Think before you jump! « Effective Digital Classrooms
I like the thinking behind this one, as I tend to like these type of guides. The one that is most poignant is this: "1. Don’t expect anyone in your staffroom to empathise with your new found vision. Where you previously sourced information (your primary sources : collegues, professional publications and Google) – you will now start getting them from your network – this is alien to most teachers." Classic.
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Answer service is new way to cheat : Lifestyle : Ventura County Star
"Now that we're aware ChaCha exists, I can assure you that we will begin discussion of a formal policy to prohibit cell phone use in classes," said Gerard O'Sullivan, vice president for academic affairs at Neumann College in Delaware County, Pa. He said most professors already prohibited cell phone use in class.
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Steli Efti : Throw Down the Gauntlet: Break the Chains of Bad Practice, Build Our Future
Great article at Supercool School.
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Differentiating Instruction For the Gifted
Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):
1. Instruction is concept focused and principle driven. All students have the opportunity to explore and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based. Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A "coverage-based" curriculum may cause a teacher to feel compelled to see that all students do the same work. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches.
2. On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.
3. Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.
4. Students are active explorers. Teachers guide the exploration. Because varied activities often
in list: Professional Development Writ Large
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CORRECTED - Technology Reshapes America's Classrooms - NYTimes.com
Great article. Should be required reading for all admins and teachers.
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Advanced Editing : Linking to content within a doc - Google Docs Help Center
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Is Google Making Us Stupid?
this article is well worth the read, if not for anything else than for stoking your thoughts about the future of reading and thinking.
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Zero-Thumb Game: How to Tame Texting | Edutopia
Check out how this teacher is viewing the use of text message lingo in her classroom. Very forward-thinking stuff here.
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Pseudoscience - Wikipedia, the free encyclopedia
Wikipedia entry point on pseudoscience
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10x10 / 100 Words and Pictures that Define the Time / by Jonathan J. Harris
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