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Developing Questions for Critical Thinking - 0 views

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    Click on the various links below to learn how you can use the revised cognitive domain categories to develop learning objectives, questions to challenge your students, and assignments. Clicking on the categories found at the bottom of this page will also link you to information about key words that can be used as guides to structure learning objectives, questions and tasks.
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Extending learning through differentiation | Learning and Teaching Update - 0 views

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    Differentiate with the types of questions you ask
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Resource: In Search of the Novel - 0 views

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    Discover creative strategies for bringing novels to life for middle and high school students with this workshop, featuring the words and works of 10 novelists, including Charles Dickens, Mary Shelley, J. K. Rowling, and Toni Morrison. Within the framework of real classroom practice, the workshop offers interviews with contemporary authors, literary critics, teachers, and students, as well as film clips from adaptations of the novels featured. In Search of the Novel poses basic questions that can help you examine the genre from multiple perspectives and bring it to life for your students.
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English Companion - Where English teachers meet to help each other - 0 views

shared by Jade Kemp on 21 Jan 09 - Cached
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    A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
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Spellchecker - Online Spell Check Form - 0 views

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    Fantastic free tool that requires no download or registration. Copy and paste text into the window and this service will highlight questionable spelling and grammar. An explanation is given as well as ways to fix the problem. This tool supports over 15 different languages including 3 variants of English.
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I AM A LIAR!: Let the Deception Begin! - 0 views

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    this is an excellent little tactic to remind students to be critical thinkers - but I think i would go about it differently - i would hate to blow their trust in the teacher. Perhaps to do such a presentation then direct question them on the validity of the content within the same lesson would be better. I would hate to have them wlking around feeling totally duped for days.
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Teachit.co.uk - Prose - The Curious Incident of the Dog in the Night-time - 0 views

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    questions and another activity - KS3 level - could be helpful for struggling yr 11 students.
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How to Make an Interactive Lesson Using Youtube « Knewton Blog - 0 views

  • We’ve been getting a lot of questions ever since our GMAT Choose Your Own Adventure video went up. Well, one question, really: How can I make one for my students?
  • Youtube has a great tool called Spotlight that lets you make any video interactive. It’s really handy for lessons and quizzes.
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    Youtube has a great tool called Spotlight that lets you make any video interactive. It's really handy for lessons and quizzes
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WritingFix: prompts, lessons, and resources for writing classrooms - 0 views

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    Writing Fix (online resource) Here's an interesting free resource for anyone involved in teaching or learning writing skills. This site has been put together by the writers, teachers and students of the Northern Nevada Writing Project to support the development of writing skills with the Six Trait Model. The site hosts an extensive collection of lessons, activities and other resources. (The Writing Fix is one of 190 web sites sponsored by the National Writing Project in the US.) Featured prominently at the Writing Fix are two separate "prompt generators". One is called the "Interactive Instant Plot Creator". You press separate buttons to bring up random suggestions for setting, character, and conflict. To go along with this idea generator, there is a downloadable "pre-writing worksheet" as well as a "rough draft worksheet". The other generator is called the "Random Prompt Generator for Writers". This second prompt generator consists of 470 prompts, each of which begins with a question that is followed by a suggested writing task.
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Does Your Language Shape How You Think? - NYTimes.com - 0 views

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    good professional reading - we are going to be examining questions linke this in the language stream of Nat Cirric. 
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Writing Complete Sentences Is An Acquired Skill - 0 views

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    A very neat and useful way to teach proper sentence  structures without the pain of worksheets. Use Tag or YES NO questions as a regular feedback strategy and students will soon get the idea. 
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ReadingGroupGuides.com - Animal Farm by George Orwell - 0 views

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    20 questions discussion guide
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Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 0 views

  • To claim that there is now such a thing as “Web 2.0 storytelling” invites risks. For one, some media reports suggest that this type of storytelling could be either hype or a danger. In addition, trying to pin down such a moving target can result in creating terminology that becomes obsolete in short order. Moreover, claiming that storytelling is happening online and is developing in interesting ways contradicts some current assertions about a decline in reading.Accepting these risks, we suggest there is most certainly a new form of expression that is compelling to educators. Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
  • Lonelygirl15 (http://www.lonelygirl15.com/), which started as a series of short videos on YouTube, grew to include a large number of comments, blog posts, wiki pages, parody videos, response videos, and a body of criticism. In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
  • Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions. Consider the possibilities facing a reader (or a viewer or a listener) who approaches Postmodern Sass. One timeline follows blog posts in chronological order. Another follows comments to a single post. A third follows links between posts, such as when the author refers to an earlier situation or references an old joke. Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity.
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  • laying for Keeps (http://www.playingforkeepsnovel.com/) includes blog posts (with comments), podcasts (each blogged, with those posts commentable), PDF downloads, a MySpace page, and additional blog posts from various content contributors, with these posts housed at their own locations.
  • his sort of content repurposing, redesign, and republication can open up problems of version or content control, yet in return, it offers the possible harvesting of the storytelling energies of the creative world.
  • The Twitter content form (140-character microstories) permits stories to be told in serialized portions spread over time.
  • Even more varied forms include movie trailer recuts, in which the story creator edits clips from a well-known Hollywood movie to make a preview that tells a different story.
  • Web 2.0 storytelling is a rapidly evolving genre, developing as new platforms emerge and moving in pace with the creativity of the human mind. We anticipate that new storytelling forms will emerge from today’s tools for microblogging, social networking, web-based presentations, and microblog-like videos
  • For rich-media content creation, Web 2.0 tools have lowered the barriers by moving the process of (expensive) desktop video-editing software to (free) web-based applications17 and at the same time ostensibly moving the focus from using the tool to telling the story with the tool.
  • o be included, the tools had to be free, completely web-based, and able to produce a final product that could be viewed via a link and/or could be embedded into another site. Currently, The Fifty Tools website (http://cogdogroo.wikispaces.com/StoryTools) features examples of stories created in fifty-seven tools, and the number is likely, as new tools continue to emerge, to top seventy soon.
  • Should Web 2.0 storytelling be considered for educational purposes as well? After all, not every art form needs to be used in academia. We believe that the answer is “yes” and that Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
  • Some projects can be Web 2.0 stories, while others integrate Web 2.0 storytelling practices.
  • A single course blog, for instance, tells the class “story.”
  • At a different—perhaps meta—level, the boundaries of Web 2.0 stories are not necessarily clear. A story's boundaries are clear when it is self-contained, say in a DVD or XBox360 game. But can we know for sure that all the followers of a story's Twitter feed, for example, are people who are not involved directly in the project? Turning this question around, how do we know that we've taken the right measure of just how far a story goes, when we could be missing one character's blog or a setting description carefully maintained by the author on Wikipedia?
  • For now, perhaps the best approach for educators is simply to give Web 2.0 storytelling a try and see what happens. We invite you to jump down the rabbit hole
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    excellent and detailed doc exploring and defining web2.0 storytelling and what that actually means
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AnswerGarden - Plant a Question, Grow Answers - 0 views

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    Cool tool for those of us wishing to explore what we can use online
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CriticalThinking.org - Critical Thinking Model 1 - 0 views

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    fantastic thinking model resource
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