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in title, tags, annotations or urlGoogle Classroom: Use This Image for Students Turning in Work | Teacher Tech - 0 views
Google Classroom: Sharing Student Work Exemplars & Peer Evaluation | Teacher Tech - 0 views
Google Classroom: Turning in Group Work | Teacher Tech - 0 views
What Meaningful Reflection On Student Work Can Do for Learning - 0 views
Google Classroom: Submitting Late Work | Teacher Tech - 0 views
Connecting to Students: 6 Powerful Strategies That Really Work - 0 views
24 Ways for Students to Showcase Their Best Work (With Tech) - InformED : - 0 views
5 Characteristics Of Project-Based Learning That Works - - 1 views
10 Recommendations for Improving Group Work - 0 views
Navigating a "No Zero" Policy - the becoming radical - 0 views
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Schools, teachers, parents, and students must set aside grading as a system of rewards and punishments, and begin to see grading as a subset of assessment, which must be used as a system of feedback and student revision to support student learning.
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My alternative to the zero is that students must complete fully all work assigned or no credit can be assigned for the course; this approach addresses the problems with both assigning zeroes and simply passing students who do not complete the work.
45,000 Works of Art from Stanford University's Cantor Arts Center Now Freely Viewable Online | Open Culture - 0 views
Instructional Fluency: 10 Google Classroom Routines that Work - 0 views
The Generation That Doesn't Remember Life Before Smartphones - 0 views
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You hear two opinions from experts on the topic of what happens when kids are perpetually exposed to technology. One: Constant multitasking makes teens work harder, reduces their focus, and screws up their sleep. Two: Using technology as a youth helps students adapt to a changing world in a way that will benefit them when they eventually have to live and work in it. Either of these might be true. More likely, they both are. But it is certainly the case that these kids are different—fundamentally and permanently different—from previous generations in ways that are sometimes surreal, as if you'd walked into a room where everyone is eating with his feet.
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It's as if Beatlemania junkies in 1966 had had the ability to demand "Rain" be given as much radio time as "Paperback Writer," and John Lennon thought to tell everyone what a good idea that was. The fan–celebrity relationship has been so radically transformed that even sending reams of obsessive fan mail seems impersonal.
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The teens' brains move just as quickly as teenage brains have always moved, constructing real human personalities, managing them, reaching out to meet others who might feel the same way or want the same things. Only, and here's the part that starts to seem very strange—they do all this virtually. Sitting next to friends, staring at screens, waiting for the return on investment. Everyone so together that they're actually all apart.
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Making the flipped classroom work - ICT & Computing in Education - 0 views
What To Do When Students Turn In Incomplete Work - 1 views
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