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TCY Online

UPSC Preliminaries 2010 Solution Keys - 1 views

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    UPSC 2010, UPSC 2010 Answer Keys, UPSC 2010 Exam, UPSC 2010 General, UPSC 2010 General Studies, UPSC 2010 General Studies Solution Keys, UPSC 2010 Prelims, UPSC 2010 Solution Keys, UPSC Exam 2010, UPSC General Studies Answer Keys, UPSC Prelims, UPSC Prelims 2010, UPSC Solved Paper. Subject experts at www.TCYonline.com, India's largest online test prep platform, will be solving the General Studies test paper and hosting the UPSC 2010 General Studies solution keys on the website. Students wanting to check UPSC Preliminary General Studies answers can find them on http://www.tcyonline.com/exam-analysis/upsc-prelims-2010-solutions after 6 p.m. of the same day as the test.
TCY Online

SNAP 2009 Analysis- SNAP 2009 Answer Key & Cut-offs - 11 views

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    SNAP 2009 Analysis and Cut-offs with Solution Key: 1. General English: Answer Key, 2. Quantitative, DI & DS: Answer Key, 3. General Awareness- GK, Current Affairs, Business Scenario: Answer Key, 4. Analytical & LR: Answer Key
TCY Online

IIT JEE 2010 Maths Solution Keys - 2 views

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    IIT JEE 2010 Solution, IIT JEE 2010 Answer Keys, IIT JEE 2010 Solutions Key, IIT JEE 2010 keys, IIT JEE Solutions, IIT JEE Answers, IIT 2010 Answer, IIT 2010 Solutions, IIT 2010 Physics Solutions, IIT 2010 Chemistry Solutions, IIT 2010 Math Solutions, IIT JEE Questions Discussion, IIT JEE 2010 Paper-i Solutions, IIT JEE 2010 Paper-II Solutions
TCY Online

AIEEE 2010 Solution Papers - 1 views

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    AIEEE 2010 Answer, AIEEE 2010 Answer Keys, AIEEE 2010 Chemistry Solutions, AIEEE 2010 Math Solutions, AIEEE 2010 Physics Solutions, AIEEE 2010 Solutions, AIEEE 2010 Solutions Key
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    AIEEE 2010 Answer, AIEEE 2010 Answer Keys, AIEEE 2010 Chemistry Solutions, AIEEE 2010 Math Solutions, AIEEE 2010 Physics Solutions, AIEEE 2010 Solutions, AIEEE 2010 Solutions Key.
Lisa M Lane

Online Education - Introducing the Microlecture Format - Open Education - 0 views

  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
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  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Lisa M Lane
       
      This really isn't lecture - it's more like an introduction to guide them toward reading and discussion.
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • Given that it is tough to justify the traditional lecture timeframes
Martin Burrett

Book: Learning with Leonardo by Ian Warwick & Ray Speakman via @JohnCattEd - 0 views

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    "From the outset, I want to be clear - Leonardo da Vinci, not Leonardo DiCaprio. But don't despair, there is a still a lot Mr da Vinci has to offer in our modern world, with many of seven key concepts that drove his inventive thinking still helping to influence our creative thinking. Ray Speakman and Ian Warwick, in their book, look closely at the seven key concepts that influenced da Vinci's life, and how they can make our own learning more original and thoughtful. The seven key concepts are no big secret, but the authors frame them into a modern narrative that makes understanding ourselves, nature and reality possible. Throughout, much is made of Leonardo's notebooks - the sanctuary where he noted his observations, thoughts and discoveries - where he was constantly pushing his understanding to the edges of what was possible during the period he lived. A lot can be learned from such an approach, as jotting down our thoughts, discoveries and inspirations can help us organise our minds - and could be beneficial for many young learners."
Ruth Howard

The Questions - 0 views

  • The Gallup World Poll asks hundreds of core items of all respondents as well as hundreds of region-specific questions around the globe to gauge the unique behavioral climate in the world's different countries and local areas. Gallup asks both the core and region-specific questions over time. This creates a constant flow and update of information and gives World Poll users the ability to compare data and spot key trends. This extensive, continuous survey provides a new access point to the voices, hearts, and minds of the majority of the Earth's population.
  • The Gallup World Poll asks hundreds of core items of all respondents as well as hundreds of region-specific questions around the globe to gauge the unique behavioral climate in the world's different countries and local areas. Gallup asks both the core and region-specific questions over time. This creates a constant flow and update of information and gives World Poll users the ability to compare data and spot key trends. This extensive, continuous survey provides a new access point to the voices, hearts, and minds of the majority of the Earth's population.
  • The Gallup World Poll asks hundreds of core items of all respondents as well as hundreds of region-specific questions around the globe to gauge the unique behavioral climate in the world's different countries and local areas. Gallup asks both the core and region-specific questions over time. This creates a constant flow and update of information and gives World Poll users the ability to compare data and spot key trends. This extensive, continuous survey provides a new access point to the voices, hearts, and minds of the majority of the Earth's population.
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  • The Gallup World Poll asks hundreds of core items of all respondents as well as hundreds of region-specific questions around the globe to gauge the unique behavioral climate in the world's different countries and local areas. Gallup asks both the core and region-specific questions over time. This creates a constant flow and update of information and gives World Poll users the ability to compare data and spot key trends. This extensive, continuous survey provides a new access point to the voices, hearts, and minds of the majority of the Earth's population.
  • The Gallup World Poll asks hundreds of core items of all respondents as well as hundreds of region-specific questions around the globe to gauge the unique behavioral climate in the world's different countries and local areas. Gallup asks both the core and region-specific questions over time. This creates a constant flow and update of information and gives World Poll users the ability to compare data and spot key trends. This extensive, continuous survey provides a new access point to the voices, hearts, and minds of the majority of the Earth's population.
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    What are the questions that will engage our students meaningfully well into their future...
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    background to questions from Gallop World Poll
Martin Burrett

