Kansas Learning First Alliance

Learning Point Associates applies research and evaluation, direct professional services, and policy knowledge to create change at every level of the education system-classroom, school, district, state and national.

Broad base of educational learning strategies

Want to see how great you look in clay? Create a clay version of you and your friends now!

Daniel Simons has become one of the most influential young cognitive scientists in the last decade, co-authoring smash-hit studies in two different fields. His videos would be useful as openers for educators to discuss perceptions vs. reality as we do data analysis.

Includes the ten winners of use of Live Binders in the classroom

Social network with training wheels is safe, but limited. Kids' social site connects to parents' Facebook friends. Tween social network with top-notch safety features. Music and social networking combine in safe, cool hangout. Safe, creative community for tween fashionistas. Fun, closed social network for girls is strong on privacy.

Resources & Useful Information on Blogging with Students

We have already explored the "Why?" The benefit, the usefulness of the PLN. Now, let's explore several tools that can help us engage, create, communicate, share, and connect with other professionals for the common purpose of leading and learning.

A collaboration between Good and Kiss Me I'm Polish, in partnership with the Bill and Melinda Gates Foundation. By  Greg Swanson - Edtechtoolbox, 30th April Implementing Effective Technological Change: What a Classroom Teacher needs 1. Many teacher’s discoveries of how to use Web 2.0 tools and new applications occur when they are simply trawling the net for new and innovative teaching strategies.

Our 7 Steps for Education Leaders is the foundation for this work.

Useful sites for managing social media

9th grade center is piloting the use of students technology being used in the classroom so they don't have to "power down" when they come to school.

My favorite vocabulary assessment involved discussion.  This is one of the reasons it was different but another is that the discussion was one on one -the student and I had a 3-5 minute uninterrupted conversation

I was prompted to publish it sooner than I would have ordinarily done after reading the exceptional Gail Collins column in today's The New York Times, Reading, 'Riting and Revenues, which is a must-read about the dangers of privatizing public education.

Cultivating the Imagination for a World of Constant Change: The 21st century is a world in constant change. In A New Culture of Learning, Douglas Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Our understanding of what constitutes "a new culture of learning" is based on several basic assumptions about the world and how learning occurs:

a more positive view.

Sort of Negative view of Differentiated Instruction. Odd. They don't talk about differentiated instruction groupings other than by readiness.

In general, I think that different approaches for that situation may be a safer bet.  Such approaches include lesson planning which create tasks with access points for students at all levels, or structuring group-work and assigning status such that all students know they have skills to help others as well as something to learn from others.

Recently I've come to the idea that the question "how do you differentiate?" is the wrong question to ask (or at least coming in the wrong sequence). The essential question should be "what do you differentiate?" By differentiating instruction I am changing something for some group of students. To do this I have to ask myself "what can I change and what do I need to keep the same?" What follows are three cases of differentiation, all of which change a different facet of learning.