Skip to main content

Home/ Groups/ Jeffco Teachers
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
1More

Virsona: create the virtual you. - 0 views

virsona.com language_arts social_studies
shared by Donna Hebert on 21 Feb 09 - Cached
  • Donna Hebert on 21 Feb 09
     
    "Create a virtual you" Have conversations with historical and literary figures
1More

remixtheclassroom » home - 0 views

remixtheclassroom.wikispaces.com web2.0
shared by Donna Hebert on 21 Feb 09 - No Cached
  • Donna Hebert on 21 Feb 09
     
    "How to Teach a Remix Generation" is a presentation by Janni Black, Alison Saylor and Dan Watkins, whose presentation I had the pleasure of viewing at Learning 2.0: A Colorado Conversation on 2/20/2009.
1More

Scotch/ Discovery Education Science Fair Central offers ideas for science fair projects... - 0 views

school.discoveryeducation.com/...index.html education science_fair ideas guidelines guides activities
shared by J Black on 20 Feb 09 - Cached
  • J Black on 20 Feb 09
     
    Helpful resource for science fair projects. Includes steps to get started as well as parent resources.
8More

The Winnie the Pooh Guide to Blogging - Copyblogger - 0 views

www.copyblogger.com/winnie-the-pooh-blogging blogging_howto blogging
shared by J Black on 19 Feb 09 - Cached
  • glucose-low grumpiness
  • Tug on their sleeve. Tap on their shoulder. Pull on their hand. Whisper in their ear.
  • If the person you are talking to doesn’t appear to be listening, be patient. It may simply be that he has a small piece of fluff in his ear.
  • ...4 more annotations...
  • People really do have fluff in their ears, so work on conveying your message more effectively in your comment section or write up a new post to clarify the concept.
  • The bigger picture was more important than the little hitches along the way.
  • Obstacles cropped up constantly, but that didn’t bother Pooh either. He expected adversity to happen. When it did, Pooh seemed almost pleased, as if he were greeting an old friend come to visit.
  • You’ve come this far, and you can do it again, so there’s no point in getting stressed out until your seams split. Make a new plan and get on with it.
  • J Black on 19 Feb 09
     
    Given that the happiness and feelings of his friends are Pooh's chief concern (other than hunny, that is), he'd likely build a strong community as a blogger. Here are six social media lessons we can all learn from the lovable bear who's stuffed with fluff.
1More

Web 2.0 in Education (UK) Home - Web 2.0 in Education (UK) - 0 views

web2educationuk.wetpaint.com web2.0 tools education resources wiki edtech
shared by J Black on 19 Feb 09 - Cached
  • J Black on 19 Feb 09
     
    An interesting collection of web 2.0 tools for the classroom.
1More

Lessig on McCain on Tech Video - 0 views

vodpod.com/...53564-lessig-on-mccain-on-tech lessig broadband internet 21stcenturyskills policy
shared by J Black on 19 Feb 09 - Cached
  • J Black on 19 Feb 09
     
    A very enlightening video on our current state of broadband penetration in the US. Though the election is over, the issue remains on our plate.
1More

Transitioning to Web 2.0: A Firefox Add-on That Rocks! - 0 views

web20intheclassroom.blogspot.com/...firefox-add-on-that-rocks.html firefox add-ons picnik photo_editor web2.0 web 2.0 online photo editor Mozilla
shared by J Black on 19 Feb 09 - Cached
  • J Black on 19 Feb 09
     
    Simply put, it makes taking screen shots a breeze, and greatly speeds up importing images into the Picnik online photo editor.
1More

Education Sector: Research and Reports: Measuring Skills for the 21st Century - 0 views

www.educationsector.org/...research_show.htm 21stcenturyskills measuring technology
shared by J Black on 13 Feb 09 - Cached
  • J Black on 13 Feb 09
     
    New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century-the ability to think creatively and to evaluate and analyze information-can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. … Read the full report: Measuring Skills for the 21st Century
1More

Web 2.0 Tools - Web 2.0 That Works: Marzano & Web 2.0 - 0 views

www.web2thatworks.com/index.php marzano web2.0 tools technology education
shared by J Black on 13 Feb 09 - Cached
  • J Black on 13 Feb 09
     
