escolarización) en Educación media superior y superior1 (1990-2012) Ciclo escolar Media superior (15 a 17 años) Superior (18 a 23 años) Superior (18 a 22 años) Incluye posgrado No incluye posgrado Total Hombres Mujeres Total Hombres Mujeres Total Hombres Mujeres 1990-1991 34.1 34.7 color
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
About diigo.com
page
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About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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About
diigo.com
page
Details and Tags
Print
Download PDF
Backlinks
Source
Delete
Rename
Redirect
Permissions
Lock
discussion
history
notify
me
Protected
Details
last edit by
cmh459
Sunday,
7:53 pm
-
36
revisions
Tags
none
About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
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:
In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
, see Kenny (2005) andMcGinnis and Milling (2005
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
heart rate at 10 min, 5
Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
person has few problems with performance anx-iety
Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
Performance Anxiety Inventory (PAI)
cognitive, behavioral, and physiological fac
and has beenwidely used in treatment outcome research
Behavioral Anxiety Index (BAI)
igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
how to use self-talk effectively and how touse cues
Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
ClassPeriodSectionDaysRoomSemester
Computer Information & Technology
1
1A,B167S1, S2
Computer and Information Technology
2
1B314S1, S2
Computer and Information Technology
3
2B314S1, S2
Computer Applications
4
1A,B314S1, S2
to
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Welcome, Anthony Giannini, today is Friday, December 6, 2019
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Cycle day B in Emanuel Axelrod Education Center - John A. Flannery High School and John A. Flannery Middle School
Cycle day B in Regional Education Center At Arden Hill - Marguerite A. Flood Middle School, Marguerite A. Flood High School, Academy at Arden Hill High School and Academy at Arden Hill Middle School
Cycle day B in Chester School District Satellite - Chester Academy Satellite MS
CurrentTodayAll
Take attendance at:
01
02
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04
05
06
07
08
09
10
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05</opti
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
Clase invertida (flipped classroom) ventajas y desventajas
La clase invertida propone que
el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo
pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial
ya que los estudiantes pueden aprender desde sus casas mediante juegos,
presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como
estudiantes interactúan para resolver problemas. Esto denota un consumo menor
de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo
compartirles las ventajas y desventajas de la Clase invertida:
Ventajas:
1.
Adaptabilidad de la clase se adapta al ritmo del
estudiante.
2.
Mejora significativamente el ambiente de trabajo
en el aula.
3.
Incrementa la atención educativa a cada estudiantes
4.
Empata el estilo de aprendizaje de cada
estudiante.
5.
Transforma la clase en un espacio de
interactividad
6.
Incluye a todos los miembros de la comunidad educativa
en el proceso de aprendizaje.
7.
Promueve la creatividad y el pensamiento
crítico.
8.
Facilita la entrega de tareas y su revisión.
9.
Disminuye el riesgo del incumplimiento en clase.
10.
Permite la reusabilidad del material propuesto.
11.
Origina el ahorro de tiempo extra para el
profesor.
12.
Promueve la interacción social.
13.
Incentiva a la resolución de problemas en clase.
14.
Mejora la actitud de los estudiantes hacia la
materia.
15.
Incrementa el interés el interés y la motivación.
16.
Genera la satisfacción de toda la comunidad
educativa al estar inmersos en el proceso.
17.
El feedback se genera de manera inmediata.
18.
Acerca a los estudiantes al conocimiento de
manera simple.
19.
Evalúa no solo el resultado, si no, el proceso
entero.
20.
Los estudiantes son responsables de su propio
aprendizaje.
21.
Permite la regeneración de contenidos las veces
necesarias.
Desventajas
1.
Se debe estructura el plan en mejora de la
metodología.
2.
Se enfoca en los recursos más que en la
metodología en sí.
3.
No toma en cuenta la brecha digital existente.
4.
Los vídeos en casa deben ser asistidos por algún
representante, demandando tiempo.
5. &nbs
Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
Anyone can begin making a difference and contributing real work at any age.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
Rules for tools don’t make sense. Rules for behaviors do.
It applies only to minors in places that apply for erate funds
The
Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
She uses Facebook with her First grade students
While children under 13 can legally give out personal information with their parents' permission
he
Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
what puts kids at risk are things like:
having a lot of conflict with your parents
being depressed and socially isolated
being hyper
communicating with a lot of people who you don't know
being willing to talk about sex with people that you don't know
having a pattern of multiple risky activities
going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen.
Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
This site contains comic book images linked to the chemical elements via the periodic table. Comics include Uncle $crooge, Metal Men, Metamorpho, Batman, Fantastic Four, Superman, and many more."> The Comic Book Periodic Table of the Elements BODY { color: rgb(0,0,0);} Th
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 stop prohibiting 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-
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our
Higher Education
page. Bookmark it!
var entrycat = '
'
By Valerie Strauss
|
05:00 AM ET, 09/07/2011
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#center {overflow:visible;}
/*.override-width iframe {width:274px !important;}*/
Tumblr
Reddit
Stumbleupon
Digg
Delicious
LinkedIn
http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
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.
ANOREXIA20/01/2014Anorexia nervosa is a potentially life-threatening condition in which an obsession with thinness leads to severe dieting and excessive weight loss.
" Early advocates of bloc
scheduling identified the block schedule as the ca
talyst, or vehicle, for bringing about desired
changes in secondary education (Carroll, 1990; Canady and Rett
ig, 1995)"
Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
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Table of Contents
Synopsis:
A little Disclaimer:
Introduction and
Background:
Bloom's Domains of
learning
The Cognitive Domain - Bloom's
Taxonomy
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy Sub
Categories
Bloom's as a learning
process.
Is it important where you start?
Must I start with remembering?
