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Learning to Blog Using Paper - 2 views

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    Wonderful step-by-step on how to get students to write and respond.
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Back to School: Helping Boys Man-up in Reading by Suzanne Fields - 1 views

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    What kind of books should boys be reading?
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Corkboard.me - Shareable sticky notes web-app. - 1 views

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    Share photos, notes, etc. FREE! No signup required.
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Digital Ink - Robert Baker - 1 views

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    Robert Baker, from Cincinnati Country Day School, wrote a recent article for AALF, Removing Constraints. Here is a video of a presentation I saw him do - the one that sold me on digital ink and tablet PCs.
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Stixy: For Flexible Online Creation Collaboration and Sharing - 1 views

shared by Virginia Glatzer on 15 Aug 11 - Cached
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    Online collaborative workspace. Organize and share schedules, projects, photos.
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Incoming College Board Head Wants SAT to Reflect Common Core - 1 views

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    One of the chief architects of the Common Core State Standards was named the next president of the College Board today and said one of his top priorities is to reshape the organization's influential college-admissions test, the SAT, to better reflect the new standards. David Coleman will assume his new duties on Oct.
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Two mistakes to avoid when implementing common core - 1 views

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    Reading non-fiction across subject areas
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Standards for PL ReferenceGuide.pdf (application/pdf Object) - 1 views

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    4 pages
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Picking Up the Pieces of No Child Left Behind - The Atlantic - 0 views

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    Professional development and collaboration... imagine that!
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Abstract of a paper comparing typing to hand-writing and transfer to memory - 0 views

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    Abstract of a paper comparing typing to hand-writing and transfer to memory
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Infographic: Write It Down | Course Hero - 0 views

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    To bring your laptop or not to bring your laptop: that is the question. In today's classrooms, students are presented with a variety of ways to take notes ranging from the old school pen and paper to laptops and tablets. This week, we take a look at various note-taking methods to try and suss out the best techniques for recording-and retaining-important information. Check it out.
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Should You Flip Your Classroom? | Edutopia - 0 views

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    To "flip" or not to "flip"?
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Education Week: Common Standards Ignite Debate Over Prereading - 0 views

  • On the topic of prereading and scaffolding, the most recent version takes care to "leave room for a wide range of instructional approaches" that engage students in reading, while at the same time "setting some basic parameters based on the standards," such as ensuring that scaffolding "does not pre-empt or replace the need to read the text,"
  • To argue that meaning resides solely in the text is antithetical to several decades of research which shows that meaning is in the interaction of reader and text,"
  • "In too many classrooms, the actual text never enters the discussion," he said. "It's all about kids' feelings about it, or their experiences related to it. The teacher spends 45 minutes wallowing in that space, but never gets into the information in the text."
  • ...3 more annotations...
  • "to do quite a bit of framing to get my kids to the point where they can wrestle with the text."
  • oesn't need to be an either-or,
  • To do that, teachers have many strategies at their disposal, he noted. They can supply information upfront, when appropriate. They can plan a cold reading but assign texts leading up to it that will fill in knowledge gaps. They can ask students to read a group of surrounding pieces in conjunction with a central text.
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Wordnik - 0 views

shared by Virginia Glatzer on 27 Apr 12 - Cached
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    Define, Relate, List, Discuss, See, Hear, Love words
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    Define, Relate, List, Discuss, See, Hear, Love words
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Purdue OWL: MLA Formatting and Style Guide - 0 views

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    MLA
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Word Dynamo - Free Study Guides, Quizzes, Games and Flashcards | Word Dynamo - 0 views

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    Really nice vocabulary tool. Can add your own list of words to study
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Differentiation Central Video Archive - 0 views

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    DifferentiationCentral maintains an archive of video clips featuring experts in differentiated instruction.
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