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Barbara Lindsey

UCLA Language Materials Project: Language - Lessons - 0 views

  • The Authentic Materials Guide, created by Donna Brinton and Andrea Wong, provides an introduction to Authentic Materials, annotated bibliographies on teaching methodology, and links to online resources for creating lessons. The Guide offers sample lesson plans, which you are welcome to adapt for your own use.
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    "The Authentic Materials Guide, created by Donna Brinton and Andrea Wong, provides an introduction to Authentic Materials, annotated bibliographies on teaching methodology, and links to online resources for creating lessons. The Guide offers sample lesson plans, which you are welcome to adapt for your own use."
Barbara Lindsey

The Tech Curve: RSU #19 Google Apps for Education Plan - 0 views

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    Great description of how one school district is using Google Apps for lifelong learning and teaching. Terrific embedded video on advantages to migrating over to Google Email for educational institutions.
Katherine Ruddick

Resources: Keeping them real and keeping them together - 1 views

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    Great lesson plan ideas and other resources in this article, a guest post on the Box of Tricks blog, which is another excellent website for integrating technology into language education.
Molly Murphy

metmuseum.org - 0 views

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    Lesson plan for Islamic Art
Barbara Lindsey

Google For Educators - Maps - 0 views

  • Students can use Google Maps to learn about specific locations and see what they look like from an aerial view; compare their home streets and neighborhoods with those of distant penpals; and study satellite images superimposed on the maps.
  • With MyMaps, you and your students can create personalized, annotated, customized maps. Whether you're planning a field trip or documenting a famous traveler's journeys, you can embed photos, videos, and descriptive text to make the content come alive. You can also publish, share, and invite others to collaborate on your project.
Barbara Lindsey

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 0 views

  • Teachers rarely get to self-select learning opportunities, pursue professional passions, or engage in meaningful, ongoing conversations about instruction.
  • Although most of my colleagues recognize that business-driven reform efforts are likely to have little effect on student learning, they are largely unwilling to challenge the status quo. "Nothing's going to change," they insist. "This is how professional development has always been done.
    • Barbara Lindsey
       
      Do you agree with this statement?
  • First, there's a new emphasis on the importance of collaborative learning among members of close-knit teams in schools. School leaders are beginning to believe in the human capacity of their faculties and are structuring opportunities for teachers to reflect on instruction together. These joint efforts are targeted and specific, increasing educators' motivation and engagement.
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  • Second, digital tools now help fulfill Elmore's desire for fresh "portals through which new knowledge about teaching and learning can enter schools." Specifically, thousands of accomplished educators are now writing blogs about teaching and learning, bringing transparency to both the art and the science of their practice. In every content area and grade level and in schools of varying sizes and from different geographic locations, educators are actively reflecting on instruction, challenging assumptions, questioning policies, offering advice, designing solutions, and learning together. And all this collective knowledge is readily available for free.
  • Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • What's more, the readers of my own blog challenge my thinking in provocative comments day after day.
  • Start by using a feed reader as a learning tool for a few weeks. Find several blogs that target educators in your grade level or content area and organize them with an aggregator of your choice. The search for blogs probably best begins at the SupportBlogging wiki (http://supportblogging.com), which includes a list of hundreds of blogs broken down into specific categories, such as education blogs, principal blogs, teacher blogs, classroom blogs, and librarian blogs.
  • Tell others how much you enjoy having your thinking stretched by the blogs you read.
  • Share your feed reader with your learning team and begin to explore together. Ask peers about the most interesting articles they're reading. Make it a point to talk with a colleague about a shared blog post at least twice each week.
  • Although reading blogs is the best way to start incorporating 21st-century tools into your plan for professional learning, writing your own blog about instruction can be equally powerful.
  • The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, enabling users to engage in ongoing conversations about their developing project. Some teams of teachers—such as the teachers creating Digitally Speaking (http://digitallyspeaking.pbwiki.com)—use wikis to reflect on the characteristics of effective instruction. Others use them to create warehouses of materials among teachers working in the same content area (http://cesa5mathscience.wikispaces.com) or as a source for teachers and teams creating entire classroom textbooks (http://anatowiki.wetpaint.com/?t=anon).
  • Consider finding a few peers to write about teaching and learning together. Divide your topic of interest into subtitles or sections. Teachers could be responsible for creating content for their area of expertise; they could generate key ideas, add links to external resources, upload appropriate documents, or embed interesting videos. Then allow users who are fluent with language to polish your final text. Find members who are sticklers for spelling and grammar and turn them loose. On a wiki, the writing process is far less intimidating than on a blog because you're not responsible for an entire selection all by yourself. Instead, you'll reflect with colleagues—which in and of itself is a powerful form of professional growth.
  • Digital tools have also changed who I am as an instructor because I've introduced these tools to my students. Together, we use feed readers to explore collections of student blogs (www.pageflakes.com/wferriter/20982438) and organize resources on topics connected to our curriculum, such as biofuels and global warming (www.pageflakes.com/wferriter/22534539). We write a classroom blog reflecting on current events (http://guysread.typepad.com/theblurb) and use wikis to collaborate around content (http://carbonfighters.pbwiki.com). I teach my students to challenge the thinking of digital peers with their comments—and to enjoy the challenges that others make to their own electronic thinking. At the same time, my students are learning to create, communicate, and collaborate—and to manage and evaluate information found online.
  • Blogs and wikis are changing who we are as learners, preparing us for a future driven by peer production and networked learning.
Barbara Lindsey

