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Martin Burrett

WorkFlowy - Organize your brain - 1 views

workflowy.com

productivity to do list organise organiser notes

shared by Martin Burrett on 05 Dec 11 - No Cached
  • Martin Burrett on 05 Dec 11
     
    A wonderfully simple organiser site where you can make collaping lists of anything. It works well on every mobile browser I have tried. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Vicki Davis

Home - Gymnasium for Brain - 22 views

www.gymnasiumforbrain.com

education math learning thinking

shared by Vicki Davis on 01 Dec 11 - Cached
  • Vicki Davis on 01 Dec 11
     
    A website recognized by the Australian Education association and american Library association. As you look for activities to improve thinking - this website has puzzles, and activities that are bound to have you thinking and talking. There's also a kids corner. If you like game based learning, there are some great tools here. "A gym dedicated to the wellness of the mind."
Vicki Davis

ADHD: Your Brain On Attention Deficit Hyperactivity Disorder (VIDEO) - 1 views

www.huffingtonpost.com/...adhd-brain_n_1175627.html

adhd news education

shared by Vicki Davis on 30 Dec 11 - No Cached
  • Vicki Davis on 30 Dec 11
     
    ADHD, medicine abuse, and a video to show you what it "feels like" to have ADHD. This post from Huffington is a great one to share with those who don't understand this disorder. There are still so many questions to ask, especially that of if we've somehow become so desk bound that our physical bodies are crying out for more running and moving, but that is for another post.
Jason Finley

Articles | What Makes Them Click - 13 views

www.whatmakesthemclick.net/articles

brain-based technology integration bestpractices

shared by Jason Finley on 14 Nov 11 - Cached
  • Jason Finley on 14 Nov 11
     
    What if we applied the psychology of what makes technology attractive to students...to our face-2-face practices in the classroom? Using this idea, instead of using more technology in the classroom, why not design the traditional human / face-to-face classroom experience to be more like what makes technology so engrossing to modern students? Do these principles sound familiar... Deliver information in bite sized chunks, Create mental models, Use short stories to help process information, Learning happens and is remembered through repetition, People are motivated by Progress and Mastery, Sustained attention lasts 10 minutes, and the use of Progressive Disclosure. Progressive Disclosure an interaction design technique often used in human computer interaction to help maintain the focus of a user's attention by reducing clutter, confusion, and cognitive workload. This improves usability by presenting only the minimum data required for the task at hand. Here are 100 little articles that could have big implications in the classroom.
Patricia Cone

From Rapunzel to The Little Red Riding Hood, Beloved Children's Classics as Minimalist ... - 8 views

www.brainpickings.org/...childrens-book-posters

children's_stories minimalism posters art

shared by Patricia Cone on 27 Feb 12 - No Cached
  • Patricia Cone on 27 Feb 12
     
    These posters are wonderful representations of classic fairy tales!
Vicki Davis

Lumosity Education Access Program (LEAP) Application Survey - 9 views

www.surveymonkey.com/...applyforleap

education news app cognition brain research all_teachers

shared by Vicki Davis on 24 Oct 13 - No Cached
  • Vicki Davis on 24 Oct 13
     
    If you'd really like to get into the Luminosity program, here is the application form to get into it. Here's info from the press release. This is a cool app that is supposed to improve many parts of cognition. I have it on my list to try and it is very interesting to me. Here's the link and some info: "Preliminary results from the Spring 2012 semester found that students who trained with Lumosity improved more on a battery of online cognitive assessments than students who did not train. Additionally, effects were dose-dependent; engaging in more Lumosity training led to greater improvements on the assessments. Insights from the 2012-13 LEAP academic year on the effects of cognitive training on students' real-world academic outcomes are forthcoming. Educators are increasingly interested in enhancing their students' cognitive and behavioral factors. More than 75 percent of all teachers who applied for the Fall 2013 LEAP semester believe training with Lumosity will promote: cognitive enhancement, increased ability to pay attention, improved self-confidence, and improved general attitude toward learning."
Vicki Davis

