Thursday, February 25, 2010
Tuesday, February 23, 2010
Here's Amelia Downs' math nerd and dancing video, also part of her Tufts' application.
These videos and others that students have submitted to YouTube as part of their application packet have had over a 3,000 hits as of yesterday. Tufts claims that this year as many as 1,000 applicants submitted YouTubes. Given the number, it is understandable why an admission committee finds YouTube a convenient storage site and easy way to access and organize reams of digital materials.
Some schools even send with acceptance letters a video that pops on the screen as soon as the student opens email. For instance, Yale sends a rendition of "High School Musical."
What's your response to the use of videos, especially ones available on the world wide web, as part of the college application packet? How do you feel about the application process being in public view? When was the last time a college essay had that many readers? Will a centralized blog or wiki, available to the public, be the way students submit essays? Or is the visual nature of YouTube and its capacity to store large video files that make it more so the go-to venue for telling admissions committees, and in the meantime the rest of the world, "Who Am I."
Monday, February 22, 2010
Logo from New Haven Register, online.
Friday, February 19, 2010
After reading through the postings about the debate, via A Diploma in 10th Grade?, what is your position, and why?
Thursday, February 18, 2010
Wednesday, February 17, 2010
A 12-year old from West Hartford, CT is quoted, reminding us of the frequency with which people her age post videos on Facebook via webcams. Another youngster of 3 is described as having "a collection of nine cellphones; four are the non-working cast-offs of family members, and the others are plastic, including Cinderella, Tinker Bell and Dora the Explorer. She also has a plastic pink-and-purple Barbie laptop, which has its own mouse and programs that teach math, vowels and Spanish, as well as some computer games."
What is your response to the research findings and reports cited in the article? What do you see as the implications for teachers as the newer generations progress through school?
Photo is from the article with the byline and note:
By Joe Brier, for USA TODAY
Heather Nokes, 18, watches as her 3-year-old sister Kaci, 3, uses a Barbi Learning Laptop for math and spelling practice, while Wendy, 13, holds her cellphone in their Winchester, Va., home. All born after 1990, the sisters are considered part of what sociologists are calling the iGeneration.
image from: www.with-honors.com/
Tuesday, February 16, 2010
Scott concludes, “Lessons like these, embedded into a Do Now assignment, can be a fun way to start off class, a great way to connect with your students, and an opportunity to teach your students about life.”
For now, I am posted two of his suggestions as he describes them verbatim, and have embedded the accompanying videos.
1) The Life Lesson: One person can completely change another person's life:
A. The Do Now Assignment: Watch the following video and answer the following questions: If you could choose and had to choose, would you rather be remembered the way this father is remembered or would you rather be remembered for being rich, famous, and powerful? Why?
B. The Object Lesson: The following video:
The Follow Up: Ask students to share their answers. Make sure they understand the power of sacrifice. There is great strength in loving and sacrificing. Amazing things can happen when one person sacrifices for another.
2) The Life Lesson: It's better to build someone up than to tear someone down:
A. The Do Now Assignment: Watch the following video and write a reflection on why you think this video makes people happy.
B. The Object Lesson: The following video
C. The Follow Up: Ask students to share their answers. The reason this makes people happy is because it is natural for us to enjoy watching the underdog do well and be happy. Unfortunately, many people tend to find it easier to tear down others or to bring people down to their level instead of helping to build others up. What would it be like in a high school if EVERYONE treated EVERYONE else the way that those students treated Jason?
Do you see the value of these kinds of "To Do Now" video lessons? Would you consider the same format, begining with "A To Do Now," followed by the video, and finishing with The Follow-up? Think of ways in which you can use this structure within your subject area or teaching grade level.
Monday, February 15, 2010
Sunday, February 14, 2010
National Council of Teachers of English Blog
National Council of Teachers of English Ning
National Teachers of Science Association Podcasts
National Council of Teachers of Science Blog
National Council of Teachers of Social Studies Blog
National Council for Social Studies Ning
Also but not blogs or nings:
National Council of Teachers of Math (Middle School Resources)
National Council of Teachers of Math (High School Resources)
National Council of Teachers of Math (Illuminations)
Image from anniesullivan.org
Friday, February 12, 2010
Photo credit & information : http://www.nytimes.com/2010/02/12/education/12bus.html?hp Joshua Lott for The New York Times
Jerod Reyes, left, and Dylan Powell use their bus's Wi-Fi to do homework on their way to school.
