Digital Footprints in Education » Social Bookmarking Social Bookmarking Reflection Not sure blogs are good at letting you keep annotated bibliographies of good sites/tools, but it is easy enough to build a page with hyperlinks and text. Having a Hotlinks tools or similar is very handy. Look for tools like that in Blogs and other web building sites you use. Maybe the idea of a static webliography is old fashioned now. Social bookmarking Social Bookmarking sites enable people to share their bookmarks with anyone through a URL or as a feed through twitter or facebook or other social community or even a blog. Delicious Well known and constantly developing system. Pearltrees Graphical or concept map representation of your bookmarks and comments. Diigo This is very popular and powerful tool It is the preferred tool of my colleagues Romena Proctor and David Jones.
Too Many Students and Not Enough Time Student learning and growth can become obscured by three obstacles that teachers may feel powerless to address: class size, overall workload, and instructional time. These are genuine concerns, so let’s take a closer look at each challenge and possible solutions. The Class Size Challenge Large classes are a difficult challenge faced by many teachers. Having taught in urban, suburban, and rural schools, and having worked with teachers in these environments, I can say from experience that class size does make instruction and student learning a daily puzzle to solve. Differentiation solutions for navigating large classes: 1. 2. The Workload Challenge Workload is a different but at times related issue. Differentiation solutions that address this issue: Learning Profile Cards: Get to know all students from their perspective. The Time Challenge My teaching career started in the Chicago Public Schools system, where the classes were 40 minutes long. 1. 2.
8 Ways of Aboriginal Learning by julian emsley on Prezi narst99 Culture Studies in Science Education: Students' Indigenous Cultures Versus the Culture of Science Welcome to the website of NARST 99 Workshop #1 organised by Glen Aikenhead, University of University of Saskatchewan, Canada; Nancy Allen, U of Texas, Austin, USA; and Olugbemiro Jegede, Open University of Hong Kong. Several papers from well established scholars in the field of Culture Studies in Science Education which address one major issue, or a cluster of related issues have been posted on this website for discussion as listed below. Choose any paper(s), read through and make your own comments on the issues raised by the author(s) or respond to comments already made by others. This electronic discussion is scheduled to last from 1 February to 15 March 1999. To access any of the papers, click on the title below. To make comments or follow the trend of discussion an any of the papers please click on 'Discussion Area' immediately following the paper you are interested in. Papers
Sci-tech aboriginal-education Scitech’s Aboriginal Education Program (AEP) provides culturally relevant and engaging science workshops and resources for Aboriginal students and their teachers. The AEP has a strong focus on literacy and aims to cater to the learning style and needs of Aboriginal students, whilst encouraging the involvement of the wider community. Scitech’s AEP beat 12 other international entries to win the US-based Association of Science and Technology Centers Leading Edge Award for Visitor Experience. The program is available to any school with Aboriginal students, and our regional touring schedule includes every remote Aboriginal community school in Western Australia. Please contact Aboriginal Programs Coordinator, Amanda McKenzie on 9215 0741 or via email This e-mail address is being protected from spambots. This program is proudly supported by the WA Government, Rio Tinto, BHP Billiton and Woodside.