    Web 2.0 Tools From Web 2.0 That Works: Marzano & Web 2.0 Jump to: navigation, search Master List of Web 2.0 Tools "Y" Under each category indicates that this tool can be used with this strategy. "Free +" Indicates that the tool is free at the basic level, but that more advanced versions are available at a cost. Category Key: SD = Identifying Similarities and Differences CL = Cooperative Learning SNT = Summarizing and Note-Taking ER = Reinforcing Effort and Providing Recognition HP = Homework and Practice NR = Nonlinguistic Representation OF = Setting Objectives and Providing Feedback HYP = Generating and Testing Hypotheses QCO = Questions, Cues, and Advance Organizers Tool Link Desc Cost SD CL SNT ER HP NR OF HYP QCO Notes Ajax13 [[1]] Online Graphic Editor Free Y Y Y Y Y Y Y Requires Firefox 1.5 (or higher) Browser Backpack [[2]] Online Personal Organizer Free + Y Y Y Y Y Y Y Basecamp [[3]] Online Project Collaboration Free + Y Y Y Y Y Y Y Y Blogger [[4]] Blog Hosting Website Free Y Y Y Y Y Y bubbl.us [[5]] Online Brainstorming Free Y Y Y Y del.icio.us [[6]] Online Social Bookmarks Free Y Y Y Y Diigo [[7]] Online Social Annotation Free Y Y Y Y Y Y EditGrid [[8]] Online Spreadsheets Free + Y Y Y Y Y Integrates with Facebook and iPhone EduBlogs [[9]] Blog Hosting Website Free Y Y Y Y Y Y Exploratree [[10]] Online Graphic Organizer Free Y Y Y Y Y Y Interactive, pre-made graphic organizers that can be edited online Flickr [[11]] Photo Hosting Website Free + Y Y Y Y Part of Zoho Suite of Online Apps Gliffy [[12]] Online Diagramming Software Free + Y Y Y Google Documents [[13]] Online Word Processor Free Y Y Y Y Y Y Also contains Spreadsheets & Presentations Google Earth [[14]] Dynamic Global Geographic App Free Y Y Downloads to computer Google Maps [[15]] Online Ma
1More

JeopardyLabs - Online Jeopardy Template - 0 views

jeopardylabs.com game education web2.0 template
shared by J Black on 12 Feb 09 - Cached
  • J Black on 12 Feb 09
     
    JeopardyLabs allows you to create a customized jeopardy template without PowerPoint. The games you make can be played online from anywhere in the world. Building your own jeopardy template is a piece of cake. Just use our simple editor to get your game up and running.
1More

The Solution Site - 0 views

www.thesolutionsite.com/index.shtml lessons units
shared by J Black on 12 Feb 09 - Cached
  • J Black on 12 Feb 09
     
    A Real Solution For Classroom Teachers The Solution Site is filled with K-12, hands-on, problem based thematic units with real world relevance. Invite your students to apply 21st Century skills and tools in your classroom everyday by incorporating lessons from The Solution Site into your teaching.

YouTube - Networked Student - 0 views

www.youtube.com/watch
shared by J Black on 12 Feb 09 - Cached
3More

Top News - New Smithsonian chief eyes ed tech - 0 views

www.eschoolnews.com/...index.cfm
shared by J Black on 12 Feb 09 - Cached
  • At the same time, "International test scores show American children falling further behind those of most of the other developed nations at the very time our competitors are focused on winning the battle for technology-based jobs," said Clough during his installation ceremony.
  • "It is no longer acceptable for us to share only 1 percent of our 137 million specimens and artifacts in an age when the internet has made it possible to share them all."
  • Clough's goal is to digitally photograph or scan each object and publish it online, accompanied by curatorial content from Smithsonian experts.
7More

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html professionaldevelopment professional_development education
shared by J Black on 12 Feb 09 - Cached
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • ...4 more annotations...
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
  • Limited influence in decision-making. In many high-achieving nations where teacher collaboration is the norm, teachers have substantial influence on school-based decisions, especially in the development of curriculum and assessment, and in the design of their own professional learning. In the United States, however, less than one-fourth of teachers feel they have great influence over school decisions and policies in seven different areas noted in the SASS surveys. A scant majority feel that they have some influence over curriculum and setting performance standards for students, though fewer than half perceived that they had some influence over the content of their in-service professional development. And very few felt they had influence over school policies and decisions affecting either teacher hiring and evaluation or the allocation of the school budget.
« First ‹ Previous 381 - 400 of 685 Next › Last »
Showing 20▼ items per page