Bloom's Digital Taxonomy
Bloom's Digital Taxonomy Summary
Map
Bloom's Digital Taxonomy and
Collaboration.
Resources:
Web 2.0 Tutorials
Acknowledgements:This is the introduction to
Bloom's Digital Taxonomy. The different taxonomical levels can be viewed
individually via the navigation bar or below this introduction as embedded
pages.
Synopsis:
This is an
update to Bloom's Revised Taxonomy which attempts to account for the
new
behaviours and actions emerging as technology advances and becomes more
ubiquitous.
Bloom's Revised Taxonomy
accounts for many of the traditional c
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
raction Hunt
Posted by:lismac #130700
Please Signin
We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
Fraction Hunt
Posted by:lismac #130700
Please Signin
We walked around the school in small groups armed with cameras and looked for fractions occuring in our school. Each child had to find one scene to capture with the camera. Another group stayed in the classroom and created their fractions with classroom materials. Example- 10 pencils. 9 were yellow and one was red. Then the small groups would come to our computer and insert their picture. Each child then inserted text boxes to type in the fractions. Example- 9/10 of the pencils are yellow. 1/10 of the pencils are red. 9/10 + 1/10= 10/10 They could choose the fonts and colors and such... they used word art to add their names. They loved it! We also do one using multiplication.
One activity that went over pretty well with my class was putting fractions in order. After completing a lesson on comparing fractions, each student was given a fraction on a 3x5 card and asked to tape it to their chest. Then they were instructed to line up in order from greatest to least. After they had completed the task, after much deliberation, I informed them of the correct order. They did pretty well considering there were fifteen students.
Another thing I did was draw fractions number lines (about seven inches long) on a piece of paper, one under another with enough space between lines so my students could label the points. The first line was not divided. The points were labeled 0 and 1.
The second line was divided into halves. The students labeled the points on the line 0/2, 1/2, and 2/2.
The third line was divided into thirds. The students labeled the points 0/3, 1/3, 2/3, 3/3.
You probably get the idea. The remaining lines were divided into fourths, fifths, sixths, eighths, tenths, and twelfths, and the points were labeled. (It is very...
I created an interactive fraction number line from 0 to 2 on my wall. I have about 40 fraction cards with different fractions and I have students take turns putting the cards on the number line. They get the chance to see that some of the fractions are equivelent to others.
Well, you are not alone. Fractions lessons sometimes need repeating over and over until they understand the CONCEPTS. Try giving them a mnemonic device to help them remember what to do. My kids decided to use GCF as Greatest Calories n Fat so that's why you REDUCE!! This just helped them to know when to use the GCF but it still needs lots of practice. Also, do a lot of hands-on activities that show equivalency in fractions. Make fraction strips using construction paper, and the kids can show all the equivalent fractions by matching up the strips. Or try the pizza fraction pieces that you can buy. I believe that it just takes lots of fun practice as well as drills on the procedures. Take your time and don't rush through it or you'll be sorry to see that they won't remember any of it by Christmas!!
Make up index cards before hand. Group them in 3's (.25 on one card, 1/4 on another, 25% on the third) make up however many sets of three you need to give a card to each of the students in your class. Once the cards have been shuffled, pass one to each student. Have them find their 'family' WITHOUT MAKING A SOUND. When .20, 1/5 and 20% find each other they have to put their cards on a large number line in the front of the class. It's a great way to get them all involved, and gets them up and around the classroom.
I also have my student play Fraction Tic Tac Toe, on a 4 x 4 grid filled with halves, fourths, and eighths. They have to make a whole with 3 fractions in a row. They love it!!! I'm not sure where the gamesheet come from, but I am sure you can make your own.
This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
The Art of Memory
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For the general topic known as "Ars memoriae" or "the Art of Memory", see Art of memory.
The Art of Memory
Author(s)
Frances A. Yates
Country
United Kingdom
Language
English
Publisher
Routledge and Kegan Paul
Publication date
1966
Media type
Print (book)
Pages
400
ISBN
0-226-95001-8
OCLC Number
42905743
Preceded by
Giordano Bruno and the Hermetic Tradition
The Art of Memory is a 1966 non-fiction book by British historian Frances A. Yates. The book follows the history of mnemonic systems from the classical period of Simonides of Ceos in Ancient Greece to the Renaissance era of Giordano Bruno, ending with Gottfried Leibniz and the early emergence of the scientific method in the 17th century.
See also [edit]
Method of loci
John Crowley
Art of Memory
Library of Congress Photo Archives is a site every teacher should bookmark. With over 1.2 millions images in this database, your students can certainly gather a wide variety of images for their history projects. Each image has different licensing, so look closely. Supporting units: famous Americans, presidents, civil rights, wars, inventors, authors, and just about any historical American event
Three Elements of Great Communication, According to Aristotle
by Scott Edinger | 9:00 AM January 17,
2013
Comments (78)
In my nearly 20 years of work in organization development, I've never heard
anyone say that a leader communicated too much or too well. On the contrary, the
most common improvement suggestion I've seen offered up on the thousands of 360
evaluations I've reviewed over the years is that it would be better if the
subject in question learned to communicate more effectively.
What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements —
ethos, pathos, and logos. — thousands of years ago.
Ethos is essentially your credibility — that is, the reason people should
believe what you're saying. In writing this blog I made an effort to demonstrate
my ethos in the introduction, and here I'll just add that I have a degree in
communication studies (emphasis in rhetoric for those who want the details) for
good measure. In some cases, ethos comes merely from your rank within an
organization. More commonly, though, today's leaders build ethos most
arianelfv on 10 Jan 17Evidencia: cruzarla con aumento de uso de plataformas virtuales para mostrar que la cobertura se eleva en función del uso de las plataformas
Account
