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Donalyn Miller

Best Embeds for Educational Wikis and Blogs - 20 views

mrssmoke.onsugar.com/ducational-Wikis-Blogs-3082114

instructional strategies edtech classroommanagement

shared by Donalyn Miller on 02 Sep 10 - Cached
  • Donalyn Miller on 02 Sep 10
     
    Best Embeds for Educational Websites and Blogs
James Miscavish

Introduction - 8 views

www.ngfl-cymru.org.uk/...default.htm

IWb shakespeare romeo and juliet resources reading instruction education teaching English Learning tools web2.0

shared by James Miscavish on 13 Feb 10 - Cached
  • James Miscavish on 13 Feb 10
     
    Romeo and Juliet IWB lesson ready to go.
Dennis OConnor

WritingFix Projects: The "Mentor Text of the Year" Network - 13 views

writingfix.com/...mentor_text_of_the_year.htm

6-traits mentor text

shared by Dennis OConnor on 20 Dec 09 - Cached
  • Mentor texts are published works that can be used to inspire or guide writers during well-crafted writing lessons. When introduced thoughtfully during instruction, a mentor text motivates students to want to write something like a published writer.
  • Dennis OConnor on 20 Dec 09
     
    Mentor Texts: Another great idea from Writing Fix.
Mary Worrell

Teacher Magazine: Giving Classrooms a Purpose - 11 views

www.edweek.org/...ln_ferlazzo_effectiveness.html

classroom theory education educational_reform student_choice teaching learning instruction

shared by Mary Worrell on 21 Jan 10 - Cached
  • “Never do for someone what they can do for themselves. Never.”
    • Mary Worrell
      Mary Worrell on 21 Jan 10
       
      This is something every teacher, myself included, should keep in mind when students struggle. Help them, but only enough so they can finish the race on their own. Zone of proximal development.
  • On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
    • Mary Worrell
      Mary Worrell on 21 Jan 10
       
      I love this idea! Making our teaching processes and decisions transparent to students gives them more ownership in the classroom.
  • Mary Worrell on 21 Jan 10
     
    I really enjoyed this post by Larry Ferlazzo (thanks to Meredith Stewart's retweet). Got me thinking about the sort of classroom culture I'd like to help create with my students.
Adam Babcock

Grammar Bytes! Grammar Instruction with Attitude - 15 views

www.chompchomp.com

grammar

shared by Adam Babcock on 14 Mar 11 - Cached
  • Adam Babcock on 14 Mar 11
     
    free reference, presentations, exercises, printouts, etc on all sorts of grammar
Adam Babcock

"Monster" analysis by Shmoop - 12 views

www.shmoop.com/kanye-monster

music hiphop

shared by Adam Babcock on 18 Mar 11 - No Cached
  • Keith Schoch on 19 Mar 11
     
    I'm all for using pop culture references in teaching, and I did read what Shmoop had to say on this particular video, but would you really feel comfortable sharing this video in class and having a discourse on it? I'm a Jay-Z fan and a hip hop lover from its earliest days, but this video and song are reprehensible on so many levels. With so much else that we can "source" for instruction, why this? Please help me understand. And don't say it's a gangsta thang.
  • Adam Babcock on 20 Mar 11
     
    To answer your first question about showing the music video: absolutely not. Why this? I'm still struggling with it. We're in an age where we are entertained by self destruction. Kanye (unfortunately, because I was a fan of his earlier work) is definitely becoming one of the monster / Charlie Sheen / Jersey Shore / reality TV burnouts. And yet, there is an audience for it... When I first skimmed the analysis, I thought I'd go back to see if Schmoop was established enough to have a worthy application of Freud to Kanye. Alas, I was mistaken. I haven't become a fan of Schmoop; they've got some work to do. I'm sorry I misplaced my "under investigation" tag in ECN's collection.
Kristin Bergsagel

How To Do Things With Words : Learning Diversity - 4 views

www.learningdiversity.org/...how-to-do-things-with-words

shared by Kristin Bergsagel on 14 Apr 11 - No Cached
  • the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
  • Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
  • These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”
  • ...14 more annotations...
  • Could it be that teachers who are allegedly so obstinately unfaithful to the received theory of reading comprehension do in fact apply it in their classrooms, but fail to achieve adequate outcomes because the theory fails to explain reading as a meaningful human activity?
  • the most authoritative theory of reading comprehension misleads her into performing a futile cognitive exercise.
  • namely, instruct students to read the text creatively by transforming it into a model for exploring ideas such as self-deception, hubris, or the unintended negative consequences of well-intended parenting.
  • it doesn’t address texts adequately as media of communication between purposeful, goal-oriented actors.
  • The meaning of a message, then, is its use by the interacting parties and is therefore always much more than a mental representation. When we treat words or statements as mere representations, we fail to communicate.
  • A theory that fails to enhance communication undermines education, because education is a special form of communication dedicated to the transmission of learning.
  • The words remain his rather than theirs, conveying facts about his dream rather than becoming resources useful to them. These readers have missed yet another opportunity to make sense of the history of their nation and of their own lives in relation to it.
  • hopeful vision coupled to a darker prophecy and a threatening message.
  • This reading, then, intertwines American political history with the history of literature in a way that renders the reader herself an active participant in their making.
  • creativity, diversity, and agency
  • Readers, we propose, ought to associate the meaning of the text with its use. The texts students typically read in school, more specifically, ought to be used for the purpose of exploring ideas. Reading for this purpose is necessarily a creative endeavor because it entails transforming the text into a model of inquiry into certain aspects of the reader’s life experiences.
  • In other words, because they use the text in diverse ways, its meaning varies accordingly.
  • What is at stake is nothing less than how students relate themselves to cultural achievements that have shaped the world in which they live and the society in which they gradually mature.
  • Conversely, education researchers in universities and other research institutes are often insufficiently familiar with how children learn at school, and therefore simply do not have an adequate understanding of the problems their research should solve
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