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Martin Burrett

Dyslexia: When spelling problems impair writing acquisition - 1 views

ukedchat.com/...dyslexia-spelling-writing

dyslexia reading

shared by Martin Burrett on 28 Nov 17 - No Cached
  • Martin Burrett on 28 Nov 17
     
    "Dyslexia is a learning difficulty which affects the ability to adopt the automatic reflexes needed to read and write. Several studies have sought to identify the source of the problems encountered by individuals with dyslexia when they read. Little attention, however, has been paid to the mechanisms involved in writing. Sonia Kandel, Professor at the GIPSA-Lab of the Université Grenoble Alpes (CNRS/Université Grenoble Alpes/Grenoble INP) and her team [1] decided to look at the purely motor aspects of writing in children diagnosed with dyslexia. Their results show that orthographic processing in children with dyslexia is so laborious that it can modify or impair writing skills, despite the absence of dysgraphia in these children. The findings of this study are published in the November 2017 edition of Cognitive Neuropsychology."
Martin Burrett

Minetest - 6 views

ukedchat.com/minetest

Minecraft 3D build design

shared by Martin Burrett on 12 Mar 17 - No Cached
  • Martin Burrett on 12 Mar 17
     
    "Free, open source version of Minecraft. Enable 'Creative Mode' to let your pupils to build as their imagination and creativity allows. Download for Windows, Mac or Android devices. The game is supported by a community and a huge set of mods to modify the game for individual needs."
Kathy Benson

Most Popular of 2015, No. two: The advanced Google searches every student should know | eSchool News - 4 views

www.eschoolnews.com/...ches-every-student-should-know

google searches technology history

shared by Kathy Benson on 30 Dec 15 - No Cached
funckymonkey liked it
  • Kathy Benson on 30 Dec 15
     
    Discusses how to teach students to be better researches by learning google search modifiers
Vicki Davis

Great Google Modifiers - 22 views

static.googleusercontent.com/...Tips_Tricks_85x11.pdf

education searching search Google boolean

shared by Vicki Davis on 16 Oct 14 - Cached
  • Vicki Davis on 16 Oct 14
     
    I'm going to use this in the material I use to teach searching. Very nice poster you could blow up or use as a handout. Awesome!
Mark Gillingham

CLASSROOM15: Unit and Lesson Planning Template - 15 views

www.classroom15.com/...-lesson-planning-template.html

lesson planning template

shared by Mark Gillingham on 06 Jan 14 - No Cached
  • Mark Gillingham on 06 Jan 14
     
    This lesson plan template includes Junior Grade Books and might be useful for trainers to pass onto teachers to modify for their own use.
Vicki Davis

Google Presentations - 4 views

drive.google.com/templates

education news presentations bestpractices

shared by Vicki Davis on 04 Nov 13 - No Cached
  • Vicki Davis on 04 Nov 13
     
    Google presentations is another alternative for presentations online. This can be collaborative (unlike some other options) and track changes, however, is a less beautiful version of Keynote/ Powerpoint. Google presentations has made dramatic improvements recently as evidenced by these templates that you can use and modify. If you're going to use Google presentations, I'd recommend starting with a template so the attractive features are already set for you.
Vicki Davis

Revised Children's Online Privacy Protection Rule Goes Into Effect Today - 3 views

www.ftc.gov/...coppa.shtm

education news coppa usa government socialmedia tumblr

shared by Vicki Davis on 03 Jul 13 - No Cached
  • The modified rule, approved by the Commission in December 2012, widens the definition of children’s personal information to include persistent identifiers such as cookies that track a child’s activity online, as well as geolocation information, photos, videos, and audio recordings.
  • It requires that operators of websites or online services that are either directed to children under 13 or have actual knowledge that they are collecting personal information from children under 13 give notice to parents and get their verifiable consent before collecting, using, or disclosing such personal information, and keep secure the information they collect from children.
  • Vicki Davis on 03 Jul 13
     
    The revised COPPA act went into effect on July 1, 2013. Take time to read up on and know this act.
Deb Henkes

