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Katie Day

Scholastic.com - The SpotLit collection - 2 views

clubs2.scholastic.com/...LogonForm

booklists childrens_lit usa best_of primary_school middle_school

shared by Katie Day on 23 Oct 13 - No Cached
  • Katie Day on 23 Oct 13
     
    50 top choices for different age groups from primary to middle school, selected by a team of 27 expert adults
Katie Day

ICT | Primary | Teachers TV - 0 views

www.teachers.tv/primary

videos teaching technology primary_school

shared by Katie Day on 13 Feb 11 - No Cached
  • Katie Day on 13 Feb 11
     
    great videos re ICT and teaching - bookmarked by Louise P
Katie Day

Actually Going to Class? How 20th-Century. - Technology - The Chronicle of Higher Educa... - 0 views

chronicle.com/...126519

education teaching future college classrooms technology

shared by Katie Day on 06 Mar 11 - No Cached
  • Katie Day on 06 Mar 11
     
    Interesting to think how this relates to primary and secondary education.... not just tertiary..... "In an era when students can easily grab material online, including lectures by gifted speakers in every field, a learning environment that avoids courses completely-or seriously reshapes them-might produce a very effective new form of college. That was the provocative notion posed here recently by Randy Bass, executive director of Georgetown University's Center for New Designs in Learning and Scholarship, during the annual meeting of the Educause Learning Initiative. He pointed out that much of what students rate as the most valuable part of their learning experience at college these days takes place outside the traditional classroom, citing data from the National Survey of Student Engagement, an annual study based at Indiana University at Bloomington. Four of the eight "high-impact" learning activities identified by survey participants required no classroom time at all: internships, study-abroad programs, senior thesis or other "capstone" projects, or the mundane-sounding "undergraduate research," meaning working with faculty members on original research, much as graduate students do."
Katie Day

MIT OpenCourseWare | Economics | 14.73 The Challenge of World Poverty, Fall 2009 | Home - 0 views

ocw.mit.edu/...nge-of-world-poverty-fall-2009

economics poverty g5_help online_courses mit universities

shared by Katie Day on 24 Feb 11 - No Cached
  • Katie Day on 24 Feb 11
     
    A free online university course, but some of the readings might be useful to teachers in primary/secondary  - DESCRIPTION: "This is a course for those who are interested in the challenge posed by massive and persistent world poverty, and are hopeful that economists might have something useful to say about this challenge. The questions we will take up include: Is extreme poverty a thing of the past? What is economic life like when living under a dollar per day? Why do some countries grow fast and others fall further behind? Does growth help the poor? Are famines unavoidable? How can we end child labor-or should we? How do we make schools work for poor citizens? How do we deal with the disease burden? Is micro finance invaluable or overrated? Without property rights, is life destined to be "nasty, brutish and short"? Has globalization been good to the poor? Should we leave economic development to the market? Should we leave economic development to non-governmental organizations (NGOs)? Does foreign aid help or hinder? Where is the best place to intervene?"
Mary van der Heijden

Simple Science Experiment for Primary Classes - DEP-SSA WiKi - 1 views

depssa.ignou.ac.in/...Experiment_for_Primary_Classes

science primary experiment

shared by Mary van der Heijden on 21 Mar 11 - No Cached
  • Mary van der Heijden on 21 Mar 11
     
    lots of ideas and videos, resources etc
Katie Day

To…Thinking and Beyond (Facts) | Inquire Within - 0 views

inquiryblog.wordpress.com/...to-thinking-and-beyond-facts

teaching inquiry_based_learning primary_school

shared by Katie Day on 05 Sep 11 - No Cached
  • Katie Day on 05 Sep 11
     
    great blog post by a primary school teacher doing inquiry with her students.... think Kath Murdoch....
Katie Day