Curriculum 21 - Mapping the Global Classroom of the Future - About Us - 0 views

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    "Curriculum 21 is the outgrowth of the work of a dynamic group of educators worldwide attempting to help colleagues transform curriculum and school designs to match the needs of 21st century learners. The impetus origniated from the Curriculum Mapping work developed by Dr. Heidi Hayes Jacobs. As we examined maps emerging across the United States and overseas it was evident that curriculum and instruction remains dated although both students and teachers recognize the need to become current and forward thinking in our planning. Concrete and practical models for updating your school programs appear in her upcoming book, Curriculum 21: Essential Education for a Changing World, with ASCD, to be released in January, 2010."
Barbara Lindsey

Lessons Learned: Webcasting and Live Blogging a School Board Meeting » Moving... - 0 views

  • In many ways, digital technologies can be used as humanizing and socializing influences in a community. One of the virtual attendees (Ernie Cox) tonight commented, “as a father of 2 small children I could be even more involved in civic life if more meetings where covered like this…..” Ernie is exactly right. Webcasting and recording events like this can open up many more doors for civic engagement and involvement. School
  • veryone who wanted to get into the room tonight could not fit. How many more Edmond residents and school district constituents could “attend” the meeting if it was both webcast live and archived? Many, many more.
  • If we want to help motivate and direct our students to become meaningfully engaged in the civic activities of their community, state, and nation (and I think this is an important goal) we should advance this purpose by encouraging them to become citizen journalists.
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  • The benefit of using a tool like CoverItLive (which was free, incidentally) was the opportunity to engage in a backchannel discussion with others during the meeting. This would not have been possible if we were simply viewing the board meeting on the TV. I could even envison the school board making time for virtual attendee/participant comments and questions.
  • This can and should be a context where the transparency afforded by social media tools produces numerous ancillary benefits for those involved, besides the simple act of documenting and sharing an event.
  • Our school board should go paperless. It was AMAZING to see how thick the binders of paper were which each school board member had in front of them during the meeting. In our digital world, it would be both prudent and useful to have all those documents digitized so they were full-text searchable.
  • the district blocks all videos and photos from the learning community so they are inaccessible by students as well as educators on the district network.
  • No one can predict with complete accuracy what the information and communications landscape is going to look like in 2015. How is this dynamic environment addressed in the site plans of our schools? I’m curious if these site plans will be made available electronically for parents to download and read. I think they should be.
Barbara Lindsey

Different class: How a new online approach aims to revolutionise language learning - Sc... - 0 views

