Best content in English Companion Ning Group

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Pinterest / Home - 13 views

pinterest.com inspiration

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Strategies to enhance peer feedback | Assessment for Learning - 21 views

www.assessmentforlearning.edu.au/...peer_strategies_enhance.html thinking hats meta-cognitive strategies formative assessment

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Plagiarism checking tool - the most accurate and absolutely FREE! - 12 views

www.plagtracker.com education writing teaching resources tools

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eBooks for Teachers - 18 views

www.goedonline.com/eBooks-for-Teachers ebooks teachers

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If Romeo and Juliet had mobile phones | Networked - 13 views

networked.pewinternet.org/...o-and-juliet-had-mobile-phones shakespeare love romeojuliet cellphones internet culture facebook socialnetworking PBLidea

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- Adam Babcock on 21 Jul 12
  
  Yeah... but "wherefore" translates to "why" in our contemporary language...
  
  <div class="cArrow"> </div><div class="cContentInner">Yeah... but "wherefore" translates to "why" in our contemporary language...</div>
  
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would have allowed Romeo and Juliet to move around, liberated from locale and parental surveillance. They would have been less worried about their families when they were figuring out where to meet. At the same time, their parents would have felt reassured because they could call their children and ask where they were and what they were doing. But, would Romeo and Juliet have told the truth? A location-aware app would also have been useful for parents in tracking them. Or they might have prowled friends’ Facebook updates or photo albums for clues.
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Romeo and Juliet could find each other now because mobility means accessibility and availability. They’d be on each other’s top-five speed dial. And they would probably have had a location-aware app that that showed exactly where each other were: no wandering the streets of Verona looking for each other.
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...7 more annotations...
Public spaces have become more silent, as people concentrate on their text messages, while downwardly-peering texters have limited eye contact.
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Imagine Romeo making plans to meet Juliet in the park, but his father calls to say that he has to come home immediately. At least, the mobile connection would have allowed Romeo to alert Juliet to his role conflict and possible absence.
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As long as they talked or texted in private, neither the Montagues nor the Capulets would know – unless, of course, they snuck peeks at the list of previous calls and texts on the phones. Instead of a phone ringing in a home—where all would hear it and possibly become part of the conversation—internet communication and mobile communication are usually exchanges between two individuals.
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Mobile contact has become multigenerational, as teens—and even children—are increasingly getting their own mobile phones. This affords people of all ages opportunities to become more autonomous agents.
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As they grew up, Romeo and Juliet had gotten past their childhoods of being household and neighborhood bound.  They made contact by encounters in public places. Teens still do that—the shopping mall is the new agora—but their mobile phones also afford continuous contact with their homes and distant friends.
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If they are right, Romeo and Juliet might never look up from their mobile phones to see each other. Or, would the course of true love have led them away from their screens and into each other’s arms?
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The story of Romeo and Juliet is the story of two individuals escaping the bounds of their densely knit groups. It is a story of the social network revolution that began well before Facebook: the move from group-bound societies to networked individuals. This turn to networked individualism transforms communication from being place-based to person-based.
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13 Examples of Literature in Song - 21 views

www.neatorama.com/...examples-of-literature-in-song literature songs culture videos

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Community Club Home Listen and Read - Non-fiction Read Along Activities Scholastic - 3 views

teacher.scholastic.com/...index.htm stories non-fiction Free Technology for Teachers audio Text images

shared by Berylaube 00 on 16 Jul 12 - Cached

Berylaube 00 on 16 Jul 12

From Richard Byrne Free Technology for teacher, quoted below:Listen and Read - Non-fiction Read Along Activities Listen and Read is a set of 54 non-fiction stories from Scholastic for K-2 students. The stories are feature pictures and short passages of text that students can read on their own or have read to them by each story's narrator. The collection of stories is divided into eight categories: social studies, science, plants and flowers, environmental stories, civics and government, animals, American history, and community. Applications for Education Listen and Read looks to be a great resource for social studies lessons and reading practice in general. At the end of each book there is a short review of the new words that students were introduced to in the book. Students can hear these words pronounced as many times as they like. Listen and Read books worked on my computer and on my Android tablet. Scholastic implies that the books also work on iPads and IWBs"

