MLA Citation Style | Cornell University Library MLA Citation Style The Modern Language Association (MLA) establishes values for acknowledging sources used in a research paper. MLA citation style uses a simple two-part parenthetical documentation system for citing sources: Citations in the text of a paper point to the alphabetical Works Cited list that appears at the end of the paper. Note: A parenthetical reference to a familiar historical document -- i.e., the United States Constitution -- no longer requires a corresponding entry in the Works Cited list. Citing sources in the text In MLA style, writers place references to sources in the paper to briefly identify them and enable readers to find them in the Works Cited list. Give only the information needed to identify a source. Examples: For more detailed information about citing references in the text, please refer to the MLA resources listed below. Works Cited list Arrange entries in alphabetical order by authors' last names (surnames), or by title for sources without authors. Examples
5 of the Best Collections of EdTech Resources on the Web With new #EdTech ‘dailies’ published on Twitter every moment, whole sites dedicated to online resources for teachers and more educators hosting their own blogs than ever before, the plethora of online material for teachers to use can be bewildering to navigate. Some sites do a fantastic job of pulling together resources from all over the web in one place and sorting them clearly by subject or area of interest, making a teacher’s life much easier and providing just one simple bookmark to remember rather than hundreds. Here are our top picks of the best collections of #EdTech resources on the web… 1. Recently moved to a new website but still as fantastic as ever, this is a diverse and exciting collection of electronic teaching devices helpfully sorted by both category and subject, making it incredibly quick and easy to use. 2. A brilliant site for practical tools teachers can use in the classroom, from video and slideshow resources to imaging and audio tools. 3. 4. 5.
How Students Are Using The Internet For Studying Does anyone out there remember actually having to go to the library to research for a paper? I remember having to order books from other libraries when I was in graduate school and -gasp- had to wait for them to be sent to me! Annoying, right? Even in that relatively short amount of time, we’ve been cultured to understand that we can learn from anything, anywhere, immediately. The landscape of researching and studying has changed quite a bit, hasn’t it? Only 10% of students report using books from libraries to help them study 100% of students report using Wikipedia to study 80% of students report using social networks to help them study 55% of students report using online services to help them write their papers
The Teacher's Corner Art that messes with your head (Look for seven horses in the picture) A Face? Or the word 'Liar'? Black Splotches? Or the word 'Lift'? Survival Exercise Scenarios - Description of a Group Dynamics Team Building Exercise Overview - Group Survival Scenario Exercise A classic group communication and decision making exercise, with many variations. Works for a wide variety of ages and purposes, indoors or outdoors. Scenario Type 1: Choose Survival Equipment Your plane crashed...your group needs to choose the 12 most useful items to survive... Choose / rank equipment items in terms of their relative survival value: Participants choose/rank the items individually Discuss choices/rankings in small group and come to a group consensus Score answers against "expert" opinion Possible scenarios: Lost at sea or island survival (shipwreck) Desert (plane crash) Space or Moon Scenario Type 2: People Survival Scenario (Who will be saved?) A nuclear bomb has been dropped...a radiation-free shelter is available, but can only take 6 people; choose who will survive... Choose / rank people in terms of who will get to live or die in situations with limited survival resources: Variations
Teacher's Comprehensive List of Great Educational Technology Resources Coming to you from the Canadian Maritimes ( Halifax), Educational Technology and Mobile Learning is an educational blog dedicated to curating, reviewing and sharing EdTech tools and mobile apps. The purpose is to help teachers and educators effectively integrate digital technologies into their day-to-day teaching, learning and professional development. For any questions regarding our website or the content we publish, please contact EdTech admin, editor and blog owner, Med Kharbach at: email@example.com. Med Kharbach is a doctoral researcher and a former teacher with 10 years of classroom teaching experience. Med's research interests include: language learning, linguistics, Internet linguistics, critical linguistics, discourse analysis, new (emerging) literacies, and educational technology. Here is how to cite any of our blog posts in APA style : Kharbach, M. Example: Kharbach, M. (2016, December 30). 9 Fundamental digital skills for 21st century teachers [Blog post].
