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Coral Holcomb

Google for Educators Interactive Mind Map. - 0 views

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    Mind map for using Google. Links include classroom tools, google teacher academy, teacher community, NECC presentations, classroom activities, and classroom posters. I like the way the author used the web to map everything out. Kind of reminds me of a sports playoff bracket but in this case it's used to help you pinpoint exactly what you need.
Christi DiSturco

30 Young Leaders Worth Following On Twitter - Edudemic - 0 views

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    Link up with great minds
Sarah Morse

EdTechTeacher: Research & Writing in the Digital Age - 0 views

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    Links to help students effectively use technology to conduct research and write papers. Includes information on copyright, fair use, creative commons licenses, alternate search terms, and mind mapping
Coral Holcomb

Great Tech Expectations: What Should Elementary Students Be Able to Do and When? | Edut... - 0 views

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    An outline of basic computers skills, and at what grade level students should be introduced to the skill, developing the skill, or using the skill. Great springboard for keeping in mind what skills students will have for your lessons and technology integration projects.
Candace Devlin

bubbl.us - brainstorm and mind map online. - 0 views

shared by Candace Devlin on 12 Feb 15 - No Cached
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    Brainstorm online with bubbl.us. Easily create colorful mind maps to print or share with others. Almost no learning curve. Businesses, universities, and other schools are using bubbl.us worldwide to generate ideas, map out processes and create presentations.
Candace Devlin

MindMeister - 0 views

shared by Candace Devlin on 12 Feb 15 - Cached
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    Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.
Tameika Fraser

Lesson Study Toolkits - 0 views

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    A Guide for Developing and/or Evaluating Materials for use in Florida's Public Schools The process of lesson study should promote standards‐based instruction; the development of rigorous, rich, and relevant lessons to engage students in learning content outlined in the Next Generation Sunshine State (Common Core) Course Descriptions; and professional growth for each member of the lesson study team. With this goal in mind, we propose the follow items be included in any collection of materials designed to support the work of a lesson study team; furthermore, we suggest that this be a collection of items available in an electronic format.
Hasnaa Ameur

Inspiration/ Grades 6-12 - 0 views

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    Inspiration® encourages deeper, more critical thinking and improves students' creativity, comprehension and retention. The software helps students create webs, idea maps, mind maps, concept maps, graphic organizers, process flows, and other diagrams for thinking, organizing and writing.
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
Mark Corey

Getting ready for iPad deployment: ten things I'd wish I'd known about last year - 0 views

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    When making the move towards using mobile devices in the classroom, there are a number of practical considerations to bear in mind. This article will draw on the experience we have had this year, in implementing an iPad 1 to 1 scheme with our 6th form.
lsalaka

Edheads - Activate Your Mind! - 0 views

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    This website is mainly for upper middle and high school students. Students can design a cell phone, test simple machines, and even assist a surgeon with a knee or hip replacement.
Tonga Ramseur

Edheads - Activate Your Mind! - 1 views

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    Edheads very cool stuff
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
Amy Sullivan

How to Teach Digital Storytelling in High School | Mediashift | PBS - 1 views

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    Inspiring and enlightening narrative about a high school teacher's experience integrating digital tools and storytelling into his classes (including lots of lessons learned!) and a "how to" guide for aspiring technology integrators.
Nadia Afzal

Rubrics for Teachers - 0 views

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    A collection of rubrics for assessing cooperative learning, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects.
Karla Shaffer

Mind Shift/ Projects for students during the summer - 0 views

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    This is a website designed to provide students with projects centered on Technology and Science subjects. The projects are intended to be completed during the summer, off school, months so that students continue learning.
Candace Devlin

Popplet - 0 views

shared by Candace Devlin on 12 Feb 15 - Cached
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    In the classroom and at home, students use Popplet for learning. Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them.
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
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