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in title, tags, annotations or urlWhat Should Children Read? - NYTimes.com - 1 views
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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.
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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.
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In addition to a biology textbook, for example, why can’t more high school students read “The Immortal Life of Henrietta Lacks”?
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"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."
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"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.
The Map is Not the Territory: Video: Curved Crease Folding with Erik Demaine - 1 views
Google World Wonders Project - 0 views
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a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, we have made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there.
News Discovery Tools 2012 by Robin Good - MindMeister Mind Map - 1 views
Google Earth Outreach - 0 views
Global Trend Map - 0 views
Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain - Hybrid Pedagogy - 1 views
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"Digital pedagogy calls for screwing around more than it does systematic study, and in fact screwing around is the more difficult scholarly work. Digital pedagogy is less about knowing and more a rampant process of unlearning, play, and rediscovery. We are not born digital pedagogues, nor do we have to be formally schooled in the ways of digital pedagogy. There's lots to read on the subject, but we can't just read our way into it; there is no essential canon. In fact, expert digital pedagogues learn best by forgetting - through continuous encounters with what is novel, tentative, unmastered, and unresolved."
Digital Tools mapped to ISTE nets - 0 views
Globe Genie - Joe McMichael - 0 views
Infographic: See the Future of Education | Certification Map - 2 views
11 Ways Finland's Education System Shows Us that "Less is More". | Filling My Map - 0 views
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Finland follows the basic formula that has been performed by math teachers for centuries: The teachers go over homework, they present a lesson (some of the kids listen and some don’t), and then they assign homework.
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What if we didn’t force students who know that their talents reside outside of the world of formal academics to take three years of high school classes that they found boring and useless? What if we allowed them to train in and explore vocations they found fascinating and in which they were gifted?
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This system allows the Finnish teacher more time to plan and think about each lesson. It allows them to create great, thought provoking lessons.
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...why are Finnish students succeeding and ours are failing? The difference is not the instruction. Good teaching is good teaching and it can be found in both Finland and in the US. (The same can be said for bad teaching.) The difference is less tangible and more fundamental. Finland truly believes "Less is More." This national mantra is deeply engrained into the Finnish mindset and is the guiding principal to Finland's educational philosophy.
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