Lifelong learning and Schools as Community Learning Centres: Key aspects of a National Curriculum Draft Policy Framework for Malta The island of Malta has been engaged in policy document formulations for curriculum renewal in the country’s educational system (4-16 years of age) since 1988 when the first National Minimum Curriculum (henceforth NMC) was launched (Wain, 1991; Borg et al, 1995). In 1999 a revamped NMC (Ministry of Education, 1999) was developed following a long process of consultation involving various stages and stakeholders. It was a compromise document (Borg & Mayo, 2006) which emerged as a result of reactions to a more radical and coherent draft document produced in 1988. Both curricular documents were subject to debates and critiques (Wain, 1991; Darmanin, 1993; Borg et al, 1995; Giordmaina, 2000; Borg and Mayo, 2006). The NCF documents base their vision for the future of education in Malta around the now widespread concept of Lifelong learning in keeping with the dominant discourse which has emerged from not only the EU but also the OECD. Collective Dimension of Learning Conclusion References
Socratic Arts Top 10 Thinking Traps Exposed — How to Foolproof Your Mind, Part I Our minds set up many traps for us. Unless we’re aware of them, these traps can seriously hinder our ability to think rationally, leading us to bad reasoning and making stupid decisions. Features of our minds that are meant to help us may, eventually, get us into trouble. Here are the first 5 of the most harmful of these traps and how to avoid each one of them. 1. “Is the population of Turkey greater than 35 million? Lesson: Your starting point can heavily bias your thinking: initial impressions, ideas, estimates or data “anchor” subsequent thoughts. This trap is particularly dangerous as it’s deliberately used in many occasions, such as by experienced salesmen, who will show you a higher-priced item first, “anchoring” that price in your mind, for example. What can you do about it? Always view a problem from different perspectives. 2. In one experiment a group of people were randomly given one of two gifts — half received a decorated mug, the other half a large Swiss chocolate bar. 3. 4.
Encyclopedia of Earth The 10 best classroom tools for gathering feedback Getting feedback from your students can serve multiple purposes: it can help you understand your students’ comprehension of the material, it can give you insight into what teaching methods work or don’t work, and it can help engage students in their learning process by knowing they have a voice that is heard. Not only can feedback offer insight for both teachers and students, it can be an integral part of group work and classroom time, given the plethora of connected devices in the hands of our students these days. That said, there are a lot of classroom tools available for gathering feedback. You can poll students or have them create a survey for a project, use clickers and other classroom response type tools in real time, get feedback on teaching methods, and more. But which tools are best? Twitter Sometimes, a particular tool ends up being awesome for a slightly different purpose than it was originally designed for. Socrative Verso Plickers Doodle Polldaddy Poll Everywhere Google Forms
How Teachers Can Stop Being Scared Of Twitter November’s EdTechTeacher’s iPad Summit (which, by the way, I found through Twitter) completely amazed, overwhelmed, challenged, and inspired me. I left feeling empowered about the 1:1 iPad environment in which I was teaching and excited about the possibilities of technology inside and outside of my classroom. My Twitter Addiction I also left the conference with a mild addiction to Twitter. Mild as in I stopped taking notes within the first 5 minutes of the keynote when I realized that I could just tweet the links for great resources, apps, articles, images, videos… And went from following one or two people to dozens of the brightest stars in the edtech realm – including the EdTechTeacher staff and some pretty amazing teachers I met at the conference. Like I said, it was a *mild* addiction. It’s A Conversation But it was more than just a running list of sites to check out and apps to investigate. The Personal Learning Network Hashtags Ahoy! Connect To Your Passion(s)
Brain-Friendly Teaching (1): Putting Brain-Friendly Strategies To Work How can the findings of current brain research be applied in the classroom to help students perform best on standardized tests? Marilee Sprenger details seven steps to move information from sensory memory to long-term memory. "In the United States, most schools prepare for standardized tests by spending a large amount of time a few months prior to testing on review," observes brain expert Marilee Sprenger. "Although that has been known to raise test scores in comparison to schools that do not follow that process, it does not put information into long-term memory. Because working memory can hold information for just days or weeks, most of the time, the information is forgotten after the test." According to Sprenger, meaning and emotion are key to placing information into long-term memory. "Within those two laws are four central ideas; therefore, there are four bits of information. For Sprenger, step one in this process is to reach students. No clear and present dangers.