Ideas for a Flip Camera Video Scavenger Hunt « Moving at the Speed of Creativity - 26 views

www.speedofcreativity.org/...ip-camera-video-scavenger-hunt

flip flipvideo scavengerhunt technology

shared by Deb Henkes on 26 Oct 10 - No Cached
  • Kelly Faulkner on 26 Oct 10
     
    lesson plan for scavenger hunt using flip video cams. made for uni students, but can be modified (wes fryer's blog)
David Wetzel

Math Game - Fraction Face Off - 19 views

www.teachscienceandmath.com/...math-game-fraction-face-off

elementary and middle school math making connections in concepts games teaching strategies teach

shared by David Wetzel on 19 Jul 10 - Cached
  • David Wetzel on 19 Jul 10
     
    "Math games are a great way to help students improve their math facts accuracy. These games can be general math or focus on a specific math concept such as, solving integers. One math game is called "Fraction Face-Off." This game can also be modified to address a varied of math concepts."
Kelly Faulkner

Free Online PDF Editor - Edit PDF on the Web - PDF Hammer - 18 views

www.nitropdf.com/...index.htm

online edit pdf modify free tool

shared by Kelly Faulkner on 17 Mar 10 - Cached
  • Kelly Faulkner on 17 Mar 10
     
    what it says!
yc c

Better Health Channel image library - 8 views

www.betterhealth.vic.gov.au/...ImageLibrary

medical image resource infography

shared by yc c on 03 Mar 10 - Cached
    • yc c
      yc c on 03 Mar 10
       
      Copyright in this website (including content and design) is owned by the State of Victoria or used under licence. You may make limited copies of this website in accordance with the Copyright Act 1968 (Cth), including copies for research, study, criticism, review or news reporting. You may not publish, reproduce, adapt, modify, communicate or otherwise use any part of this website (in particular for commercial purposes).
  • yc c on 03 Mar 10
     
    Nice mediacl infographies. The Better Health Channel website was founded in 1999 by the Victorian Government, Australia as a consumer health information website for the Victorian community. It is now Australia's most popular health and medical website. The site's aim has always been to provide free health and medical information in an easy to understand format and language.
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 8 views

peterpappas.blogs.com/...cipal-taxonomy-reflection.html

learningstyles

shared by Jason Heiser on 12 Jan 10 - Cached
  • Jason Heiser on 12 Jan 10
     
    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
Dave Truss

What can you do with a cell phone in the classroom? - Teach42 - 13 views

www.teach42.com/...-a-cell-phone-in-the-classroom

cellphones PODs classmanagement mycomments

shared by Dave Truss on 19 Oct 09 - Cached
  • Fact is, they aren’t going away. If anything, they’re only becoming more and more prevalent. School budgets are tight, and here we are with millions of dollars in technology that’s being paid for by the parents VOLUNTARILY… and most schools refuse to leverage it because of outdated policies and teachers that don’t want to modify their own classroom management strategies.
  • When I saw Jeremy Davis recently, he told me of an educator who uses cell phones in the classroom. In fact, this teacher requires that the cell phone be out and ON the desk. In plain site. Not hidden in a pocket or backpack. So if the student is using it, the teacher KNOWS. And if the student is using it when they shouldn’t… Well, that’s when there are consequences.
  • Sure, we can keep fighting to keep cell phones hidden or banned in schools. But it’s a battle that schools can’t win. Life progresses, things change. Like it or not, these devices are here to stay, and adoption rates are racing towards 100+%. I suggest teachers be proactive. Because there’s a tidal wave coming and you can either ride with it, or have it crash into you.
  • Dave Truss on 19 Oct 09
     
    When I saw Jeremy Davis recently, he told me of an educator who uses cell phones in the classroom. In fact, this teacher requires that the cell phone be out and ON the desk. In plain site. Not hidden in a pocket or backpack. So if the student is using it, the teacher KNOWS. And if the student is using it when they shouldn't… Well, that's when there are consequences.
Dave Truss

Personally Owned Devices or whether or not using them in the classroom. - alice's posterous - 1 views

aliceayel.posterous.com/d-devices-or-whether-or-not-us

PODs mycomments

shared by Dave Truss on 19 Oct 09 - Cached
  • Dave Truss on 19 Oct 09
     
    as Steve Dembo mentions "here we are with millions of dollars in technology that's being paid for by the parents VOLUNTARILY… and most schools refuse to leverage it because of outdated policies and teachers that don't want to modify their own classroom management strategies."
Ashley S.

