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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
Tameika Fraser

InfuseLearning - 0 views

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    InfuseLearning is a breakthrough virtual learner response solution. You can create an environment in which students can read, listen, and participate in their native language Get real-time, student feedback. InfuseLearning isn't limited by device or location. Students in a distance learning environment, homebound students, or even students collaborating internationally can participate at the same time from any location via the internet. And it's FREE!
Brynn True

Teaching Time - Telling the time made fun! - 0 views

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    Great web-site for teaching time!
beachgirlkim

How much time should kids spend with screens? New advice for a digital age - 0 views

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    The American Academy of Pediatrics is catching up with the times. Back in 2011, it issued a policy called "Media Use By Children Younger Than 2 Years," which recommended no more than two hours of screen time a day for kids older than 2, and discouraged any time at all in front of a screen for toddlers...
rupes23

Fun Interactive Math Game for Kids - 0 views

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    Matho is a great website and also a phone app for both iphone and android for parent to have available for their children. Kids love to play online games and this type of website allows parents to provide their children with a fun interactive game while enhancing their math skills. Also the games are timed so this can further challenge kids to want to compete in trying to get the highest score in the shortest amount of time.
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
Victoria Ahmetaj

Virtual Reality in the Classroom - 1 views

  • With the incorporation of nursing informatics into the curriculum, faculty must be creative in devising methods that include a global perspective on the use of available resources. Added to this changing dynamic is the lack of clinical space for students, while at the same time, nursing professors are being challenged to develop new methods for providing real-life clinical experiences for students.
  • Most students have a desire to expand their universe and use virtual learning.
  • Baker, Wentz, and Woods (2009) investigated the use of SL using a qualitative method with a cohort of students (n = 9) in a psychology class. Results showed that students were generally positive about the experience. Considerations for further implementation would include the fact that these students mentioned convenience of attending class in SL, having the text version of the lecture available, and being able to interact with the instructor and other students in real time. Barriers included a slow response time from their computers, needing time to practice navigating and using the tools in SL, and technical difficulties. Research in this area remains scant and it is an area which needs active investigation.
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  • Billings and Kowalski (2009) report that virtual worlds are authentic and safe for students. They note that the educators can develop standard scenarios and control the learning environment by their own presence. Virtual worlds can also provide clinical experiences without disrupting the work flow of clinical agencies.
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    Virtual Reality and Nursing School
Mark Corey

My Blog Post "Stupid Time" - 3 views

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    Here is my blog posting for Digital Storytelling
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    Want to save some time? Read my blog titled "Stupid Time"
Yun

Education World: The Math Machine Archive: Math games - 1 views

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    This site provides links to multiple sites that have interactive assignments and games for all different grade and skill level.
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    Math Machine Archive: Math Games The Math Machine brings you a great collection of math games that you can share with your students. Here in The Math Machine you will find links to more than 50 online games that will help you teach and reinforce important math skills. Search the list below for games you might use with your whole class in your schools computer lab, or you might schedule students to use these games on computers in your classroom computer center. These games make great reward time activities too.
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
Professor Scott Hull

Reflection for online research and the quality of that research - 3 views

As someone who enjoys technology and the advantages that it allows us there are times I think it can also be a burden. Not that it is hard to manipulate or use but more so toward the overall percei...

eme5050

started by Professor Scott Hull on 03 Feb 17 no follow-up yet
Araceli Matos

learning through sports - 0 views

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    A new educational software program being implemented this year in our schools' extended day program is Kids College. This program is through a company named Learning Through Sports. LTD helps students with literacy, math and science. It is an adaptive program that works at each students level. Teachers do not always have the time to differentiate instruction. This program adapts to the students level and works on the gaps in their knowledge. The way the program works is that it motivates the students using their competitive nature. Student chose a team and the sport they want to play. The level they are working on is independent of their contribution to the success of the team. The team succeeds as long as the student succeeds. After answering questions they move through the levels by participating in the sport of their choice. The sports they students can play are: basketball, snowboard, golf, foosball, hockey, rugby or baseball. The video games have wonderful graphics which are attractive to the players. The program is aligned with the state standards and the common core standards. It provides reports of students success for teachers, students and parents.
Yun

Mobile Learning: Transforming the Delivery of Education and Training - Mohamed Ally - G... - 0 views

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    This article is about Mobile learning: Positioning Educators for a Mobile, Connected Future. M-learing lends itself to new methods of delivery that are highly suited to the"just enough , just in time and just for me" demands of twenty-first century learners.
Yun

Future Trends in Educational Technology - 0 views

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    The topic of future trends in technology for schools involves an incredible amount of inherent change, especially in reference to technology capabilities. This site is an introduction to many of the aspects of technology change that will impact education in the next few years. The goal of the site is to give administrators a glimpse into the rich technology resources available on the Web. Using this site for "just-in-time" references to issues that all administrators will or are currently facing, will assist districts in managing change through research and understanding.  Some current pivotal issues include a clear understanding of possible affects of technology tools will have on learning styles, facilities planning, student achievement, budgeting, and teacher preparation.
Tameika Fraser

Piazza - Wiki-style Q&A - 0 views

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    A site that actually keeps up with class activity-in real time. Anyone can ask and answer questions on Piazza. With students teaching students, conversations on Piazza can continue long after office hours are over. Piazza gives students anonymity options to encourage everyone-even shy students-to ask and answer questions. Instructor endorsements of good questions and answers let instructors push the class in the right direction.
Hasnaa Ameur

Scoring Guides for Digital Stories - 1 views

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    This site lets you  customize your scoring guide by checking the traits and elements you want to use at the time. 
Melanie Bray

National Council for the Social Studies | Social Studies: Preparing Students for Colleg... - 0 views

shared by Melanie Bray on 25 Jan 13 - Cached
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    Designed specifically for NCSS Members and Colleagues, NCSS SmartBrief is a free, 3-times-per-week e-mail newsletter. By providing the latest need-to-know industry news and information, NCSS saves you time and keeps you smart. Click here to subscribe.
Ariana Santiago

Podcast: "Reflections on Technology and Education" - 0 views

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    The Learning Times Green Room shares podcasts for "Renewal, Retooling, and Conversations about Learning." In this short episode, the hosts are accompanied by Curt Bonks, author of "The World is Open," for a reflection on technology and education.
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