Dear Educators,
With this webcasting tool, you can connect live face to face with anyone, anywhere, anytime.....family, friends, students, teachers, colleagues, administrative groups, principals meetings, etc. without having to travel.
You can even promote world peace by connecting with teachers and students in their classrooms worldwide and learning more about each other's country and culture
The tools for your use include the ability to have live video chat, make PowerPoint presentations, stream video, share your desktop, record and share your presentation, and much more.
Guests do not have to download any software. They simply click on the link to your conference that you send them, no cost, no travel and better yet, no wasted time.
This tool is affordable and easily fits into a classroom, school or administartive office budget.
As a former superintendent in the education system with more than 50 schools spread out 400 miles along a major highway, the ability to communicate with everyone in an efficient, effective and economical manner was essential.
Hope you find this helpful.
Best wishes,
Barry
The Extraordinary and the ordinary- the projected trajectories of current computer technologies and their application for sustained mind controlling outcomes. It's already here- we will be interacting with computers with our minds. Incredible applications for learning.
Currency beyond Willy Wonka- game participants in real life have to match their half with another's in the town in order to redeem for cash transactions this builds conversations and meetings that may not happen otherwise bridging class race and socio economics
The updated 2006 copy of the National Reading Panel teacher's guide to give a framework for using the findings of the 200 national Reading Panel in the classroom. This is another guidebook for teachers and curriculum directors.
This guide is from Dr. Louisa C. Moats and the International Dyslexia Association. It bridges research into practice to create a "research-based tool for practitioners." These are the standards used by the IDI to guide teachers of reading, spelling, and writing.
This December 2005 report talks about best practices in teaching literacy. For those of you who like to review best practices from around the world, this came in from the International Dyslexia Association in their Summer 2011 Perspectives on Language and Literacy "Global Perspectives" column.
Recordings of almost 4 hours of a series of interviews conducted by director/author Bogdanovich with Welles between the years 1969 and 1972.
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In the late '60s and early '70s, filmmaker Peter Bogdanovich had conducted extensive interviews with Welles, but a number of circumstances--including the director's decision to compose an autobiography that he never got around to writing--kept the interviews out of the public eye. Finally edited and annotated by Jonathan Rosenbaum, these conversations give wonderful insights into Welles's craft and personality. He discusses his forays into acting, producing, and writing as well as directing, his confidences and insecurities, and his plans for film projects that were either never made or only partially completed. He also offers insights into the triumph of Citizen Kane and later masterpieces like The Lady from Shanghai, Touch of Evil, Othello, and Chimes at Midnight. His defense of his controversial adaptation of Kafka's The Trial is so fascinating that listeners might want to rush out and rent the film.
We never know if we are right. There is only doing the right thing at what we hope is the right time in hopes of making the difference we hope to make.Our work? Most days it's like driving along the Pacific Coast Highway at night in the fog: You can only see the stretch of road just in front of you and even that is shrouded in fog. So we drive on, guided by faith--in the kids, in ourselves, in our work.
superhero supplies such as; grappling hooks, bottles of chaos and gravity, capes, invisibility paint, jars of anti-matter, secret identity kits, deflector braclets and more.
love how the staff treat the products as real superhero supplies and customers as real superheros. They even get you to quote a superhero oath at checkout!
This concept store is the brainchild of literary Dave Eggers and like all of our favourite comic book heroes - it has a dual identity. In reality, the store is a clever front for the non-profit (youth orientated) creative writing and tutoring centre, 826NYC. To enter 826NYC, you actually have to go through a swinging bookcase in the BBS store. Proceeds from the BBS store fund 826NYC directly to help young people with their creative writing skills. Amazing. Marc Jacobs and Kenneth Cole have both designed crime-fighting outfits for fundraising events here.
As Jim Nehring at the University of Massachusetts at Lowell observed,
“Progressive schools are the legacy of a long and proud tradition of thoughtful
school practice stretching back for centuries” — including hands-on learning,
multiage classrooms, and mentor-apprentice relationships — while what we
generally refer to as traditional schooling “is largely the result of outdated
policy changes that have calcified into conventions.”
Progressive educators are concerned with helping children become not only good
learners but also good people
Learning isn’t something that happens to individual children — separate selves
at separate desks. Children learn with and from one another in a caring
community, and that’s true of moral as well as academic learning.
Interdependence counts at least as much as independence
Progressive schools are characterized by what I like to call a “working with”
rather than a “doing to” model.
A sense of community and responsibility for others isn’t confined to the
classroom; indeed, students are helped to locate themselves in widening circles
of care that extend beyond self, beyond friends, beyond their own ethnic group,
and beyond their own coun
“What’s the effect on students’ interest in learning, their desire to
continue reading, thinking, and questioning?”
Alfred North Whitehead declared long ago, “A merely well-informed man is the
most useless bore on God’s earth.” Facts and skills do matter, but only in a
context and for a purpose. That’s why progressive education tends to
be organized around problems, projects, and questions — rather than around lists
of facts, skills, and separate disciplines
students play a vital role in helping to design the curriculum, formulate the
questions, seek out (and create) answers, think through possibilities, and
evaluate how successful they — and their teachers — have been
Each student is unique, so a single set of policies, expectations, or
assignments would be as counterproductive as it was disrespectful.)
they design it with them
what distinguishes progressive education is that students must construct
their own understanding of ideas.
A school that is culturally progressive is not necessarily educationally
progressive. An institution can be steeped in lefty politics and multi-grain
values; it can be committed to diversity, peace, and saving the planet — but
remain strikingly traditional in its pedagogy
A truly impressive collection of research has demonstrated that when students
are able to spend more time thinking about ideas than memorizing facts and
practicing skills — and when they are invited to help direct their own learning
— they are not only more likely to enjoy what they’re doing but to do it better.
Regardless of one’s values, in other words, this approach can be recommended
purely on the basis of its effectiveness. And if your criteria are more
ambitious — long-term retention of what’s been taught, the capacity to
understand ideas and apply them to new kinds of problems, a desire to continue
learning — the relative benefits of progressive education are even greater.[5]
Students in elementary and middle school did better in science when their
teaching was “centered on projects in which they took a high degree of
initiative.
For starters, they tell me, progressive education is not only less familiar but
also much harder to do, and especially to do well. It asks a lot more of the
students and at first can seem a burden to those who have figured out how to
play the game in traditional classrooms — often succeeding by conventional
standards without doing much real thinking. It’s also much more demanding of
teachers, who have to know their subject matter inside and out if they want
their students to “make sense of biology or literature” as opposed to “simply
memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12] But
progressive teachers also have to know a lot about pedagogy because no amount of
content knowledge (say, expertise in science or English) can tell you how to
facilitate learning. The belief that anyone who knows enough math can teach it
is a corollary of the belief that learning is a process of passive absorption —a
view that cognitive science has decisively debunked.