Downloadable resources - For teachers - Pearson Longman - best English courses. Christmas trees - for students Traditions of taking branches and leaves from trees into the home in the winter are very old indeed - much older, in fact, than Christmas. Christmas trees - for teachers Teacher instructions and answer key Da Vinci - for students When people talk about greatness, Leonardo da Vinci is often described as the greatest person who has ever lived. Da Vinci - for teachers Dealing with stress - for students We have all felt it many times. Dealing with stress - for teachers Films you will never forget - for students Ladies and Gentlemen, the winner is... Films you will never forget - for teachers Guy Fawkes - for studens Remember, Remember the Fifth of November, The Gunpowder, Treason and Plot, I know of no reason Why the gunpowder treason Should ever be forgot. Guy Fawkes - for teachers Hurricane - for students Severe and extensive damage; the air is filled with spray, it is almost impossible to see. 118 km/h and over...wow Hurricane - for teachers New Year is Here - for students
Exactly What The Common Core Standards Say About Technology The Common Core Standards, the national academic standards for K-12 schools in the United States, have now been adopted by 47 of the 50 states in the U.S. This makes them the pre-eminent source of what is being taught in the vast majority of public schools in America. Much has been made in the blogosphere and across social media of the changes compared to former academic standards that were dictated at a state level. Reactions usually involve the added demand these standards place on text complexity and general rigor. Since they’re only available for English-Language Arts and Math, it’s difficult to get a full picture for how they will impact public education, but some inferences can be made based on the set of ELA standards. TeachThought’s focus is on the intersection of education and technology, and the Common Core certainly takes aim at in-depth student technology use. Common Core Standards W= Writing RI= Reading: Informational SL= Speaking and Listening W.4.6. RI.8.7. SL.11-12.2.
How To Be A Terrible iPad Teacher I published this off my site: teachingwithipad.org about a month ago. I hope you enjoy the read. Please leave any comments that may be useful. The following is a list, written in the first-person, of ideologies or stances from a Terrible iPad Teacher: 1. 2. 3. 4. Above: A search for "Education" in the App store yields over 10,000 results. 5. 6. Above: Explain Everything records visual and audio for your classes Above: Haiku Deck offers beautiful (and free!) 7. 8. Above: While the pre-installed apps on an iPad are great, there is just so much more available 9. 10. All of us have been guilty of at least some of the list at least once. Further reading: iPads: Creation vs. iPad is right for PE! iPaddiction: Creation Apps Used on the iPad Do you have any other tips for iPad teachers? Did you like this post? Authors: Steve Lai (@sly111) is a French Teacher from Richmond, British Columbia, Canada in his twelfth year of teaching.
Our Thinking Has To Change This is a bit of a rant… This morning I was pinged on a tweet sharing the article, “Why new technologies could never replace great teaching“. For some reason, I was up early and read the article and then was WIDE AWAKE. Along with the author, I have a strong belief in the teaching profession. That being said, I believe that educators should in many ways be leading the world, not trying to catch up to it. How many businesses look to what education is doing? One of the quotes from the article really caught my attention: Put at its simplest, if future models of learning means encouraging young people to spend prolonged periods in front of faceless computer screens, exposed to largely unregulated material in an inherently unsafe environment, then that is clearly not the way forward. Wow…a lot of assumptions made there. There are a lot of people that are spending a lot of time on computers and connecting with people. “A library is not a luxury but one of the necessities of life.”
Teaching the Brain to Learn -- THE Journal Research | Feature Teaching the Brain to Learn Here’s how educators can use the latest neurological research to help improve math and science instruction. By Greg Thompson06/02/14 Many educators have heard the old maxim, “If all learning is 0 to 10, then 0 to 1 is the most important.” Wexler makes it his business to keep up on the latest brain research, and his analysis suggests that the right kind of early interventions and techniques can change a child’s educational future. According to Wexler, “These systems are not wired at birth, and they’re not determined by our genetics. Wexler’s analysis supports the notion that kids who come to school without healthy cognitive stimulation may not be operating at their potential. Emotion and Learning The idea that the brain must be prepared to learn also applies to emotional states, because emotions influence cognitive abilities.
What is ConnectEd? Ed. note: To highlight the importance of connected classrooms, the White House held a virtual "show and tell" with three schools that are embracing technology and digital learning. Watch the full hangout at wh.gov/show-and-tell. President Barack Obama and Health and Human Services Secretary Kathleen Sebelius, right, talk with students while visiting a classroom at the Yeadon Regional Head Start Center in Yeadon, Pa., Nov. 8, 2011. (Official White House Photo by Pete Souza) Preparing America’s students with the skills they need to get good jobs and compete with countries around the world relies increasingly on interactive, individualized learning experiences driven by new technology. But today, millions of students lack access to the high-speed broadband internet that supports this sort of learning technology. The fact is, schools without internet access put our students at a disadvantage. Here’s how ConnectED works: Upgrading connectivity Training teachers
A Good iPad Fluency Graphic for Teachers Developing and maintaining a productive workflow while using iPad is not an easy thing to do. It does not only take knowing and installing all the necessary apps, students need to build a momentum , working on their apps and using them judiciously. Building such a momentum is a process of habituation that calls for repeated actions. It does take some time for students to get used to develop these skills but once they do their use of iPad becomes fluently productive. langwitches has written a great post on iPad fluency and has accompanied it with the graphic below. Here are some of the apps included in the graphic : 1- Apps for researching, importing, analyzing, evaluating, editing, citing..etc Google Drive 2- Apps for file exchange 3- Apps for screencasting, creating, remixing, mindmapping, reflecting, blogging, demonstrating visual thinking...etc 4- Apps for sharing with teacher, peers or global audienceHere is the graphic which you can download in PDF format from HERE.
Why new technologies could never replace great teaching | Teacher Network | Guardian Professional At a recent British Council debate, Is teaching obsolete?, executive headteacher Pamela Wright, called for caution around technology in teaching. Here is a transcript of her argument. I am a passionate believer in the teaching profession. Teachers do not simply impart information and knowledge; teaching is not merely about systems, facts, figures and certainly does not exist to promote insularity and lack of social interaction. If any of these elements were true, then my argument would fall down immediately. So where do I stand as an educator, as a leader in education? The question I ask every day is what does the child need and what is the best way to ensure that every one of that child's needs are met? Our goal as teachers fundamentally is to encourage independent thought, independent enquiry and ultimately independent learning. Education is much more complex than that. Teachers don't simply teach concepts and skills. That said, technology can only do so much.
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