Children gain confidence and social skills when schooled in local museum - 0 views

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    "A new report, published today by King's College London, shows the findings of four projects that for the first time in the UK placed Nursery, Key Stage 1 and Key Stage 2 children in their local museum for extended residencies. The groups undertook many of their daily lessons and activities at their local museums for a period of between two weeks and up to a full term."
Vicki Davis

Dickens 2012 - Celebrating the 200th birthday of Charles Dickens - Resources - TES - 3 views

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    Upload your Charles Dickens lessons and resources in this competition to submit the best resources. This is a UK competition, but perhaps some others may want to enter as well. I also wanted to include this because of the great list of Charles Dickens resources here. If you teach Great Expectations or any other Dickens classic, you'll want to download these free lesson plans and resources. To be eligible for the Charles Dickens / Literary Heritage competition, all lesson plans & teaching resources shared must only cater for texts by authors found in the literary heritage section of the Secondary English National Curriculum, or from current GCSE & A Level awarding body specifications for English. Your can submit resources for poetry, prose or drama texts (or all three!) across the relevant key stage. At GCSE and A Level, resources can be submitted to support teaching and learning of controlled assessment and / or examination units. When you upload resources for entry to the competition, please take care to tag and classify your resources accurately in the relevant key stage, topic and sub topic areas. For example:
Vicki Davis

Quick Key Turns Your iPhone Into a Scanner | iPad Apps for School - 4 views

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    This has to be the coolest app ever. Create a quiz on Quick Key and then you can print out a bubble sheet. Snap a picture of the quiz with your iphone and it will grade it for you! Wow. Just remember that if all you do is bubble in - you're probably not testing very well. Hat tip to Richard Byrne's Awesome Facebook page for this one! (Free Technology for Teachers)
Vicki Davis

Crypto Locker Virus Holds Your Computer Hostage | WebProNews - 2 views

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    Ransomware is a new kind of malware. The worst Ransomware to hit in some time is the Crypto virus. This virus encrypts your hard drive and you have to send them a $300 certificate (untraceable) so they'll give you the encryption key to decrypt your drive and get your data back. In an interesting twist, the US government disabled the servers running this ransomware scan and now all of the people with the virus have no hope of getting their decryption keys. This is another reason you should be very careful NOT to open suspicious attachments even from legitimate sounding sources. (Many of these messages appeared to be from Fedex and UPS.) The greatest internet filter ever created is the human brain. Educate teachers and others - not through fear but through a skeptical empowerment that always thinks before it clicks and especially before it downloads.
yc c

altastic - stuff for ALTs - 15 views

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    Sentence Scrambler If you have a bunch of sentences and you want to scramble them for use in the traditional exercise of narabikae, look no further than this wonderful tool. ABC Flashcard Viewer Thingy A flashcard viewer, designed for the interactive whiteboard. You can display the letters A to Z in upper- and lowercase, with or without guide lines. All movement can be controlled via the arrow keys and/or the alphabet keys on your keyboard. If you want a local version to use on your own machine, you can download it here. What's this? If you have access to an interactive whiteboard, this is a fun(?) game. A peculiar image is displayed, and students try to guess what it is. You can choose which images you want to show, and you can change the question and answer formats.
David Wetzel

Opening Minds in Science and Math with a New Set of Keys - 10 views

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    The use of web based technology is growing by leaps and bounds every day. These online tools are the new set of keys for opening your students' minds. The vast resources on the Internet are making the use traditional methods of teaching and learning obsolete in countless ways.
Kelly Faulkner

The New Zealand Curriculum - Key Competencies - 11 views

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    resource bank for key competencies 
Phil Macoun

Curriculum-Based Materials - JUMP Math - 6 views

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    The JUMP Math workbooks are meant to be used in conjunction with our extensive Teacher Resources to enable students to practise and explore subtle variations on the lessons and to enable teachers to rapidly assess progress. For each lesson, there is a clear and highly effective lesson plan, which enables teachers to accomplish the seemingly impossible task of teaching to the whole class while tailoring to individual needs. Each lesson is carefully designed to generate deep, subtle, transferable mastery of key concepts. Lesson plans include ideas for contextualizing the math, questions and tasks that allow students to discover mathematical concepts, games, activities, and innovative extension questions that keep "fast" students engaged and learning while teachers help others to master the key objectives.
Dennis OConnor

Research & Initiatives - Joan Ganz Cooney Center - 2 views

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    The Cooney Center investigates and creates new knowledge, putting it directly into practice by engaging key decision-makers to invest and take action. Working closely with our national advisors, Cooney Center Fellows, media scholars, and practitioners, the Cooney Center conducts and disseminates timely research that examines key issues in the field of digital media and learning.
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
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  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • The principles are all subject to a “rule of proportionality.” 
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
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    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Vicki Davis

Mother's Education Key to Child's Academic Success | Psych Central News - 2 views

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    "New research suggests the amount of education a woman has along with having children later in life are key predictor's of a child's success in adulthood. "
Martin Burrett

Maths Webinar - Making Maths Magical - 2 views

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    Hosted by Dr Junaid Mubeen and Fiona Goddard. This webinar reveals simple strategies for adding sparkle to your lessons to help engage and amaze Key Stage 1 and Key Stage 2 students with maths.
Martin Burrett

5 Key Ingredients for a Successful #EdTech Roll Out @ThatEdTechGuy - 1 views

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    "Having been part of a whole school 1:1 iPad project, these are what I consider the 5 key ingredients for a successful EdTech rollout."
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