I am accepted and acceptable here just as I am.
I am safe here—physically, emotionally, and intellectually.
People here care about me.
People here listen to me.
People know how I'm doing, and it matters to them that I do well.
People acknowledge my interests and perspectives and act upon them.
Some great lines here regarding the needs of the learners in your classroom.
I understand what we do here.
I see significance in what we do.
What we do reflects me and my world.
The work we do makes a difference in the world.
The work absorbs me.
when students discover meaning and relevance implicit in books, ideas, and tasks. Without meaning, schoolwork is purposeless for students.
Phonological awareness – a child's ability to detect and use patterns of sound in speech – is one of the early signs of successful development of reading and writing skills.
Researchers said the ability to contract, clip and manipulate words for texting relies on good phonological awareness, and that doing so can help develop literacy.
This author brings up the question that I've wrestled with before: just because we can, does it mean that we should? Or should our abilities always go to make us more human?
This is such a scary topic but something that needs to be thought about. This has happened in our own town, instead of helping, people are video taping someone being beat up. I wonder though how this happens? Does it happen because it can or we have the technology to allow it or has the moral compass of our nation changed so that we don't see anything wrong with it? Crazy article.
Did you watch the "This American Life' cartoon? That is exactly what you are describing, where even the premise of creating news shows altered how kids behaved in the face of a situation that called for social action. It raises the question for me of "should the kids know more how to operate the high tech camera, or when to step out from behind it and act?"
Yeah I watched the cartoon and saved it in hopes that I can show it to my students one day and have that discussion. I think they NEED to know how to step out and act - being a good person and citizen should always be number one and if they do that then they will use their technology for the best things! I love these diigo posts - thanks!
This is what I am really leaning towards: students telling the story of their work. Can we accomplish that?
A portfolio is not the pile of student work that accumulates over
a semester or year. Rather, a portfolio contains a purposefully selected
subset of student work. "Purposefully" selecting student work
means deciding what type of story you want the portfolio to tell.
1. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances
2. Showcase Portfolios
a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important
work
d. to communicate a student's current aptitudes to future teachers
3. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately