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Michele Mathieson

Learn to Learn Institute - 0 views

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    Our Google Site for the Learn 2 Learn week. Take a look at the Jump Starts resource page Sara created.
Beth Miller

GEBG | Global Education Benchmark Group - 0 views

shared by Beth Miller on 12 Nov 15 - No Cached
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    Just learned that Collegiate, Cape Henry Collegiate and other VAIS schools are member schools of this organization.  Isabelle, Beth and Isabelle will learn more about this group on 11/16/15 at VAIS annual conference.  Ask us about it!
Karen Gray

Get Started with Web 2.0 and global Learning - 0 views

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    Creating a global project.
Karen Gray

Why Curation Will Transform Education and Learning: 10 Key Reasons - 0 views

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    Interestingly broad look at resources, research, and classroom materials. Especially interested in the comments on the commercialization of google.
Karen Gray

Student Blogs: Learning to Write in Digital Spaces | Langwitches Blog - 2 views

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    This teacher resource could be useful for anyone interested in teaching students how to blog well.
Beth Miller

How to activate your brain's ability to learn | Popular Science - 0 views

  • If you’re a teacher and you want to make sure that your students get a foundation in a basic topic before moving onto a more complex, related topic, it may make sense to overlearn the first topic before tackling the second with the goal of revisiting the latter at a later date.
Karen Gray

PBLU.org | Making Projects Click - 0 views

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    Upcoming Classes How to Launch the Project * How to Create a Project Calendar * How to Manage the Project * How to Grade the Project * How to Showcase Student Work * How to Get PBL Teacher Certification PBLU is an online social network of educators who continually learn and share how to do Project Based Learning.
Beth Miller

Why Students Should Take the Lead in Parent-Teacher Conferences | MindShift - 1 views

  • he asks them to choose three examples that help them tell their parents a deeper story: one that shows they have recognized both a personal strength and an area in which they are struggling. Most students, he says, have never thought about their learning in this way. Nor have most of their parents.
  • kids learn to advocate for themselves
  • “What do I do well?” and “How can I build on this?”
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    Chris found this article.  Great suggestions for when our 9th and 10th grade advisees lead their parent-advisor conferences in December.
Karen Gray

Assessing Projects : Using Assessment to Improve Teaching and Learning - 1 views

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    When assessment drives instruction, students learn more and become more confident, self-directed learners. Assessing Projects helps teachers create assessments that address 21st century skills and provides strategies to make assessment an integral part of their teaching and help students understand content more deeply, think at higher levels, and become self-directed learners.
Michele Mathieson

Searching with Google course - 0 views

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    Site Alan shared with us to learn about how google works.
Michele Mathieson

Search Education - Google - 0 views

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    Good place to start for learning more about how to teach google search techniques.
Beth Miller

Who Benefits From the Expansion of A.P. Classes? - The New York Times - 0 views

  • These success-against-all-odds stories are captivating. It’s hard to overstate how much “Stand and Deliver” — the 1988 movie about an A.P. calculus teacher who overcame the odds when all his low-income Latino students passed the exam — has influenced many advocates’ perceptions about what an A.P. class can do. And things like this do happen; “Stand and Deliver” is based on real events. But they’re anomalous. Yom credits his success to a number of things: a math department that lays out clear expectations from ninth grade on about what students need to know to get to A.P. calculus, a mentor who has taught A.P. calculus at Lincoln High for 16 years and his own ability to devote countless hours to his students. But once Yom is married and has children, he told me, it simply won’t be sustainable to continue spending so much time with his classes.
  • Even if students don’t pass the test, there is reason to believe that simply taking A.P. courses is valuable. After all, many students receive passing grades in their courses while still failing the A.P. exam. But because so much focus is on the test — the College Board tracks only participation and outcomes from the tests, not the classes — and because numbers are so much easier to measure than the far more intangible benefits of teaching and learning, the real value of A.P.s can be hard to assess. It seems logical to assume that taking a more rigorous course can have benefits in and of itself: by opening horizons, by sending a message to students that they are capable. And many teachers and students feel that way. Calid Shorter, 17, who was in Fuchs’s A.P. government class this past year, says she was one of his best teachers. “They really care,” he says. “Pushing me into classes has been a benefit — it’s given me more of a go-getter mind-set.”
  • Is it effective to be investing the time and resources in a program whose benefits seem so difficult to pin down?
  • ...1 more annotation...
  • Klopfenstein argues that the A.P. program should remain accessible, but that it must be accompanied by regular classes in which students learn skills like note-taking, outlining and intellectual discipline. Others think the mandates on the number of A.P. classes must go, that districts should instead look at which subjects might benefit the most students, rather than arbitrarily drawing a line. Some even advocate for keeping the classes but getting rid of the high-stakes tests at the end.
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