<div class="cArrow"> </div><div class="cContentInner">From Richard Byrne Free Technology for teacher, quoted below:Listen and Read - Non-fiction Read Along Activities Listen and Read is a set of 54 non-fiction stories from Scholastic for K-2 students. The stories are feature pictures and short passages of text that students can read on their own or have read to them by each story's narrator. The collection of stories is divided into eight categories: social studies, science, plants and flowers, environmental stories, civics and government, animals, American history, and community. Applications for Education Listen and Read looks to be a great resource for social studies lessons and reading practice in general. At the end of each book there is a short review of the new words that students were introduced to in the book. Students can hear these words pronounced as many times as they like. Listen and Read books worked on my computer and on my Android tablet. Scholastic implies that the books also work on iPads and IWBs"</div>

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The Images Shed - The Literacy Shed - 7 views

www.literacyshed.com/the-images-shed.html

shared by Alicia Rosenbaum on 15 Jul 12 - No Cached

pedagogy literature "Teaching Literature in the Secondary School" Richard W. Beach, Jam... - 10 views

started by Berylaube 00 on 15 Jul 12 no follow-up yet

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Dyslexia has a language barrier | Education | The Guardian - 1 views

www.guardian.co.uk/...research.highereducation2 science dyslexie brain English Japanese

shared by Berylaube 00 on 15 Jul 12 - No Cached

Berylaube 00 on 15 Jul 12

" dyslexic in one language but not another. It shows that readers of Chinese use a different part of their brains to readers of English. eported prevalence of dyslexia is much higher in English (about 5-6%) than Chinese. I surveyed 8,000 schoolchildren in the Beijing region, with Yin Wengang of the Chinese Academy of Science, and found that about 1.5% were dyslexic. English, French and Italian dyslexics all showed the same abnormal activity involving the brain system underlying phonemic analysis. In Alan, this theory predicts accurately that the affected language will be English, since Japanese does not require analysis into phonemes.a key peak in brain activity in Chinese readers fell outside the network typically used by European readers. The second surprise was that dyslexics showed lower activation in several key reading areas compared with normal Chinese readers, but this was in a very different brain area from Frith's European dyslexics. Chinese dyslexia may be caused by a different genetic anomaly than English dyslexia."

<div class="cArrow"> </div><div class="cContentInner">" dyslexic in one language but not another. It shows that readers of Chinese use a different part of their brains to readers of English. eported prevalence of dyslexia is much higher in English (about 5-6%) than Chinese. I surveyed 8,000 schoolchildren in the Beijing region, with Yin Wengang of the Chinese Academy of Science, and found that about 1.5% were dyslexic. English, French and Italian dyslexics all showed the same abnormal activity involving the brain system underlying phonemic analysis. In Alan, this theory predicts accurately that the affected language will be English, since Japanese does not require analysis into phonemes.a key peak in brain activity in Chinese readers fell outside the network typically used by European readers. The second surprise was that dyslexics showed lower activation in several key reading areas compared with normal Chinese readers, but this was in a very different brain area from Frith's European dyslexics. Chinese dyslexia may be caused by a different genetic anomaly than English dyslexia."</div>

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Welcome to Lit2Go ETC - 12 views

etc.usf.edu/lit2go audio-books free lit2Go

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Visuals for Foreign Language Instruction - 1 views

digital.library.pitt.edu/...visuals visual ESL_EFL ESl-resources images vocabulary exceptional

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Berylaube 00 on 15 Jul 12

This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations (i.e., teaching grammar). Illustrations pour l'enseignement des langues étrangères"Ce site contient des centaines de supports visuels (illustrations) qui peuvent être utilisés pour supporter les tâches pédagogiques tels que des objets qui décrivent et des personnes (c.-à-enseignement du vocabulaire) ou décrivant des événements et des situations entières (c.-à-enseignement de la grammaire)."Plus de 400 dessins au trait, consultables et consultable, libres d'utiliser à des fins éducatives, repéré par Larry Ferlazzo. The illustrations were created as part of the Visuals for Developing Communication Skills in Foreign Language Classes project, initated by Paul Toth, former Director of the Less-Commonly-Taught Languages Center.

<div class="cArrow"> </div><div class="cContentInner">This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations (i.e., teaching grammar). Illustrations pour l'enseignement des langues étrangères"Ce site contient des centaines de supports visuels (illustrations) qui peuvent être utilisés pour supporter les tâches pédagogiques tels que des objets qui décrivent et des personnes (c.-à-enseignement du vocabulaire) ou décrivant des événements et des situations entières (c.-à-enseignement de la grammaire)."Plus de 400 dessins au trait, consultables et consultable, libres d'utiliser à des fins éducatives, repéré par Larry Ferlazzo. The illustrations were created as part of the Visuals for Developing Communication Skills in Foreign Language Classes project, initated by Paul Toth, former Director of the Less-Commonly-Taught Languages Center.</div>

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