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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

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
Kelvin Thompson

Procedural Literacy: Problem Solving with Programming, Systems, & Play - 3 views

www.bogost.com/...st%20Procedural%20Literacy.pdf

eme5050 process literacy procedural literacy procedural rhetoric code digital literacy coding writing rhetoric edtech

shared by Kelvin Thompson on 14 Feb 12 - No Cached
  • Kelvin Thompson on 14 Feb 12
     
    This brief article is an early work by Dr. Ian Bogost related to what he would later refer to as "procedural rhetoric." In this piece Dr. Bogost draws parallels between various processes essential to being "literate" at different points in history. With what "processes" do we need to become literate as educators in the 21st century? How can we help others become literate?
  • ...1 more comment...
  • Tonga Ramseur on 15 Feb 12
     
    Through technology, if we can get our kids,and students to engage in a educational video game like they do with the wii, game cube and all the others we will have a better chance at reaching our kids. Most of these children can show you how to get to the highest level in games, why can't we learn how to teach our children to have the same drive in education. I think we can through technology, creating these educational games that get the kids into wanting to play them. First we ourselves need to know how to do it through technology.
  • sapientsojourn on 21 Feb 12
     
    This sounds a lot like learning by doing. If students can't experience battle re-enactments, or visit musuems and historical sites, or travel to parks, or act out a story, technology might afford those luxuries. Computers, iPads, even smart phones can provide virtual field trips and experiences. Students can further share these experiences through social networking. As an older generation, I feel it necessary to keep learning how today's youth are communicating so I will be able to connect with them and bridge that gap in their education.
  • Mark Corey on 21 Feb 12
     
    Not a fan of Diamond, but I did like Guns, Germs, and Steel. As it relates to learning, I do agree that there is great benefit in constructing your learning. I imagine a day when we will be able to choose from a vast assortment of resources that will allow us to illustrate specific terms or concepts and from those resources we can build knowledge, sort of like a Lego model.
Cindy Hanks

WebTools4u2use - Word Processing & Productivity Tools - 0 views

webtools4u2use.wikispaces.com/cessing+%26+Productivity+Tools

web2.0 productivity

shared by Cindy Hanks on 24 Sep 12 - No Cached
  • Word Processing & Productivity Tools
    • Cindy Hanks
      Cindy Hanks on 24 Sep 12
       
      This page documents ways to use productivity tools in the media center, gives the 5 most used productivity tools, and lots "more to explore" at the bottom of the page.
  • Other benefits of online productivity tools would have to include the fact that work can be authored and edited by multiple people from their own computers, accessed from home or from school, and stored, shared and published online.
    • Cindy Hanks
      Cindy Hanks on 24 Sep 12
       
      The fact that many of these tools can be accessed from anywhere is a plus for students.
Yun

Scoring rubric development: validity and reliability. Moskal, Barbara M. & Jon A. Leydens - 0 views

pareonline.net/getvn.asp

shared by Yun on 16 Nov 12 - Cached
  • One purpose of this article is to provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples. A second purpose is to clarify how these issues may be addressed in the development of scoring rubrics. Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products and/or processes of students' efforts
  • Yun on 16 Nov 12
     
    This article is introducing the development of scoring rubric.One purpose of this article is to provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples. A second purpose is to clarify how these issues may be addressed in the development of scoring rubrics. Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products and/or processes of students' efforts
sheller95

Behavior Intervention Process - 1 views

www.ocps.net/...haviorInterventionProcess.aspx

intervention process eme5050 behavior

shared by sheller95 on 09 Sep 16 - No Cached
  • sheller95 on 09 Sep 16
     
    This is the OCPS webpage that describes the behavior intervention process for children with emotional behavioral disabilities.
Victoria Ahmetaj

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

larrycuban.wordpress.com

teaching classroom Larry Cuban education reform education reform professionaldevelopment

shared by Victoria Ahmetaj on 01 Feb 14 - Cached
  • 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).
  • ...8 more annotations...
  • 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).
  • Victoria Ahmetaj on 01 Feb 14
     
    Teacher vs. Doctor
John Lucyk

Wendy Bray Teacher at UCF - 1 views

eme5050

shared by John Lucyk on 29 Jan 16 - No Cached
  • John Lucyk on 29 Jan 16
     
    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
Yun

http://npiis.hodges.edu/IE/documents/forms/Holistic_Critical_Thinking_Scoring_Rubric.pdf - 0 views

npiis.hodges.edu/...al_Thinking_Scoring_Rubric.pdf

shared by Yun on 16 Nov 12 - No Cached
  • Yun on 16 Nov 12
     
    The introduction of how to use the holistic critical thinking scoring rubric.Holistic scoring requires focus. Whatever one is evaluating, be it an essay, a presentation, a group decision making activity, or the thinking a person displays in a professional practice setting, many elements must come together for overall success: critical thinking, content knowledge, and technical skill (craftsmanship). Deficits or strengths in any of these can draw the attention of the rater. However, in scoring for any one of the three, one must attempt to focus the evaluation on that element to the exclusion of the other two. To use this rubric correctly, one must apply it with focus only on the critical thinking - that is the reasoning process used.
Tameika Fraser

Center For Digital Storytelling - 0 views

www.storycenter.org

eme5050 digital storytelling technology online students interactive

shared by Tameika Fraser on 23 Nov 12 - Cached
  • Jodie Gustafson on 23 Nov 12
     
    This website has a lot of information and ideas on digital story telling.
  • Tameika Fraser on 21 Mar 13
     
    Story Center surface authentic voices around the world through group process and participatory media creation. Our programs support people in sharing and bearing witness to stories that lead to learning, action, and positive change.
Dayla Nolis

