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How to Wake Up Slumbering Minds - WSJ.com - 0 views

online.wsj.com/...SB124079001063757515.html bestpractices review cognition styles learning education
shared by Ed Webb on 27 Jul 09 - Cached
  • what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
  • 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
  • Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
  • ...4 more annotations...
  • students cannot apply generic "critical thinking skills" (another voguish concept) to new material unless they first understand that material
  • Trying to use "reading strategies" -- like searching for the main idea in a passage -- will be futile if you don't know enough facts to fill in what the author has left unsaid.
  • what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form
  • At some point, no amount of dancing will help you learn more algebra
    • Ed Webb
      Ed Webb on 27 Jul 09
       
      But if you learn dancing AND algebra, you may be better at both, or at least approach each in a more interesting way.
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Online University Reviews : 100 Most Inspiring and Innovative Blogs for Educators - 0 views

www.universityreviewsonline.com/...ative-blogs-for-educators.html education learning technology
shared by Vicki Davis on 06 May 09 - Cached
  • Vicki Davis on 06 May 09
     
    100 Blogs for educators -- found some new ones here! Just remember that EVERY edublog is a valuable addition -- a list is only a list and if you're not on it, you're still a winner if you blog to share and help others!
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AppUseful: Web 2.0 applications directory, website & startups reviews - 0 views

appuseful.com appuseful web2.0 all_teachers technology
shared by Nelly Cardinale on 06 Jul 09 - Cached
  • Nelly Cardinale on 06 Jul 09
     
    Another web 2.0 directory.
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Advertising - F.T.C. to Rule Blogs Must Disclose Gifts or Pay for Reviews - NYTimes.com - 1 views

www.nytimes.com/...06adco.html nytimes ftc bloggers
shared by Ruth Howard on 08 Oct 09 - Cached
  • Ruth Howard on 08 Oct 09
     
    Sounds good to me!
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Technology Review: Blogs: TR Editors' blog: Will the Nook Eat the Kindle's Lunch? - 4 views

www.technologyreview.com/...24281 education ebook library librarian wireless_connectivity web2.0 www_world edu_news edu_trends
shared by Vicki Davis on 22 Oct 09 - Cached
  • Vicki Davis on 22 Oct 09
     
    Barnes and Noble's response to the Kindle: The Nook. It uses the Android operating system (Google's mobile OS) and can install 3rd party Android Apps. It also has an MP3 player but does not have built in text to speech (so no UDL here) - If you use the free wifi at Barnes and Noble you can read any ebook for free - otherwise it is something that you need to buy.
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Best College Scholarships and Grants. Compare, reviews & ratings. - 3 views

college-scholarships.findthebest.com education scholarship college edu_news
shared by Vicki Davis on 13 Jul 11 - No Cached
  • Vicki Davis on 13 Jul 11
     
    Search tool to help you find the best scholarships online. With a high school junior, I'll be working here.

Online Summer Math Programs - proven to reverse summer learning loss - 6 views

started by Dan Sherman on 28 Jun 11 no follow-up yet
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12 Interesting Ways* to (possibly) use Google+ ... - "Google Docs" - 27 views

docs.google.com/...edit education google all_teachers edu_news
shared by Vicki Davis on 06 Jul 11 - No Cached
  • Vicki Davis on 06 Jul 11
     
    A google presentation about the interesting ways to use Google+ - it is public and people can add to it. Some great ideas. Remember we still have some privacy testing to do.
  • Vicki Davis on 06 Jul 11
     
    Good presentation to review and add to about Google+.
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • 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.
  • ...30 more annotations...
  • 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.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
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Book: Developing Tenacity by @LucasLearn & @DrEllenSpencer - 1 views

ukedchat.com/...developing-tenacity book book review tenacity
shared by Martin Burrett on 12 Nov 18 - No Cached
  • Martin Burrett on 12 Nov 18
     
    "What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?' However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
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Book: Hairdresser or Footballer by @year6missNW with @RossMcGill via @JohnCattEd - 0 views

ukedchat.com/...hairdresser-footballer book review book gender
shared by Martin Burrett on 21 Nov 18 - No Cached
  • Martin Burrett on 21 Nov 18
     
    "We often tend to think about gender as the biological differences between women and men - however, this is incorrect. Gender is what actually gets expressed - how we look, how we act and how we feel. While sex is determined by what is dictated by our biology or what is written into the chromosomes, known as genotype, it is the interaction between the genes and the environment that determines gender. The amazing thing about gender is that it is completely created by society. It is a social construct that has been accepted by many, and from the moment a child is born, they are faced with gender stereotypes from clothing to how boys and girls are treated and expectations of behaviour. The question is, how do we as educators eliminate gender stereotypes?"
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Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 0 views

ukedchat.com/...ten-traits-resilience book book review
shared by Martin Burrett on 04 Oct 18 - No Cached
  • Martin Burrett on 04 Oct 18
     
    "This book is remarkable gem.  It is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style.  He is open and honest and shares some of his worst experiences in a modest and humble style.  As I picked up the book I wasn't sure that resilience was the key feature of leadership that I would have highlighted - I think I would have wanted resilience in my top ten characteristics of good leadership, following other books and courses I've been on I'm sold on the benefits - but I was slightly surprised to find a book putting resilience at the heart.  Until I started reading, and quickly I was convinced."
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Book: The Thinking School by Kulvarn Atwal (EdD) via @JohnCattEd - 1 views

ukedchat.com/...thinking-school review
shared by Martin Burrett on 14 Feb 19 - No Cached
  • Martin Burrett on 14 Feb 19
     
    "In the book, Atwal challenges the more traditional means of providing professional development for teachers - usually involving the implementation of government imposed initiatives, rather than individualised professional learning opportunities. The challenge is finding space to deliver a more dynamic learning environment for teachers - a thinking school that is fundamental to improving children's learning experiences."
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Book: Visible Maths by @MrMattock - 2 views

ukedchat.com/...visible-maths book review
shared by Martin Burrett on 26 Feb 19 - No Cached
  • Martin Burrett on 26 Feb 19
     
    "Usually, being able to visualise mathematical concepts to students is an important step in helping them understand techniques to illustrate connections with previous learning, helping them master maths notions to progress their skills. The importance of visualising concepts is clearly integral for Peter Mattock who has collected together a valued resource of mathematical activities that can be used with manipulative across the age and ability range."
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