Wednesday, February 10, 2010
I've embedded the video here in event that you want to view it before reading the article. Enjoy! Remember the video is a rendition of students' parodying teaching with technology. What solutions can you bring away from their parody? Why do you think the students invested time in making the video? Why would the prestigious, well-read The Chronicle of Higher Education include an article of this kind and the video parody? Why do you think a decision was made to not only report that students made the video, but to also post the video?
Monday, February 8, 2010
General Background Information
African American History Month, from The Library of Congress
Black History Month, from Biography.com
Black History Month, from EDSITEment
Black History, from The History Channel
Culture and Change: Black History in America, from Scholastic (includes a video interview with Christopher Paul Curtis)
A Brief Chronology of African American Literature, from San Antonio College Lit Web
African American Poets, from Famous Poets and Poems
African American Women Writers of the 19th Century, from The Schomburg Center at the New York Public Library
African-American Women, from Duke University Library
Black History, from Academy of American Poets
Twenty-Eight Days Later, A Black History Month Celebration of Children's Literature, from The Brown Bookshelf (Check the archive links on the right for celebrations from 2008 & 2009 as well as a poster you can download and print)
Video Interviews with children's book authors and illustrators, from Reading Rockets (includes an interview with recent Caldecott Medal winner Jerry Pickney)
Historical and Nonfiction Texts
African-American Quotations, from InfoPlease
African-American Sheet Music, 1850-1920, from the Library of Congress
African American Cultural Heritage Tour, from the Smithsonian Institute
American Slave Narratives: An Online Anthology, from American Studies Hypertexts at the University of Virginia
The Church in the Southern Black Community, from Documenting the American South
Electronic Text Center: African American, from the University of Virginia (Note this site includes texts about African Americans as well as by African Americans, so you will need to help students choose wisely to avoid mistakes.)
In Those Days: African-American Life Near the Savannah River, from the National Park Service
North American Slave Narratives, from Documenting the American South
Notable Speeches and Letters by African Americans, from InfoPlease
Experience War: Stories from the Veterans History Project, from the Library of Congress
Buffalo Soldiers: The 92nd in Italy
African Americans at War: Fighting Two Battles
Oral Histories, from the National Visionary Leadership Project, including histories from Toni Morrison, Maya Angelou, Sonia Sanchez, and Faith Ringgold
StoryCorps Griot, from National Museum of African American History and Culture
Blogs and More
Sharon Draper's Blog Read details on the author’s trip to Africa, and comments on her books Just Another Hero and Sassy.
Nikki Grimes Fan Page Check the Wall for responses from the author to comments posted by her fans.
Alice Walker’s Blog Find new poems, fiction in progress, and a tribute to Walker’s friend, historian Howard Zinn, who passed away last week.
Sunday, February 7, 2010
Saturday, February 6, 2010
Thursday, February 4, 2010
Monday, February 1, 2010
Today, at 1:45 p.m., President Obama will go live on YouTube to answer questions from the public. The chat, broadcast from the White House, will be a webcast. YouTube users have submitted questions and voted on their top picks. Questions concern jobs, education, and government reform. With Obama seeking major changes to the No Child Left Behind law, the webcast promises to address pressing educational issues. To read more about the YouTube event and keep current on proposals to NCLB, check these two articles from today’s The New York Times:
Obama to Field Questions Posted by YouTube Users
Obama to Seek Sweeping Changes in ‘No Child’ Law
- ► 2012 (19)
- ► 2011 (73)
- Be Imaginative, Create a Comic Strip
- YouTube Now Accepts College Applications
- 10 th Grade Graduation to Begin 2011 in Connecticu...
- Graduating High School After 10th Grade
- Share PowerPoint Slides with Your Department and S...
- What Does the iGeneration Mean for Teaching?
- Jump Start on College
- Blog to Print
- Inspiring Life Lessons Told Through Video
- Rapping in the Students with Video and Collaborati...
- Online Professional Development
- Wi Fi School Buses
- What's a Ning? Why Use One?
- Parody of Classroom Technology Usage
- Black History Month Links
- The Science Behind the Olympics
- 2010 African-American Read-In
- Social Media Trends Among Teens
- Decline in Grammar Skills
- Obama's Fireside Chat
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- ► 2009 (81)
- ► 2008 (92)