FLDOE.org - Best Practices in Florida's Colleges - 0 views

www.fldoe.org/Retention

best practices eme5050 education resources

shared by Dayla Nolis on 22 Jan 13 - No Cached
  • Dayla Nolis on 22 Jan 13
     
    The Best Practice Web site provides information to help college leaders develop innovative solutions to challenges which face their institutions. The Web site may be utilized to learn about new techniques, improve processes, create new programs, make current programs more effective and enhance outreach. This site also offers an opportunity for users to access information on successful programs/strategies and share knowledge. Information regarding exemplary programs within Florida's College system may be submitted to the Division by following the link "Submit Best Practice" below.
cmmarqua

Socio-Pedagogical Alternatives of Modernization of the University Education...: EBSCOhost - 1 views

web.a.ebscohost.com.ezproxy.net.ucf.edu/...pdfviewer

university higher education

shared by cmmarqua on 25 Jan 17 - No Cached
  • cmmarqua on 25 Jan 17
     
    Verbose article weighing the effectiveness of pedagogy first, technology second or technology first and educational process second
Professor Scott Hull

EME 5050 mod 7 search and reflect - 0 views

Title: Innovative Tools and Processes for Mobile Communications Research and Education. URL: http://eds.b.ebscohost.com.ezproxy.net.ucf.edu/eds/detail/detail?vid=10&sid=1536ec8b-9372-4cba-88d4-75...

eme5050

started by Professor Scott Hull on 01 Mar 17 no follow-up yet
Kelvin Thompson

Rubrics: Definition, Tools, Examples, References - 1 views

www.tltgroup.org/...rubrics.htm

tltgroup eme5050 rubrics evaluation assessment flashlight

shared by Kelvin Thompson on 09 Apr 12 - Cached
  • Kelvin Thompson on 09 Apr 12
     
    Substantive but focused overview of rubric creation and implementation process by the Teaching, Learning, and Technology Group. This overview page includes a series of brief examples/non-examples.
Keith White

contents @ the informal education homepage - 0 views

www.infed.org/index.htm

encyclopedia community informal education

shared by Keith White on 29 Nov 11 - Cached
  • Keith White on 29 Nov 11
     
    The Encyclopaedia of Informal Education contains 133 articles and has a "call for contributors" link. Offerings interesting alternatives from past to present to the formal educational processes."
Laura Guy

Going Paperless: My Process for Keeping Evernote Clutter-Free - 0 views

www.jamierubin.net/...-keeping-evernote-clutter-free

eme5050 research resources evernote pocket productivity

shared by Laura Guy on 16 Jan 14 - No Cached
  • Laura Guy on 16 Jan 14
     
    A helpful suggestion for managing ideas and inspiration via Evernote and Pocket.
Amy Sullivan

How To Teach Critical Thinking Using Bloom's Taxonomy - Edudemic - Edudemic - 2 views

www.edudemic.com/oms-taxonomy-critical-thinking

critical thinking blooms bloom's taxonomy 21st Century Learning

shared by Amy Sullivan on 01 Nov 13 - No Cached
  • Amy Sullivan on 01 Nov 13
     
    An awesome resource to share with students! As a teacher I regularly refer to Bloom's Taxonomy when I am planning or developing questions for my students to ponder and respond to. This resource provides a great explanation of the thinking processes that the learner should experience at each of the levels in the taxonomy. The chart offers sample questions in very student-friendly language. This will be helpful as I encourage my students to stretch their questioning and thinking from the knowledge level through the higher levels. 
mfrejka6

Educational Uses of Digital Storytelling - 0 views

digitalstorytelling.coe.uh.edu

eme5050

shared by mfrejka6 on 19 Oct 12 - Cached
  • Yun on 19 Oct 12
     
    The introduction of the uses of digital storytelling in Education.
  • ...2 more comments...
  • Yanique Vaughn on 16 Mar 14
     
    Digital storytelling allows computer users to become creative storytellers by first beginning with the traditional processes of selecting a topic, conducting research, writing a script, and developing an interesting story.
  • Yanique Vaughn on 16 Mar 14
     
    Digital storytelling allows computer users to become creative storytellers by first beginning with the traditional processes of selecting a topic, conducting research, writing a script, and developing an interesting story.
  • mfrejka6 on 12 Nov 15
     
    The Goals of this Website The primary goal of the Educational Uses of Digital Storytelling website is to serve as a useful resource for educators and students who are interested in how digital storytelling can be integrated into a variety of educational activities.
  • mfrejka6 on 29 Nov 15
     
    The Goals of this Website The primary goal of the Educational Uses of Digital Storytelling website is to serve as a useful resource for educators and students who are interested in how digital storytelling can be integrated into a variety of educational activities.
dsharrisfla

15 Best Online Resources for College Students - 0 views

www.lifehack.org/...rces-for-college-students.html

college universities online learning eme5050

shared by dsharrisfla on 23 Oct 15 - No Cached
  • dsharrisfla on 23 Oct 15
     
    Online resources for college students have made an entire revolution in education, not only because they are convenient and accessible, but because they make the entire process of teaching and learning more interesting and memorable.
Muneer Salem

Tech Learning : Digital Content and Learning Management - 0 views

www.techlearning.com/...53134

eme5050 software web.20 resources

shared by Muneer Salem on 28 Nov 12 - No Cached
  • Muneer Salem on 28 Nov 12
     
    "The goal was to discuss what this virtual content might look like, how to manage it all once we have accumulated a large amount of digital resources, and how Common Core standards may impact this process."
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