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Contents contributed and discussions participated by Kaye Ortman Peters

Kaye Ortman Peters

RubiStar Home - 3 views

    Great site for helping teachers make rubrics for assignments.
Kaye Ortman Peters

Teachers for Global Classrooms Program (TGC) | IREX - Civil Society, Education and Medi... - 2 views

    This is a very interesting exchange program for teachers.
Kaye Ortman Peters

Chaos Clarified - 6 views

    My web page re portfolio in process
Kaye Ortman Peters

Teacher Development: Starter Kit for Teaching Online | Edutopia - 2 views

    Basic tips
Kaye Ortman Peters

Google Custom Search - Mrs. Ortman Peters' Blended Learning Search Engine - 2 views

    Search engine for blended learning ideas and incorporating technology into the F2F classroom.
Kaye Ortman Peters

Big6 Resources - 3 views

    Research skills
Kaye Ortman Peters

Designing scoring rubrics for your classroom. Mertler, Craig A. - 0 views

  • A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to
  • Prior to designing a specific rubric, a teacher must decide whether the performance or product will be scored holistically or analytically (
  • One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow converting them to "grades."
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  • The bottom line for classroom teachers is that they must find a system of conversion that works for them and fits comfortably into their individual system of reporting student performance.
  • Re-examine the learning objectives to be addressed by the task. T
  • Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance.
  • Brainstorm characteristics that describe each attribute.
  • For holistic rubrics, write thorough narrative descriptions for excellent work and poor work incorporating each attribute into the description
  • For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute.
  • Steps in the Design of Scoring Rubrics
  • For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes.
  • For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute.
  • Collect samples of student work that exemplify each level.
  • Revise the rubric, as necessary.
  • Rubrics are rating scales-as opposed to checklists-that are used with performance assessments.
  • They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments.
  • Copyright 2001,
Kaye Ortman Peters

Copyright and Fair Use - 0 views

  • The creator's name may be given at the top or bottom of the page.  It may be dated, indicating that it should not be recreated.
  • There may be a copyright mark, ©
  • 70 years after the death of the last author/creator. 
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  • Photographs, clip art, web design, graphs, data tables, audio tracks, music, and movie clips all have implicit copyright proctection...even if they don't display the © copyright symbol!
  • When using materials from the Internet, the minimum copyright credit should include the copyright symbol, �; year the material was first published (1894); and the name of the copyright owner (Janice P. Cumquat, Ph.D.).  This is in addition to any other citation information you provide for a reference you might use. (For more on how to create citations, see the IMSA Micro Module: Citation.)
Kaye Ortman Peters

Social media users grapple with information overload - - 1 views

  • t hard to keep up with a constant barrage of tweets, texts and instant messages.
  • "I just keep a few open all the time now." He also uses a variety of third-party software to sort it all out.
  • People are drowning in a deluge of data. Corporate users received about 110 messages a day in 2010, says market researcher Radicati Group. There are 110 million tweets a day, Twitter says. Researcher Basex has pegged business productivity losses due to the "cost of unnecessary interruptions" at $650 billion in 2007.
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  • For millions of consumers, the communications overload can spill into work, with deep implications — lost productivity, mistakes, miscommunication and burnout.
  • The problem is "compounded in the workplace, where speed and access to the most relevant information are critically important," says Aaron Levie, CEO of, software that helps businesses share content and collaborate.
  • There is no definitive study on modern multitasking and its effect on the human brain.
  • A 2009 study by three Stanford University professors on cognitive control concluded that chronic media multitaskers are more susceptible to distraction.
    Some issues and solutions re information overload
Kaye Ortman Peters The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, 10... - 3 views

  • "This book is for teachers who have good days and bad — and whose bad days bring the suffering that comes only from something one loves. It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." — Parker J. Palmer [from the Introduction]
    I love this book and highly recommend it to eduacators everywhere.
Kaye Ortman Peters

Stress Reduction - 0 views

  • Give yourself a break! If you're feeling woozy, take a break. Point at the computer and say: "Without me, you're nothing!" Think of your students who must cope with new learning all the time. Go for a walk. Brew a cup of tea. Play with the family pet.
    • Kaye Ortman Peters
      Great tips from Dennis.
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