Petite Lasagnas « Can You Stay for Dinner? recipe slightly adapted from Hungry Girl (makes 12) 12 oz raw ground turkey ¼ tsp salt, divided ¼ tsp pepper 1 cup chopped onion ½ cup chopped mushrooms 14.5 oz can crushed tomatoes, or tomato sauce 2 cloves garlic, minced 3 tsp dried oregano, divided ½ tsp dried basil 1 ½ cups part skim ricotta cheese 24 small square wonton wrappers (the kind near the tofu in the refrigerated section of the produce dept) 1 1/2 cups shredded mozzarella cheese Preheat oven to 375ºF. Add the crushed tomatoes and 2 tsp of oregano. In a large bowl, combine the ricotta, a pinch of salt and pepper, the remaining teaspoon of oregano, and the basil. Coat a 12-cup muffin tin with nonstick cooking spray. Using half of the ricotta mixture, divide it among the 12 muffin cups. Gently press another wonton wrapper on top of the mozzarella layer. Repeat the process by distributing the remaining ricotta, then the remaining tomato sauce, and finally the rest of the shredded mozzarella. Nutrition Info for 1 petite lasagna:
4 Proven Strategies for Teaching Empathy Empathy is the ability to understand and share the feelings of another. Empathy has the capacity to transform individual lives for the better while helping to bring about positive social change in schools and communities worldwide. In psychology, there are currently two common approaches to empathy: shared emotional response and perspective taking. Shared emotional response, or affective empathy, occurs when an individual shares another person’s emotions. Perspective taking, also known as cognitive empathy, occurs when a person is able to imagine herself in the situation of another. Here are some strategies our graduates around the world use with their students to help develop both affective and cognitive empathy. Modeling Teachers can be role models who, by example, show students the power of empathy in relationships. Teaching Point of View We use the numbers 6 and 9 to teach students about different points of view. Using Literature to Teach Different Perspectives
First Australians | Sections | Share Our Pride Local people may have a preference for how they are described, for example at a function or event. If you’re not sure of a person’s particular language group and can’t find out, it’s usually okay to simply acknowledge them as Aboriginal or Torres Strait Islander. The easiest way to find out is to ask the person themselves – they will see this as showing respect and they’ll appreciate it. Connection with country is crucial to the wellbeing of Aboriginal and Torres Strait Islander peoples. For millennia, when Indigenous people visited the country of others, there would be rituals of welcoming to country. Usually a ‘Welcome to Country’ will occur at the beginning of any major public meeting. An ‘Acknowledgment of Country’ can be done by any Aboriginal or Torres Strait Islander Australians that are not traditional owners of the country you are meeting on, or by non-Indigenous Australians. Acknowledgements can be done at the beginning of any meeting.
teach-ec This theme area introduces appropriate curriculum and pedagogy for teaching Indigenous children and demonstrates how Indigenous teaching and learning practices can be of benefit to all education participants. Resources found here present knowledge and appreciation of the importance and implications of full consultation with local Indigenous communities within these settings. Resources developed in community by community featuring ‘two-ways together’ and ‘both ways learning’ are explored. Further, the important concept of ‘Kinship’ and the understanding from a non–Indigenous perspective of this integral element of Indigenous life is explored by Auntie Patricia Doolan, President Aboriginal Education Consultative Group, Dubbo Region, NSW. WARNING: Aboriginal and Torres Strait Islander viewers are warned that the following DVD and website content may contain images and voices of deceased persons. You're in new Country Presenter Dr. Dr. About the Video Dr. Dr. Play Video Further Information Top
Koori Mail - Breaking News Five Ways to Encourage Participation in Class Discussion My twelfth grade class is full of lovely young people. I'm quite enjoying every one of them. However, when it comes time for class discussion, most of them clam up, look at their desks, and silently hope that John will answer my questions. The problem is that class discussion is my fave. The first month of school hasn't been an energy-filled one for me - a cold caught me and it was a nasty, tenacious one that sucked all of my energy. Here are some methods that I've had success with in the past: 1. 2. 3. The hope is that by encouraging them to extend each others ideas-or to refute them- online, they will be more likely to engage with each other during face-to-face discussions in class. 4. 5. So what am I doing to get my students engaged? John, Sophie and Kendra: I love ya, but your days of being alone on the stage are over! Follow Room 213's board my TPT Store on Pinterest.
Encounters Encounters featured rare Aboriginal and Torres Strait Islander objects from the British Museum. This groundbreaking exhibition revealed the voices, emotions and stories connected to these powerful objects. Encounters was on show from 27 Nov 2015 to 28 Mar 2016. Community films Gimuy Walabura Yidinji Elder Henrietta Marrie talks about what it means to have objects taken from her traditional lands return to Australia for the Encounters exhibition. Watch more films Awards The National Museum’s Encounters exhibition won the Canberra Region Tourism Award for Major Festivals and Events in 2016. The exhibition also won two 2016 Museums and Galleries National Awards (MAGNA): Award for Best Major Temporary ExhibitionCo-Winner of the Best Museum Project Overall Top left image: Vernon Ah Kee, cantchant (shield) 2015 (detail, reverse view), depicting the artist’s great-grandfather, George Sibley.
Aboriginal educational contexts :: Aboriginal Educational Contexts