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John Lucyk

ASSIGNMENT - 6 views

Luckytoday Hands on Activity FDOE Educator Certification ________________________________________ Certificate Lookup * Apply and Check Status The purpose of Florida educator certification is t...

started by John Lucyk on 29 Jan 16 no follow-up yet
John Lucyk

Wendy Bray Teacher at UCF - 1 views

shared by John Lucyk on 29 Jan 16 - No Cached
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    How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m
John Lucyk

gIFTED pROCEDURAL SAFEGUARDS - 2 views

Procedural Safeguards for Exceptional Students Who Are Gifted 6A-6.03313 Procedural Safeguards for Exceptional Students who are Gifted. Providing parents with information regarding their rights und...

started by John Lucyk on 29 Jan 16 no follow-up yet
Cindy Hanks

EBSCOhost: Implications of Mixed Reality and Simulation Technologies on Special Educat... - 0 views

  • This article focuses on technological innovations and their potential implications for students and teachers in our schools
  • No longer will we be immersed either in technology (such as a virtual reality world) or only in reality. Rather, we will see the blending of those two worlds, meeting the expectations of Generation M students while advancing education frontiers.
  • we recognize the potential for technology to level the playing field for students with disabilities
    • Cindy Hanks
       
      With the use of technology, some our our special needs students will have the opportunity to shine in areas that they have not been able to shine previously. I believe it is so important to give students opportunities to succeed as much as possible in order to not only meet their academic needs, but also to give them confidence and a feeling of accomplishment. We all need that.
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  • One way to close this gap is to develop a different teaching force that is prepared and embraces these new tools
lcrouter

About Internet 4 Classrooms - 0 views

  • Icons used on our site include:
  • National Handwriting Day - 1/23 National Puzzle Day - 1/29 FDR's Birthday - 1/20/1882
  • sound included Adobe Acrobat document up to a higher grade added recently something on another i4c page down to a lower grade
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  • Use Guided Access on Your Apple Device Make Flash Cards from Google Spreadsheets Do You Use Google Spreadsheets in Your Classroom?
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    Easy to navigate site for multiple grade levels and topics
sallyn90

1:1 Chromebook Classroom Pintrist - 1 views

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    Pinterest linked 1:1 Chromebook guide for use in the classroom.
Coral Holcomb

SMART Sync classroom management software - SMART Technologies - 1 views

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    My teachers used this when I was in high school, but I never knew what it was called! This would be great for a 1:1 classroom or computer lab!
beachgirlkim

LaunchEd 1 to 1 Digital Learning Program - 0 views

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    OCPS new program for blended learning environment. Objectives align with many ISTE-Student standards.
Tonga Ramseur

Storm In A Tea Cup | 1-Art.eu - Art For The 21st Century | 1 art eu Art For The 21st Ce... - 0 views

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    This is so cool Storm In a Tea Cup MUST SEE!
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    My kid will love this! We saw something similar, on a larger scale, at the science museum in Ft. Lauderdale.
Victoria Ahmetaj

Larry Cuban on School Reform and Classroom Practice | Just another WordPress.com weblog - 0 views

