Group items tagged

we have gotten the cart before the horse. We are less concerned with whether students learn the right thing than whether they learn in the way that we rely upon to measure how well they learn when compared to their peers. We do this without even having considered whether the measurement is even useful, much less necessary or even counter-productive.

We do it for no better reason than tradition, habit, and inertia.

I no longer teach programming by teaching the features of the language and asking the students for original compositions in the language. Instead I give them programs that work and ask them to change their behavior. I give them programs that do not work and ask them to repair them. I give them programs and ask them to decompose them. I give them executables and ask them for source, un-commented source and ask for the comments, description, or specification.

6th, 7th, 8th, 9th, 10th, 11th, 12th Resource Types Lesson Plans (Bundled), Activities, Assessment Common Core Standards RL.6.1, RL.6.2, R

ading Predictions • Academic Vocabulary for teaching a novel • Vocabulary Quiz w/ Answer Key • Novel Terms Word Search Section 2: While Reading • Story Prediction Chart • Making Inferences

me and Plot Analysis • Story Elements • Plot Structure • Characterization Activities • Figurative Language Chart • Socratic Seminar Resources

"I basically begged my parents for six months to get [an Apple] computer," he said of his father, an investment banker, and his mother, a lawyer. "And when I finally got it, instead of using it for just watching videos or browsing the web, I kind of had an interest to create things."

"I began kind of looking into algorithmic technologies and natural language programming," Nick said. The technology is now integrated into his latest app, formally known as Trimit and now known as Summly.