How to Be an Educated Consumer of Infographics: David Byrne on the Art-Science of Visua... - 10 views

www.brainpickings.org/...rican-infographics-david-byrne

education news infographics literacy bestpractices

shared by Vicki Davis on 27 Oct 13 - No Cached
  • Vicki Davis on 27 Oct 13
     
    There are now books with the most compelling infographics. INfographics are being recognized as compelling, moving media and catalysts for change. Organizations that need support and use social media should develop their ability to use infographics with finesse and students should know not only how to create them but how to interpret them.
Ted Sakshaug

Fuel the Brain | Educational Resources and Games - 16 views

www.fuelthebrain.com

education activities elementary k-6 interactive games

shared by Ted Sakshaug on 02 Jun 10 - Cached
  • Ted Sakshaug on 02 Jun 10
     
    It is our dream that teachers won't have to hunt and search for activities for hours or spend a fortune on materials. We hope to continue to build this site until it is a comprehensive collection of teaching materials across several grades. The site currently focuses on kindergarten-third grade objectives. We have begun with mathematics but will continue to create across subjects.
Ed Webb

What's Wrong With the American University System - Culture - The Atlantic - 6 views

www.theatlantic.com/...60458

teaching education US USA opinion analysis college university

shared by Ed Webb on 29 Jul 10 - Cached
  • it's awfully difficult to say, "Here's knowledge we don't need!" It sounds like book burning, doesn't it? What we'd say is that on the scale of priorities, we find undergraduate teaching to be more important than all the research being done.
  • Those people were teachers, in the true sense of the word. They were just as knowledgeable about their fields as anyone, but they had playful, imaginative minds. They could go on TV—Carl Sagan could talk about science, John Kenneth Galbraith could talk about economics. They weren't dumbing down their subjects. In fact, they were actually using their brains. The more you rely on lingo—"regressive discourses," "performativity"—the less you have to really think. You can just throw terms around and say, "Look, Ma, I'm a theorist!"
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated. I mean, you took the SAT! It's multiple choice, a minute and quarter per question. What does it really test? It tests how good you are at taking tests! At a big university like Berkeley, where there are going to be 30,000 applications, here's what they do. On top of each folder, without even reading through it, they write your SAT score. That's the first winnowing. So the 1600s get looked at first, and then down from there.
  • ...2 more annotations...
  • One of the things that I find scariest at the moment is that so many bright people have no conception at all of life for any people but those in the upper middle class and above. They live a sheltered suburban life, go to college with other sheltered suburban kids, and assume that everyone's life has been like theirs. Some years ago a relative of mine graduated from Cambridge. I asked what his classmates would be doing after graduation and he said "management consulting." These were very bright people with zero experience in the business world who had spent the last three years barely able to manage their binge drinking, let alone manage any business. I'd trust the high school grad who rose through the ranks way more than these bright young things.
  • www.highereducationquestionmark.com
Fred Delventhal

Brain Pop K-3 Games - 0 views

www.brainpopjr.com/games

games Brainpop free elementary education math science langaugearts socialstudies iwb smartboard

shared by Fred Delventhal on 10 Mar 09 - Cached
  • Fred Delventhal on 10 Mar 09
     
    These are free. @mslinch: FYI: all of the BrainPOP Jr. K-3 games are free. :) http://www.brainpopjr.com/games/ #gr8t
Jeff Johnson

Daily English Activities: Tease your Brian - 1 views

daily-english-activities.blogspot.com/...tease-your-brian.html

tease EFL ESL English brain activities

shared by Jeff Johnson on 17 Nov 08 - Cached
  • Jeff Johnson on 17 Nov 08
     
    This site is for EFL & ESL students. Each day you can find a new simple online activity to help you improve your English.
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
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