What Should Children Read? - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...what-should-children-read

books reading recommendations longreads essays nonfiction usa standards

shared by Katie Day on 28 Nov 12 - No Cached
  • There are anthologies of great literature and primary documents, but why not “30 for Under 20: Great Nonfiction Narratives?” Until such editions appear, teachers can find complex, literary works in collections like “The Best American Science and Nature Writing,” on many newspaper Web sites, which have begun providing online lesson plans using articles for younger readers, and on ProPublica.org. Last year, The Atlantic compiled examples of the year’s best journalism, and The Daily Beast has its feature “Longreads.” Longform.org not only has “best of” contemporary selections but also historical examples dating back decades.
  • Adult titles, like “The Omnivore’s Dilemma,” already have young readers editions, and many adult general-interest works, such as Timothy Ferris’s “The Whole Shebang,” about the workings of the universe, are appropriate for advanced high-school students.
  • In addition to a biology textbook, for example, why can’t more high school students read “The Immortal Life of Henrietta Lacks”?
  • ...3 more annotations...
  • What Tom Wolfe once said about New Journalism could be applied to most student writing. It benefits from intense reporting, immersion in a subject, imaginative scene setting, dialogue and telling details. These are the very skills most English teachers want students to develop.
  • In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing,
  • Common Core dictates that by fourth grade, public school students devote half of their reading time in class to historical documents, scientific tracts, maps and other “informational texts” — like recipes and train schedules. Per the guidelines, 70 percent of the 12th grade curriculum will consist of nonfiction titles. Alarmed English teachers worry we’re about to toss Shakespeare so students can study, in the words of one former educator, “memos, technical manuals and menus.”
  • Louise Phinney on 28 Nov 12
     
    "A striking assumption animates arguments on both sides, namely that nonfiction is seldom literary and certainly not literature. Even Mr. Coleman erects his case on largely dispiriting, utilitarian grounds: nonfiction may help you win the corner office but won't necessarily nourish the soul. As an English teacher and writer who traffics in factual prose, I'm with Mr. Coleman. In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing, what Mr. Gladwell sought by ingesting "Talk of the Town" stories. I love fiction and poetry as much as the next former English major and often despair over the quality of what passes for "informational texts," few of which amount to narrative much less literary narrative. What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call "narrative nonfiction": writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways."
  • Katie Day on 01 Dec 12
     
    "What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. "  Totally supports my belief that nonfiction longreads are out there on the internet and are not being taken advantage of by teachers -- enough.
Louise Phinney

Teaching Children About Digital Footprints | Primary Tech - 1 views

primarytech.global2.vic.edu.au/...ildre-about-digital-footprints

digitalfootprint

shared by Louise Phinney on 25 Feb 13 - No Cached
  • Louise Phinney on 25 Feb 13
     
    "Unfortunately, I've come across a number of resources which only focus on the negatives of digital footprints and promote a culture of fear. The message I like to promote is that we should protect our digital footprints and try to ensure that they are positive. Encouraging students to avoid posting or doing anything online just seems counter productive."
Louise Phinney

A Guide to Involving Parents in Your Class Blog | Primary Tech - 2 views

primarytech.global2.vic.edu.au/...ing_parents_in_your_class_blog

blogging edtech parents

shared by Louise Phinney on 10 Feb 13 - No Cached
Sean McHugh liked it
  • Louise Phinney on 10 Feb 13
     
    Some things for us to try with our infant blogs. I like this idea the best Virtual Volunteers: Linda Yollis has come up with the idea of calling on parents to be virtual volunteers on a roster basis. Rather than helping students in the classroom, they can assist online by replying to students and engaging in conversations.
Jeffrey Plaman

Why Teacher Coaching Can Fail - Julie Boyd - 2 views

julieboyd.com.au/why-teacher-coaching-can-fail

coaching fail policy technology

shared by Jeffrey Plaman on 18 Feb 13 - No Cached
  • Jeffrey Plaman on 18 Feb 13
     
    Coaching is a highly sophisticated form of reflective practice. When done well, it can transform a person's professional, and often personal, life, and provides many benefits to the employer in sustaining high performance and morale. The question is, however, whether it's the coaching itself that produces the results, or if it's down to an enlightened management team, which believes in people's development and so encourages coaching, which in turn produces results. When coaching is done badly, though, it has the power to decimate a person's sense of professional worth for years into the future and to incur substantial cost while returning no benefits, or worse, significant professional damage. Leadership can become cynical about the coaching process.  Money is wasted.  Time and attention are frittered away.  Ineffective coaching is counterproductive and should be stopped as soon as it is recognized.
  • James Dalziel on 19 Feb 13
     