  • He pointed out to me how similar teachers experiencing failures with students is to physicians erring in diagnoses or treatments (or both) of their patients.
  • In the other book, surgeon Atul Gawande described how he almost lost an Emergency Room patient who had crashed her car when he fumbled a tracheotomy only for patient to be saved by another surgeon who successfully got the breathing tube inserted. Gawande also has a chapter on doctors’ errors. His point, documented by a paper in the New England Journal of Medicine (1991) and subsequent reports  is that nearly all physicians err. If nearly all doctors make mistakes, do they talk about them? Privately  with people they trust, yes. In public, that is, with other doctors in academic hospitals, the answer is also yes. There is an institutional mechanism where hospital doctors meet weekly called Morbidity and Mortality Conferences (M & M for short) where, in Gawande’s words, doctors “gather behind closed doors to review the mistakes, untoward events, and deaths that occurred on their watch, determine responsibility, and figure out what to do differently (p. 58).” He describes an M & M (pp.58-64) at his hospital and concludes: “The M & M sees avoiding error as largely a matter of will–staying sufficiently informed and alert to anticipate the myriad ways that things can go wrong and then trying to head off each potential problem before it happens” (p. 62). Protected by law, physicians air their mistakes without fear of malpractice suits.
  • Nothing like that for teachers in U.S. schools. Sure, privately, teachers tell one another how they goofed with a student, misfired on a lesson, realized that they had provided the wrong information, or fumbled the teaching of a concept in a class. Of course,  there are scattered, well-crafted professional learning communities in elementary and secondary schools where teachers feel it is OK to admit they make mistakes and not fear retaliation. They can admit error and learn to do better the next time. In the vast majority of schools, however, no analogous M & M exists (at least as far as I know).
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  • substantial differences between doctors and teachers. For physicians, the consequences of their mistakes might be lethal or life-threatening. Not so, in most instances, for teachers. But also consider other differences:
  • From teachers to psychotherapists to doctors to social workers to nurses, these professionals use their expertise to transform minds, develop skills, deepen insights, cope with feelings and mend bodily ills. In doing so, these helping professions share similar predicaments.
  • *Most U.S. doctors get paid on a fee-for-service basis; nearly all full-time public school teachers are salaried.
  • While these differences are substantial in challenging comparisons, there are basic commonalities that bind teachers to physicians. First, both are helping professions that seek human improvement. Second, like practitioners in other sciences and crafts, both make mistakes. These commonalities make comparisons credible even with so many differences between the occupations.
  • *Doctors see patients one-on-one; teachers teach groups of 20 to 35 students four to five hours a day.
  • *Expertise is never enough. For surgeons, cutting out a tumor from the colon will not rid the body of cancer; successive treatments of chemotherapy are necessary and even then, the cancer may return. Some high school teachers of science with advanced degrees in biology, chemistry, and physics believe that lessons should be inquiry driven and filled with hands-on experiences while other colleagues, also with advanced degrees, differ. They argue that naïve and uninformed students must absorb the basic principles of biology, chemistry, and physics through rigorous study before they do any “real world” work in class.
  • For K-12 teachers who face captive audiences among whom are some students unwilling to participate in lessons or who defy the teacher’s authority or are uncommitted to learning what the teacher is teaching, then teachers have to figure out what to do in the face of students’ passivity or active resistance.
  • Both doctors and teachers, from time to time, err in what they do with patients and students. Patients can bring malpractice suits to get damages for errors. But that occurs sometimes years after the mistake. What hospital-based physicians do have, however, is an institutionalized way of learning (Mortality and Morbidity conferences) from their mistakes so that they do not occur again. So far, among teachers there are no public ways of admitting mistakes and learning from them (privately, amid trusted colleagues, such admissions occur). For teachers, admitting error publicly can lead directly to job loss). So while doctors, nurses, and other medical staff have M & M conferences to correct mistakes, most teachers lack such collaborative and public ways of correcting mistakes (one exception might be in special education where various staff come together weekly or monthly to go over individual students’ progress).
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    Teacher vs. Doctor
traceyucf

Shot Type Storyboard storyboard by: dmontgom - 0 views

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    Scene 1: Two shot of kids at desk introducing news and first example 2: 180 Rule Good Example. Kids facing each other having a conversation about school.
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    Scene 1: Two shot of kids at desk introducing news and first example 2: 180 Rule Good Example. Kids facing each other having a conversation about school.
Cindy Hanks

Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel - 0 views

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    Short video lesson ideas that cover a variety of classroom techniques, including technology.
Yun

Integrating educational technology into teaching (4th ed ) ROBLYER Margaret: Librairie ... - 0 views

  • Part 1 Introduction and Background on Integrating Technology in Education Chapter 1 Educational Technology in Context:
  • Part II Integrating Software and Media Tutors and Tools into Teaching and Learning Chapter 3 Teaching with Instructional Software
  • Part III Linking to Learn: Principles and Strategies Chapter 7 Introducing the Internet and Other Distance Learning Tools
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  • Part IV Integrating Technology Across the Curriculum Chapter 9 Technology in English and the Language Arts
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    This book is introducing integrating educational technology in to teaching.
Beth Downing

Keep America Beautiful | Scholastic - 0 views

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    Earth Day Activities for Grades 1-3...Great lesson plans and digital story book!
Tameika Fraser

Sheppard Software - 0 views

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    Educational software and online games with these goals: 1) To add sound and visual effects to make learning fun and more memorable. 2) To design games with many difficulty levels so that players will continue to be challenged no matter how far they progress. 3) To provide games that will exercise players' brains.
Tameika Fraser

Leveled Books Database - Resources for Leveling Books :: A to Z Teacher Stuff - 0 views

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    Search thousands of books leveled for guided reading, Reading Recovery, and Accelerated Reader. You can search by Guided Reading Levels (A-Z) or Reading Recovery Levels (1-20).
Yun

http://sfx.fcla.edu:3010/ucf?sid=google&auinit=T&aulast=Banaszewski&atitle=Digital+stor... - 0 views

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    Focuses on the use of iMovie, computer software for classroom storytelling activities in the United States. Difficulty of children in visualizing the setting of a story; Development of the Place Project for students; Interest of children in digital story telling.
chillskills

Op-Ed: Computer Science Education Must Extend Beyond 1 Week | STEM Solutions | US News - 0 views

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    Great opinion piece about why one week of computer science education is not enough.
miss_esquivel

Making Sense of Mathematics for Teaching Grades 3-5 - 1 views

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    Develop a deep understanding of mathematics. This user-friendly resource presents grades 3-5 teachers with a logical progression of pedagogical actions, classroom norms, and collaborative teacher team efforts to increase their knowledge and improve mathematics instruction. Focus on an understanding of and procedural fluency with multiplication and division.
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