Yacapaca! - Home - 0 views

yacapaca.com

classroom web2.0 education e-learning resources all_teachers web2

shared by Ashley S. on 25 Sep 09 - Cached
  • Ashley S. on 25 Sep 09
     
    YacaPaca! - Management for Teachers and Students With YacaPaca users can create quizzes, surveys, tests,and more. Discover modify and share assessments.Set work for the whole class with a few mouse clicks, and analyse with tools that improve your teaching.
Ted Sakshaug

PowerPoint Games - 0 views

jc-schools.net/...PPT-games

powerpoint games k-12 education

shared by Ted Sakshaug on 15 Apr 09 - Cached
  • Ted Sakshaug on 15 Apr 09
     
    These games were created in PowerPoint.  Download the templates and modify the games to fit your curriculum needs.
Phyllis Traylor

Main Page - Scholarpedia - 0 views

www.scholarpedia.org

wiki research scholarpedia resources reference

shared by Phyllis Traylor on 28 Mar 09 - Cached
  • Phyllis Traylor on 28 Mar 09
     
    Scholarpedia feels and looks like Wikipedia -- the free encyclopedia that anyone can edit. Indeed, both are powered by the same program -- MediaWiki. Both allow visitors to review and modify articles simply by clicking on the edit this article link.
Maggie Verster

Creating Rubrics - TeacherVision.com - 0 views

www.teachervision.fen.com/...4521.html

assessment school2.0 rubrics sas101

shared by Maggie Verster on 15 Dec 08 - Cached
  • Maggie Verster on 15 Dec 08
     
    Rubrics can be used in many ways. Once created, an established rubric can be used or slightly modified and applied to many activities. Reviewing, reconceptualizing, and revisiting the same concepts from different angles improves understanding of the lesson for students. Think of a writing rubric - good writing does not change with the project. Because the essentials remain constant, it is not necessary to create a completely new rubric for every activity. This five-part series explores how one teacher designs, refines, and implements rubrics in a variety of subject areas.
Caroline Bucky-Beaver

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.
Vicki Davis

Past Issues - UI Design Newsletter - 0 views

www.humanfactors.com/...sep08.asp

curriculum education technology

shared by Vicki Davis on 02 Oct 08 - Cached
  • You can ask them what they noticed, but self reporting of this sort is notoriously inaccurate – if you ask people to point to what they look at, and meld that with an eyetracking overlay of where their eyes actually went there is a startling gap.
  • applied eyetracking methodologies to measure the attention-drawing effects of new and newly modified elements of search results pages.
  • there is a strong correlation where people look and where they click on search results pages
  • ...5 more annotations...
  • They look a bit like hurricane maps. People get most excited about findings where the gaze patterns are highly organized... and look a bit like a well-formed hurricane.
  • The visual design works!"
  • So, the visual design objective of a website is to draw your attention to move around the page.
  • longest looking times may not. In fact, longest looking times can, in some cases, reflect multiple lookbacks and dwell time indicating confusion or uncertainty about a next step, a label or an interaction.
  • If there is no fixation we cannot possibly process the content. If there is no fixation we can't be influenced. Amazing, but the part we should pay attention to in our eyetracking results is probably the area that is NOT highlighted!!
  • Vicki Davis on 02 Oct 08
     
    Article about how people look at web pages.
  • Vicki Davis on 02 Oct 08
     
    As you design web pages for use with your students -- do you wonder why they don't sometimes SEE what you're putting in front of them -- it is because of eye movement. It is design!!! This paper writes about the effect of website design on eye movement. Those who are desigining online curriculum need to understand this. My sister, Sarah, has been an onlien professor for Savannah College of Art and Design for a while, ,and this is something she talks about in her courses and shares with me. This is why I emphasize wiki layout and design w/ my students (like having a table of contents and white space.) If it is not attractive, it just doesn't exist, because it IS NOT READ! Educators will do well to remember that!
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