Hexagonal Learning The mantra of all successful lesson observations these days is that students should be seen to be making progress. Perhaps the best way to show that you’re having an impact on their knowledge and understanding is to show that the learning is ‘deep’. By that I mean, knowledge that transfers from students’ working memories into their long-term memories. Students understand new ideas by relating them to existing ones. If they don’t know enough about a subject they won’t have a solid base from which to make connections to prior knowledge. Psychology prof Daniel Willingham‘s advice to teachers is as follows: Provide examples and get students to compare themMake deep knowledge the spoken and unspoken emphasisAccept that shallow knowledge is better than nothing Using SOLO will help address these points: I’ve been grappling with SOLO for some time now and owe a huge debt to Lisa Jane Ashes who has managed to explain it more clearly than anyone else. Why hexagons? And here’s some of the impact:
C Semantic Web Activity The Semantic Web is a web of data. There is lots of data we all use every day, and it is not part of the web. I can see my bank statements on the web, and my photographs, and I can see my appointments in a calendar. But can I see my photos in a calendar to see what I was doing when I took them? Can I see bank statement lines in a calendar? Why not? The Semantic Web is about two things. See also the activity news for an account of recent events, publications, etc. The following groups are part of the Semantic Web Activity. Active Groups Semantic Web Coordination Group The Semantic Web Coordination Group is tasked to provide a forum for managing the interrelationships and interdependencies among groups focusing on standards and technologies that relate to this goals of the Semantic Web Activity. RDFa Working Group RDF Working Group The mission of the RDF Working Group, is to update the 2004 version of the Resource Description Framework (RDF) Recommendation. Linked Data Platform Working Group
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Sitere bildekilder de hadde ein del spørsmål og kommentarar når det kom til kjelder etter eg skreiv dette innlegget, så eg tenkte eg skulle snakka litt meir om korleis å finna kjelder og korleis finna fine bilder ein kan bruka på ein enkel måte så ein ikkje treng å bruka weheartit-bilder eller tumblr-bilder som ein ikkje veit kvar kjem fra. det gjer meg så frustrert og sint og trist når bloggarar brukar andre sine bilder utan å eingang orka å leita litt etter kjeldene. nokon av dei største bloggarane i dette landet brukar bilder dei ikkje anar kvar kjem fra. dette syns eg berre er så flaut og uprofesjonellt at eg må pressa knea mine saman. til å begynna med, her er nokon kjeldetilvisningar/unnskyldningar som er complete and utter bullshit, som me seier i london: kjelde: google kom igjen, folkens. dette er ikkje 2003. google er ikkje ei kjelde, google er ein søkemotor. “hugsar ikkje kvar eg fant det” sjå over. så finn du sida der alle favorittane dine er, i you > your favorites.
Life and Fate by Vasily Grossman This autumn, the BBC's drama serial based on Vasily Grossman's epic novel of Stalingrad, Life and Fate (1959), comes to Radio 4. It will have a starry cast, including Kenneth Branagh as the nuclear physicist Viktor Shtrum – the nearest thing in the vast human ensemble of the book to an alter ego for Grossman himself . With any luck, a public much larger than the one that encountered the novel in Robert Chandler's excellent English translation will soon recognise Life and Fate as all the things critics say it is: one of the great narratives of battle, a moral monument, a witness-report in fiction from the heart of 20th-century darkness, an astonishing act of truth-telling. And it truly is these things. There are similar intensities of close vision to be found in the scenes set in "House 6/1", the besieged outpost in Stalingrad that becomes a kind of microcosm of what Grossman, as a war correspondent, had found to love in the Red Army.
En illusjon om kollektiv kunnskap - kultur I en interessant og god analyse av Store norske leksikons nysatsing, hevder Jan Omdahl at det ikke er noen selvfølge «at et oppslagsverk med artikler signert akademikere og fageksperter blir bedre enn summen av delt kunnskap og kollektiv korrigering i det brukerskapte Wikipedia». Det har han rett i. Men skildringen av Wikipedia som representasjon av «kollektiv kunnskap» er ikke uproblematisk, og motsetningen til et snl.no bestående av subjektive fagpersoner er ikke så klar som man skulle tro. Vi befinner oss i en tid der tekstproduksjon og informasjonsspredning er i ferd med å endre seg dramatisk. Det gir grunn til å tenke over hva endringene gjør med hvordan kunnskap oppstår og blir formidlet på nett. Omdahl setter søkelyset på relevante problemstillinger når han sier at fageksperter er subjektive og at kunnskap sjelden er absolutt. Vi mener kunnskap aldri er verken absolutt eller verdinøytral, og at tekst, slik som Omdahl også antyder, farges av skribenters bakgrunn.
SOLO taxonomy I am pleased to say that John Biggs himself has endorsed this representation of his ideas; "I've just found your website on SOLO et al. via google. I'm delighted! Your diagrams of prestructural-extended abstract are very elegant..." (Unsolicited email, 29 May 2005) The SOLO taxonomy stands for: Structure of Observed Learning Outcomes It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. I confess to a slight distrust of this kind of "progressive" model, which aspires inexorably to a final state. However, the emerging field of work on Threshold Concepts and Troublesome Knowledge links in very effectively with the SOLO taxonomy and offers some points about how the above issues might be addressed. There is a small but enthusiastic group of teachers using the SOLO taxonomy to structure their teaching in schools, and blogging about it.
delogbruk.wikispaces: kildebruk Kompetansemål, norsk Vg3, studiespesialiserende: Eleven skal kunne bruke bibliotekets sentrale databaser og andre faglige kilder, både tradisjonelle og elektroniske, i egne arbeiderDenne oppgaven egner seg best for elever i Vg3. De fleste synes den er ganske vanskelig. Samtidig opplevde de at den ga klarhet om hva de har lov til å bruke som kilder og hvordan de skal oppgi kildene sine. et kommer jeg til å gjøre neste gang. 1. The Three Tenors Parental Control HistoryCloseSign in to get the most from 4oD History View your own personal 4oD history, useful if you share a computerKeep track of the last 50 shows you watched or started watchingResume unfinished shows from the point you stopped watching FavouritesCloseStart using Favourites today Look out for the add to Favourites button as you browse the siteUse the buttons to create a list of all your favourite showsNew 4oD episodes are flagged here so you don't miss out Programme Unavailable This programme is not currently available on 4oD. Programmes that are available to watch can be found in Browse All or A-Z. For information about why some programmes are not available on 4oD, please visit our FAQs. There is already a Channel 4 account registered to {| current_emailAddress |} {| merge_radio |} Sign in with your Channel 4 account {* #tradAuthenticateMergeForm *} {* signIn_emailAddress *} {* mergeSignIn_password *} {* signIn_signInButton *} {* /tradAuthenticateMergeForm *}
School of Puns MMc Purple Prose It's lovely,isn't it--though of course Carter makes something much darker of the base story than Disney. Why do you think that she effectively 'doubles' the story by giving us 'The Courtship of Mr Lyon' as well as 'The Tiger's Bride'? Does she want us to simply know the base story to ring the changes on it? Or is there more to Mr Lyon than there appears to be at first sight? Remember your question: “Gothic texts often present a powerful opposition between dominance and submission” Discuss how far you have found this to be the case in any three of the texts you have studied. Try considering how the repetition of the story strengthens or changes the ideas of dominance and submission... Of course one other thing that repetition does is strenghtens or changes our preconceptions. But what if the beast is not very attractive as an animal--if he is really beastly?