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10 Edtech Tools suggested by experts... courtesy of Dave Krocker!

Larry Ferlazzo is a veteran teacher of English and Social Studies at Luther Burbank High School in Sacramento, California. He has written seven books on education - including a few on student motivation, and writes extensively on education issues, including authoring a teacher advice blog for Education Week Teacher, and maintaining a popular resource-sharing blog.

On Sunday, I posted a blog about 10 words that should be banished from our educational vocabulary, which you can read here. The blog post brought in numerous comments that ranged from readers adding to the words that should be banned, and others who thought that I should be ashamed of myself for adding certain words.

"ThingLink allows you to create interactive images by adding links, text, videos, and audio recordings to any static image that you own" This blog and description includes a quick video to get students started.

Found this archived CEM event - supposed to be a month of blogging but there are only a few entries - interesting ones though - glad to have background knowledge from Jane McGonagal's TED talks on how gaming can change the world and save a life. Did make me think again about how I wanted to incorporate gaming in my classroom.

At the end of four years, students come out of the "educational composter" looking and acting a whole lot different than they did when they first entered.

Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the "reminiscence bump."

I need to delve into more MOOC's. You should check out EDPuzzle. It's an awesome program to 'flip' the classroom but it could be used in a MOOC based program as well.

These tips will come in handy while we're making our training video for LS.

written with partner in mind but good to remember when we are helping a student through a conflict situation -- get them to focus on the "I" -- challenge statements that aren't true, where they are imposing judgement or blame "What is not as helpful is to try and impose personal feelings and interpretations on someone else. Stay on your side of the net; express "I" statements about how the situation or dialogue is feeling to you, what you think is important about it, why you want to talk about it-your main intention for having the dialogue. Refrain from "you" statements where you tell your partner what his or her thoughts, feelings, and truths are or blaming him/her for your differences. Then ask open-ended questions: "Who does this happen with?" "What are you feeling when it happens?" "Where in our relationship did this start to be an issue?" "How do you respond when this is going on?" Questions that can be answered with "yes" or "no" are often leading and laced with our personal agenda about what is true."

Unlike the sequels to movies, I hope that part two of last year's Energy and Calm post will continue to strengthen your understanding of how our brains naturally learn, think, and behave. So let's return to the calming yet energizing zone of focused attention practices and brain breaks, a place that would greatly benefit students -- and their teachers -- when revisited frequently.

Digest connecting students' questions & the Question Formulation Technique with Project-Based Learning, Information Fluency, and Danielson's Framework.

Unlike the sequels to movies, I hope that part two of last year's Energy and Calm post will continue to strengthen your understanding of how our brains naturally learn, think, and behave. So let's return to the calming yet energizing zone of focused attention practices and brain breaks, a place that would greatly benefit students -- and their teachers -- when revisited frequently.