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in title, tags, annotations or urlExploratree - Exploratree by FutureLab - 0 views
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With Exploratree you can: * Use our ready-made thinking guides * Make a new thinking guide from scratch * Use it to set class projects * Print them out (they can go as big as A0) * Change and customise thinking guides, you can add or change text, shapes, images etc. * As a teacher, you can set up the sequence that you want the thinking guide to be revealed in, so that you can stage the thinking activity * You can fill in a thinking guide and complete your project on the website * You can present your project * You can send your thinking guide to a whole group of people * You can submit a thinking guide for comments, so it can't be edited but just reviewed * Work in groups on the same thinking guide
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thinking maps/graphic organisers.
TeachersFirst: The web resource by teachers, for teachers - 0 views
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TeachersFirst is a rich collection of lessons, units, and web resources designed to save teachers time by delivering just what they need in a practical, user-friendly, and ad-free format. We offer our own professional and classroom-ready content along with thousands of reviewed web resources, including practical ideas for classroom use and safe classroom use of Web 2.0. Busy teachers, parents, and students can find resources using our subject/grade level search, keyword search, or extensive menus.
» Diigo and Active Reading Robin Talkowski's Blog: Reading & Technology - 12 views
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Diigo provides a great way to model and practice reading informational text and to engage students in collaborative virtual discussions. Many know Delicious and Diigo as social bookmarking sites. Diigo is so much more! Find a website that you want your students to read. Then use Diigo to model the active reading process and make notations right on the web site by using the Diigo tools of Sticky Notes and Highlighting. Paste a sticky note at the beginning of the text to remind students to ask themselves, “What do you already know about this topic?” Also, add a sticky note reminding students to note their purpose for reading. Diigo’s highlighting tools include four different colors. Use the various colors and model how to find the main ideas and highlight only the essential words in yellow. Supporting details, key vocabulary words, and confusing parts can each be highlighted with different colors. Consistency in highlighting color will provide another cue for students about text structure. Diigo serves as an excellent tool for modeling the pre-reading process, for pointing out text features and structure, and to practice active reading by making connections and asking questions. Once students are ready for independent practice, Diigo can be taken to another level. Educator accounts allow teachers to create classes. Each student in the class can annotate and highlight the assigned web site article independently. Connections, questions, and comments are then shared with the teacher and the class. “Sticky note” or “Read and Say Something” conversations can then be conducted through Diigo.
My History Network! - 11 views
Hello everyone. Just wanted to let you all know that the My History Network (http://myhistorynetwork.ning.com/) is ready to go for 2010! This project where high school history students from around ...
ELT notes: IWBs and the Fallacy of Integration - 7 views
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motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
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We need autonomous, self-motivated students in love with the process of how humanity has learnt.
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There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
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Audioboo - 1 views
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easy and quick video podcast
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Recording and uploading audio quickly and easily
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an easy way to record & share audio files
How to Wake Up Slumbering Minds - WSJ.com - 0 views
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what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
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it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time
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Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
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FCAT shrinks South Florida's Class of 2009 - Education - MiamiHerald.com - 0 views
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This is news for all of us to be aware of. (From the ASCD Brief) Will the public allow this to stand? Will this finally bring this whole issue of high stakes tests to a climax? Will the Gov stand firm and say that the kids just aren't ready to graduate? We've not heard that last of this, for sure.
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The story of 5600 kids who won't graduate in Florida this year.
How to Land Your Kid in Therapy - Magazine - The Atlantic - 11 views
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Meanwhile, rates of anxiety and depression have also risen in tandem with self-esteem. Why is this? “Narcissists are happy when they’re younger, because they’re the center of the universe,” Twenge explains. “Their parents act like their servants, shuttling them to any activity they choose and catering to their every desire. Parents are constantly telling their children how special and talented they are. This gives them an inflated view of their specialness compared to other human beings. Instead of feeling good about themselves, they feel better than everyone else.” In early adulthood, this becomes a big problem. “People who feel like they’re unusually special end up alienating those around them,” Twenge says. “They don’t know how to work on teams as well or deal with limits. They get into the workplace and expect to be stimulated all the time, because their worlds were so structured with activities. They don’t like being told by a boss that their work might need improvement, and they feel insecure if they don’t get a constant stream of praise. They grew up in a culture where everyone gets a trophy just for participating, which is ludicrous and makes no sense when you apply it to actual sports games or work performance. Who would watch an NBA game with no winners or losers? Should everyone get paid the same amount, or get promoted, when some people have superior performance? They grew up in a bubble, so they get out into the real world and they start to feel lost and helpless. Kids who always have problems solved for them believe that they don’t know how to solve problems. And they’re right—they don’t.”
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I asked Wendy Mogel if this gentler approach really creates kids who are less self-involved, less “Me Generation.” No, she said. Just the opposite: parents who protect their kids from accurate feedback teach them that they deserve special treatment. “A principal at an elementary school told me that a parent asked a teacher not to use red pens for corrections,” she said, “because the parent felt it was upsetting to kids when they see so much red on the page. This is the kind of self-absorption we’re seeing, in the name of our children’s self-esteem.”
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research shows that much better predictors of life fulfillment and success are perseverance, resiliency, and reality-testing
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null - Get Ready, Get Set, Get Organized! - 10 views
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