  • Five years since secondary school pupils were allowed to drop languages after the age of 14, the number of young people taking a modern foreign language at GCSE has slumped. The Government currently has no plans to make languages a compulsory subject again, preferring instead to make them available to all primary schoolchildren. But there are new initiatives afoot to encourage secondary school pupils to learn foreign languages.
  • athryn Board is the chief executive at Cilt, the National Centre for Languages, which is working to motivate young people through initiatives such as the annual Language and Film Talent Awards (Laftas). She says the removal of foreign languages as a compulsory element of education for children older than 14 puts British youngsters at an unfair disadvantage when it comes to carving out international careers. But her message is more about using language-learning to boost employability, literacy and reading skills than attempting to push school-leavers into specialised languages-based careers.
  • While our sometimes smug attitude to foreign languages rests on the belief that the rest of the world speaks English, this is no longer the case, according to Cilt.In 2000, 51 per cent of internet use was in English, but this figure has now dropped in favour of Chinese and Arabic. While English remains a key language of business for the present, it is quite possible that Mandarin will overtake it."Less than 7 per cent of the world speaks English as a first language and 75 per cent of the world's population don't speak any English at all," says Board, "so to assume that our mother tongue is sufficient to get by in most circumstances simply isn't true any more." If, at a time of increased globalisation, being able to offer at least a smattering of someone else's language puts you ahead of the game in all sorts of different walks of life, then in terms of popularity, languages are at an all-time low.
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    Five years since secondary school pupils were allowed to drop languages after the age of 14, the number of young people taking a modern foreign language at GCSE has slumped. The Government currently has no plans to make languages a compulsory subject again, preferring instead to make them available to all primary schoolchildren. But there are new initiatives afoot to encourage secondary school pupils to learn foreign languages.
Rita Oleksak

TeachUNICEF - - 1 views

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    TeachUNICEF is a portfolio of free global education resources. Resources cover grades PK-12, are interdisciplinary (social studies, science, math, English/language arts, foreign/world languages), and align with standards. The lesson plans, stories, and multimedia cover topics ranging from the Millennium Development Goals to Water and Sanitation. read more
Katherine Ruddick

Teaching Channel: Videos, Lesson Plans and Other Resources for Teachers - 1 views

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    Yes, I was surprised too... a teaching channel! No FL-specific resources, but the ELA materials and strategies could definitely be applied to our classes.
Rita Oleksak

History and Current Issues for the Classroom | Choices Program - 0 views

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    History and Current Issues for the Classroom
Rita Oleksak

Global Dimension - 0 views

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    The Global Dimension website is managed by Think Global, an education charity that promotes clogal learning. This website connects current events with curriculua, and provides background information, news reports, research, videos, and other resources to kelp k-12 teachers infuse global issues across content areas.
Kate Krotzer

Français interactif - 0 views

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    Français interactif is pleased to announce a collaboration with RhôneAlpes.tv (http://www.rhonealpes.tv/). Find a link in each chapter under 'vidéos - culture' to one of their high quality videos and a new pdf of accompanying classroom/homework activities!
Katherine Ruddick

Lyricsgaps.com - Learn Languages Online - Exercises Listening - Fill in the gaps - 4 views

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    Cloze activities with song lyrics (and accompanying video) in all Gbury languages
Cecile Perraud

French audiovisual and powerpoints - 4 views

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    Useful for middle school teachers: many powerpoint presentations and audiovisual files on varied topics
Patty Silvey

Journey to El Yunque - 1 views

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    The development of Journey to El Yunque was supported by grants DRL-9908438 from the National Science Foundation to the NASA Classroom of the Future and DRL-0535942 from the National Science Foundation to The Learning Partnership. The development of Journey to El Yunque was also supported by grants #BSR-8811902, DEB-9411973, DEB-OO8538, DEB-0218039 from the National Science Foundation to the Institute of Tropical Ecosystem Studies (IEET), University of Puerto Rico, and the International Institute of Tropical Forestry (IITFR) as part of the Long-Term Ecological Research Program in the Luquillo Experimental Forest. Additional support was provided by the Forest Service (U.S. Department of Agriculture) and the University of Puerto Rico. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the developer and do not necessarily reflect the views of the National Science Foundation. Might be a good link to place on your teacher page for kids to walk through at home or for one of the long Wednesdays.
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