Learnmyself Free Personality Tests Can Your Students Tell the Difference Between Fact and Fiction? Information flies by in our social media feeds, pops into our private messages and invades our inboxes. Sometimes I feel like I can’t even keep up. On more than one occasion, I’ve shared something, then had to walk it back. How, then, can we do better when so much is at stake? In recent months, I’ve started really digging into the how and why of misinformation, disinformation and the nitty-gritty details of being news literate. Honestly, it’s tempting to put my head in the sand. I’ve long followed the words of Joan Baez as a mantra: Action is the antidote to despair. It’s still overwhelming, but at this point, I have a better sense of the how and the why of news literacy. News Literacy Project The News Literacy Project, a nonpartisan national education nonprofit, provides programs and resources for educators and the public to teach, learn and share the abilities needed to be smart, active consumers of news and information and equal and engaged participants in a democracy. Fact Vs.
The Sixteen Personality Types - High-Level ISTJ - The Duty Fulfiller Serious and quiet, interested in security and peaceful living. Extremely thorough, responsible, and dependable. Well-developed powers of concentration. Usually interested in supporting and promoting traditions and establishments. Well-organized and hard working, they work steadily towards identified goals. Click here for a detailed description of ISTJ. ISTP - The Mechanic Quiet and reserved, interested in how and why things work. Click here for a detailed description of ISTP. ISFJ - The Nurturer Quiet, kind, and conscientious. Click here for a detailed description of ISFJ. ISFP - The Artist Quiet, serious, sensitive and kind. Click here for a detailed description of ISFP. INFJ - The Protector Quietly forceful, original, and sensitive. Click here for a detailed description of INFJ. INFP - The Idealist Quiet, reflective, and idealistic. Click here for a detailed description of INFP. INTJ - The Scientist Independent, original, analytical, and determined.
Synchronous Online Discussions: Preparation, Facilitation & Wrap Up Discussion is a cornerstone of any learning community. Students construct and confirm meaning, in part, through dialogue with their peers. Online discussions offer an avenue to connect students online and facilitate knowledge construction; however, many teachers are frustrated by a lack of student engagement online. Too often, a teacher’s questions in a video conferencing session are met with long silences. In training sessions, teachers often ask, “How can I increase engagement and participation in synchronous online discussions?” First, it is important to remember that participating in a real-time discussion is scary and feels like a risk for students who are shy, anxious, or need more time to process the questions. Below are suggestions I use in coaching sessions to help teachers prepare for, facilitate, and wrap up synchronous online discussions to increase student engagement in and ownership of the conversations. Preparing for Online Discussions Facilitating Online Discussions
Table of contents (With last update date) Cover Foreword (August 13, 2009) Part 1. Preface to part 1 (April 12, 2000) Chapter 1. 1.1. 1.6. 1.7. Chapter 2. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. Chapter 3. 3.1. 3.2. 3.3. 3.4. Chapter 4. 4.1. 4.2. 4.3. 4.4. Chapter 5. 5.1. 5.2. 5.3. 5.4. 5.5. 5.6. 5.7. 5.8. 5.9. 5.10. 5.11. 5.12. 5.13. 5.14. 5.15. 5.16. Chapter 6. 6.1. 6.2. 6.3. 6.4. 6.5. 6.6. 6.7. 6.8. 6.9. 6.10. 6.12. Part 2. Preface to part 2 (October 17, 2010) Chapter 7. 7.1. 7.2. 7.3. 7.4. 7.5. 7.6. 7.7. 7.9. 7.10. Chapter 8. 8.1. 8.2. Chapter 9. 9.1. 9.2. 9.3. 9.4. 9.6. Chapter 10. 10.1. 10.2. 10.3. 10.4. Chapter 11. 11.1. 11.2. 11.3. 11.4. 11.5. 11.6. 11.7.The victim/victimizer polar pair 11.8. 11.9. 11.10. Chapter 12. 12.1. 12.2. 12.3. 12.5. 12.6. 12.7. Chapter 13. 13.1. 13.2. 13.3. 13.4. 13.5. 13.6. 13.7. 13.8. 13.9. 13.10. 13.11. 13.12. 13.13. Chapter 14. 14.1. 14.2. 14.3. 14.4. 14.5. 14.6. 14.7. 14.8. Chapter 15. Chapter 16. 16.3. 16.4. 16.5. Part 3. Preface to part 3 (November 18, 2009) Chapter 17. 17.1.