    If we value coaching, and we do, the question then becomes: "what are the elements of effective coaching that we can train, support, measure, and improve" - especially those that have the highest leverage for shifting those being coached perspectives and practices. The more I come to understand the power of coaching the more I appreciate that the best leaders see their primary role within an organisation as an influencer and coaching as the structure behind the myriad of interactions. I think an enlightened management team would not only be encouraging coaches but utilizing coaching strategies themselves on a regular basis.
David Caleb

Three Huge Mistakes We Make Leading Kids…and How to Correct Them - 4 views

growingleaders.com/...-mistakes-we-make-leading-kids

learning leadership

shared by David Caleb on 25 Feb 13 - No Cached
  • Afterward, one group was told, “You must be smart.
  • The other group was told
  • “You must have worked hard.”
  • ...9 more annotations...
  • second group, most of the kids chose to take the test
  • Ninety percent of the kids who heard “you must be smart” opted not to take it.
  • second test
  • equally as hard as the first one
  • third test was given
  • The first group of students who were told they were smart, did worse.
  • The second group did 30% better.
  • Eight Steps Toward Healthy Leadership
  • Help them take calculated risks. Talk it over with them, but let them do it. Your primary job is to prepare your child for how the world really works. Discuss how they must learn to make choices. They must prepare to both win and lose, not get all they want and to face the consequences of their decisions. Share your own “risky” experiences from your teen years. Interpret them. Because we’re not the only influence on these kids, we must be the best influence. Instead of tangible rewards, how about spending some time together? Be careful you aren’t teaching them that emotions can be healed by a trip to the mall. Choose a positive risk taking option and launch kids into it (i.e. sports, jobs, etc). It may take a push but get them used to trying out new opportunities. Don’t let your guilt get in the way of leading well. Your job is not to make yourself feel good by giving kids what makes them or you feel better when you give it. Don’t reward basics that life requires. If your relationship is based on material rewards, kids will experience neither intrinsic motivation nor unconditional love. Affirm smart risk-taking and hard work wisely. Help them see the advantage of both of these, and that stepping out a comfort zone usually pays off.
  • David Caleb on 25 Feb 13
     
    What we should be doing to help our kids become more independent 
  • Gareth Barlow on 27 Feb 13
     
    Dave, top article. I don't know what the technical term is, but I'm going to re-Diigo this with some Outdoor Ed tags? First part is expecially relevant
  • Gareth Barlow on 27 Feb 13
     
    In fact, is it possible to re-Diigo it? I bet Jeffy Plaman will know...
Keri-Lee Beasley

You'll Never Walk Alone……..building a personal learning network with Twitter ... - 1 views

blogs.glowscotland.org.uk/...personal-learning-network

PLN resources twitter teachers howto technology professional_development

shared by Keri-Lee Beasley on 26 Nov 11 - No Cached
  • Keri-Lee Beasley on 26 Nov 11
     
    Twitter/PLN resources 
Keri-Lee Beasley

How Google Is Changing The Way We Think - 0 views

www.huffingtonpost.com/...nking_55dc8069e4b04ae497046fa6

technology learning google thinking skills

shared by Keri-Lee Beasley on 27 Aug 15 - No Cached
  • According to Small’s research, using a search engine increased activity in the regions of the brain dealing with decision making, complex reasoning and vision. Also, the more-experienced Internet users exhibited more than twice as much brain activity as the less-experienced subjects, leading Small to predict that the more we search, the stronger the brain’s reaction to searching.
  • One influential study, produced by researchers at Columbia, Harvard and the University of Wisconsin-Madison, found that people were less likely to remember a piece of trivia when they had access to the Internet. Instead, they were more likely to remember where the information had been saved.
  • “The Internet has become a primary form of external or transactive memory, where information is stored collectively outside ourselves,” the researchers concluded.
Keri-Lee Beasley

ElementaryVoicethreads - home - 0 views

elementaryvoicethreads.wikispaces.com

elementary voicethread technology education early_years primary schools

shared by Keri-Lee Beasley on 30 May 10 - Cached
  • Keri-Lee Beasley on 30 May 10
     
    This could be a good project to join in on.
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