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.
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Musopen - Free Public Domain Classical Music - 0 views
Free Classic AudioBooks. Digital narration for the 21st Century - 0 views
Five Classic Ways to Boost Your Note-Taking - Note-taking - Lifehacker - 1 views
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shared by Anne Bubnic on 18 Apr 09
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Twittering Dante : New Models for Student Writing in the Digital Age - 0 views
www.schoollibraryjournal.com/...CA6647718.html
ad4dcss twitter lesson_plan web 2.0 social_networking
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Cracking Dante's Inferno is a tough row to hoe for any high school student-but what if the reading assignment was conducted via Twitter? The exercise "Twitter in Hell" was handed to some lucky seniors at University Laboratory High School at the University of Illinois, Urbana-Champaign, after reading the classic tome. Their mission? To write 140-character tweets describing each level in hell as if they were Dante writing to his beloved Beatrice.
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Christmas Jeopardy for Literature or Culture Class - 5 views
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This Powerpoint based jeopardy game includes The Night Before Christmas and other Christmas classics as well as a piece on Christmas films. You can download the powerpoint and customize it to your current lessons and play it near the end of the term. A fun way to finish and summarize. Remember, keep teaching!
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Origami and STEM by @HowToStem - 0 views
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"There's something about origami that really seems to capture children's imagination. In most of the classes that I have taught over the years, there has been at least one child with a real passion for origami. Many a show-and-tell has been dominated by incredible paper-folding creations, from water bombs to paper dragons. Think back to your own school days; which of these origami classics do you remember creating?"
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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views
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"What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
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450 Free Movies Online: Great Classics, Indies, Noir, Westerns & More | Open Culture - 17 views
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World Without Walls: Learning Well with Others | Edutopia - 0 views
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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.
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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?
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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.
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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).
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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.
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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?
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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."
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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.
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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.
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The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
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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.
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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.
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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.
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ASCD - 0 views
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first 60 seconds of your presentation is
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Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spellingāthe things we spend so much time teaching and testing in our schools
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the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
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There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.ā
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half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
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āPeople who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.ā
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developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
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The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
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The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
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Let me tell you how to answer this one
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Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.ā
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a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
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students are given a complex, multi-step problem that is different from any they've seen in the past
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ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
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. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
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I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
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College and Work Readiness Assessment (www.cae.org)āthat measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
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I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
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āFirst and foremost, I look for someone who asks good questions,ā Parker responded. āWe can teach them the technical stuff, but we can't teach them how to ask good questionsāhow to think.ā
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This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
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āI want people who can engage in good discussionāwho can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
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Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
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how to engage customers
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Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
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the world of work has changed profoundly.
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Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, āYesterday's answers won't solve today's problems.ā
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I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
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risk aversion
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He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
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shared by Vicki Davis on 08 Nov 08
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How to Change People's Attitudes - 0 views
blogs.openforum.com/...ow-to-change-peoples-attitudes
education learning psychology researcher_thoughtleader professionaldevelopment
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You sure you sure?ā It turns out, weāre not sure weāre sure according to the classic 1973 study by Goethals and Reckman.In the study, researchers invited high schoolers to discuss their opinions on an issueāin this case, school segregation and whether bussing would help racial integration. Some time later, study participants returned for another discussion. This time, however, they were divided into pro and con groups. Inside each separated groups, Goethals and Reckman placed a āconfederate,ā a person armed with arguments for the opposing viewpoint. The goal was to reverse the groupsā outlook.In the end, both confederates successfully reversed the groupsā opinions.
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groups couldnāt accurately recall their original position. Many claimed their previous beliefs were less definite than researchers originally observed.
News, Magazines, Newspapers, Journals, Reference Articles and Classic Books - Free Onli... - 0 views
www.thefreelibrary.com
books dictionary encyclopedia free library magazines newspapers reference research
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My Library - 10 views
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shared by Dave Truss on 31 May 10
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What Makes a Great Teacher? - Magazine - The Atlantic - 27 views
www.theatlantic.com/...2
success TeacherEvaluation studentteacher good2great teaching teachingstrategies
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Great teachers, he concluded, constantly reevaluate what they are doing. Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefullyāfor the next day or the year aheadāby working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
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one way that great teachers ensure that kids are learning is to frequently check for understanding: Are the kidsāall of the kidsāfollowing what you are saying? Asking āDoes anyone have any questions?ā does not work, and itās a classic rookie mistake. Students are not always the best judges of their own learning. They might understand a line read aloud from a Shakespeare play, but have no idea what happened in the last act.
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Mr. Taylor follows a very basic lesson plan often referred to by educators as āI do, we do, you do.ā He does a problem on the board. Then the whole class does another one the same way. Then all the kids do a problem on their own.
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āWe see routines so strong that they run virtually without any involvement from the teacher. In fact, for many highly effective teachers, the measure of a well-executed routine is that it continues in the teacherās absence.ā
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On the front wall, Mr. Taylor has posted different hand signalsāif you need to go to the bathroom, you raise a closed hand. To ask or answer a question, you raise an open hand. āThis way, I have the information before I even call on you,ā
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Before they leave, all the kids fill out an āexit slip,ā which is usually in the form of a problemāone more chance for Mr. Taylor to see how they, and he, are doing.
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Great teachers, he concluded, constantly reevaluate what they are doing. Superstar teachers had four other tendencies in common: they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully-for the next day or the year ahead-by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
The Story Homeā¢ Children's Audio Stories | FREE Podcast Stories for Kids and ... - 10 views
thestoryhome.com
audiobooks storytelling reading literature children audio podcast Podcasts Education literacy
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Connect your classic printers with Google Cloud Print - Google Cloud Print Help - 12 views
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You can use your Google account to link the printers on your PC with your Google account using Google Cloud print. This incredibly useful feature can let you go to work on Monday and when you fire up your computer, it will printout the things you want to have printed. (If it works) this is a very cool feature. I'm enabling this today.