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Similes and Metaphors in Pop Music Most popular songs include several similes and metaphors throughout the lyrics. This video features songs from pop artists like Katy Perry, Jon Bon Jovi, Brittany Spears, Kanye West, Miley Cyrus, Nelly Furtado, Rascal Flatts, Selina Gomez, Taylor Swift, Click Five and Weezer. In language arts class, we?ve been studying different literary devices that authors use to add detail to their writing. Mind as Separate Self - Atma Nadi Shakti Yoga and Klick Klack a Beezone Study of Adi Da Samraj 's Teaching Word Beezone Study Adapted and edited from various talks and writings of Adi Da Samraj The Separate "self" Does Not Exist - Except in Mind Atma Nadi Shakti Yoga "The individual separate self, sense or ego is a reflection...which is mind or the differentiating power, realized by experience..." Invisible Man - Adi Da Samraj 1975 "Realization is the realization of that which is already prior to thinking" Adi Da Samraj - 2004 "The Self or Real Consciousness does not think. unpublished notes, Franklin Jones (Adi Da Samraj) 1971 The Error Inherent in Mind There is a natural feeling that there is a thread in one's life connecting time with some identity call "I" or me. I recently asked an 82 year old woman how old she felt. The only "you", "I" or "me" that is constant, constant in all the states is the "I" that is trying to have a sense of identity. You appear to be thinking - but that thinking is not actually being done by you (as you Really Are). "There is no mind. Where is it then, this thread? More:
Distance Learning (#Coronavirusgate 2020) - Anti-Social Studies Here are my favorite online teaching resources! Top Three Tips for Distance Learning Simplify.Keep weekly assignments/deadlines fairly regular.Ex: My weekly review packet/quiz is due every Sunday at midnight.Limit textbook reading.If the content can be learned another way, choose that other way.(Ex: My students are watching Crash Course (with questions built in using EdPuzzle) for their basic content and then I’m supplementing with articles, etc.)“Marie Kondo” your course. Take everything out (assume you’re NOT going to cover any of it) and then only bring back in the content/assignments that are necessary for students to complete.Don’t overdo it on technology.If you’re trying new tools, try ONE new tool per week. Here are my favorite online teaching resources! Top Three Tips for Distance Learning
PBS Closer to Truth | The far future of humans and intelligence in the universe — episodes with Ray Kurzweil Closer to Truth | Ray is a world-renowned inventor, computer scientist, innovative futurist and best-selling author. He founded four technology companies based on his revolutionary inventions in artificial intelligence, including reading machines for the blind, speech recognition, and music synthesis. Ray was the principal developer of the first omni-font optical character recognition, the first print-to-speech reading machine for the blind, the first CCD flat-bed scanner, the first text-to-speech synthesizer, the first music synthesizer capable of recreating the grand piano and other orchestral instruments, and the first commercially marketed large vocabulary speech recognition. He has successfully founded, developed, and sold four AI businesses in OCR, music synthesis, speech recognition, and reading technology. Watch this video with Ray Kurzweil on Closer to Truth: What is the far future of humans in the universe? All of these technologies continue today as market leaders.
Demystifying curriculum maps - Center for the Professional Education of Teachers By ROBERTA LENGER KANG When the back to school sales are at their peak, students and parents are picking out the cutest notebooks and the coolest backpacks. Meanwhile, educators are feeling the pressure and anxiety that comes with the start of the school year — particularly as they think about their curriculum. Different school communities and districts have different approaches to designing curriculum. Some purchase big box curriculum sets with prescribed lessons, while others have the opportunity to design their own, which can be exciting — and also a bit daunting. Cultivating a course curriculum is one of the most important and most complicated tasks for educators. What goes into a curriculum map? What’s the difference between a curriculum map and a unit plan? How much detail should be included? How should the map be formatted? Can curriculum maps be changed? What are the steps I should follow to make a curriculum map?
The Meaning of Life (or, What's it all about?) Now available in Spanish! (Traduccin de hsu - midipaj@arrakis.es ) Let's step back a moment... Why do you want to know the meaning of life? Often people ask this question when they really want the answer to some other question. If you're questioning the meaning of life because you've been unhappy and depressed a good bit, click here. On a related note, if you want to know the meaning of life because you feel useless and worthless, click here. If you want to see our answer so that you can prove your intellectual prowess by poking holes in it, click here. If something awful just happened to you or someone you care about and you don't understand why bad things happen to good people, click here. If you would like to help the world but most of the rest of the world seems completely insane, click here. If you wonder why there is so much hatred in the world, click here. If you wonder why there is so much violence in our society, click here. The Meaning of Life - Part II
PZ's Thinking Routines Toolbox | Project Zero Welcome to Project Zero’s Thinking Routines Toolbox. This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. A vast array of PZ's work has explored the development of thinking, the concept of thinking dispositions, and the many ways routines can be used to support student learning and thinking across age groups, disciplines, ideals, competencies, and populations. To learn more about PZ Thinking Routines and their background, watch this video introduction. Background on PZ’s Visible Thinking
This site is not directly related to Kinect, but the Brain Rules Ideas fit in with what the Kinect can do for the brain if applied in a classroom. There are some great videos and the book is available there too. by david.lopez Sep 17