There are many sources of effective transition and signal words for essays. Here, I have tried to combine the best of the best into a one page handout.
Transition and Signal Words in Essays
January 7, 2010 · Leave a Comment
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We seem to celebrate those humans who transcend Maslow’s hierarchy of needs
November 24, 2009 · Leave a Comment
via en.wikipedia.org
So often in Hollywood, and in history, we celebrate those humans who become compassionate and empathetic when they should actually be focusing on their physiological and safety needs.
Thinking about the other, at the expense of the personal; it gets our attention. Historical figures such as Jesus, Martin Luther King, Jr. and Gandhi are perhaps extremes of this. But there are many other characters in fiction and in reality, whose response to their surroundings cried out for attention to safety and physiological needs, but whose words and action belie concern for others. The new Charter for Compassion is perhaps an extension of this altruistic urge (http://charterforcompassion.org).
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AASL Standards Are The Best Single Source for Identifying and Organizing Skills
November 21, 2009 · Leave a Comment
Standards for the
21st-Century LearnerStandards for the 21st-Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for library media specialists to use to shape the learning of students in the school.
Rights and permission on the use of the learning standards
Downloading and Ordering
You can download the Learning Standards as an eight-page full-color pamphlet:
- High resolution
, 4MB
- Low resolution
You can also purchase the learning standards in packets of 12 from the ALA Online Store
. Prices are $13.50 for members; $14.95 for non-members.
*This publication complements the Standards for the 21st-Century Learner in Action and Empowering Learners: Guidelines for School Library Media Programs.
via ala.org
One of my tasks as an educator is to prepare personalized student anecdotes as part of the school’s ongoing effort to effectively communicate with parents. I have worked diligently the last couple of years to catalog and organize skills, student dispositions and methods recommended student support to assist in creating these anecdotal reports. My lists (created using Omnioutliner Pro) are solid.
But the single best source I have found for a well thought out catalog of skills, dispositions in action, student responsibility and self-assessment strategies is created by the American Association of School Librarians. This organization has done an excellent job of organizing skills into a format that is user-friendly.
As I am preparing anecdotal reports, I am continuously drawn to the skills set forth in this 8 page document. Yes, my cobbled-together list is solid, and I am using it, but the AASL Standards are key in making my task workable.
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World Regional Aerial Panoramas – Excellent Geography Resource
November 20, 2009 · Leave a Comment
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The Miniature Earth
November 19, 2009 · Leave a Comment
This movie is an excellent reminder of how well most of the people reading this post have it. It is an excellent teaching tool. After watching it, consider taking action by donating through http://kiva.org.
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Is cutting of aid to Africa a good idea?
April 14, 2009 · Leave a Comment
via guernicamag.com
In one of my technology classes we are looking at the millenium development goals. They sound like such a good idea. They are compassionate, after all. So is it possible that Ms. Moyo is on to something? Do her ideas apply to all of the millenium development goals, or just some of them?
As a class, we are going to explore her ideas, and hopefully learn about the use of technology at the same time.
We have actually learned a little bit already. We are looking at http://newssift.com as a way of examining point of view. More to come.
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Two Uses of Etherpad in the Classroom to Promote Higher Order Thinking Skills
April 7, 2009 · 2 Comments
I am completely sold on Etherpad. Today I used it in two ways, both with obvious success. Students were engaged, able to retain information without being distracted, and thinking progressed at a high level. Perspective, empathy, and self-knowledge were all revealed during the discussions.
Inner Outer Circle
The outer circle used the left hand side to summarize and formulate BIG questions. It used the chat function to carry on dialogue about what was happening in the middle. I could monitor the chat to make sure people were involved, and understanding what was being said. I would periodically stop and let the outer circle summarize what they were hearing from the inner circle, and to give the inner circle participants the collective thoughts and ideas of the outer circle participants.
After both groups participated inside and outside of the circle, I then gave the participants a chance to affirm or to “argue” with the summary that was created about them by others. Uniformly, they were impressed with the summary, saying that others had heard them correctly.
Then I asked them to formulate an upper level thinking question that was still left unanswered, and to answer it. The focused concentration was amazing as students worked hard to answer the question posed by them! And they can see what others are saying as they themselves answer the question.
Finally, we posted both the chat and the summary/written response onto our class-created site. What a lesson! Again, I cannot say enough about the positive effect of etherpad on the class.
Subheadings
Another use of Etherpad. In Cultural Studies class, we used Etherpad to collaborate in creating subheadings.
Directions for subheadings are as follows: (1) As you read, pay close attention to the subheadings of the chapter; (2) As you read, take notes on the specific details in the subsection; (3) Use these notes to turn the subheading into a complete sentence that expresses the main idea of that subsection; (4) The subheading must be included as part of the sentence; (5) After reviewing the sentences you have written, return to the section heading and make a complete sentence from the section title that expresses the main idea of the entire section, and; (6) After completing the chapter, turn the chapter title into a complete sentence that expresses the main idea of the entire chapter.
The classwork is on display at Chapter 10, Lesson 5 Subheadings.
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Using Newssift as a News Research Tool
April 4, 2009 · 1 Comment
This site, Newssift, was recently recommended by Internet Scout Project. In the words of the Report, Newssift “provides access to thousands of global business news sources, including news wires, television and radio, and expert commentary.” It is a great way for finding articles on a particular topic that take a particular point of view (positive or negative), or where you are looking for an article on a specific topic from a specific medium.
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Using Technology to Show Change and Continuity in Flowers for Algernon
April 1, 2009 · 1 Comment
I asked students to respond to this quote: “I had reached a new level, and anger and suspicion were my first reactions to the world around me.”
In this first presentation, Nicolas and Arham used the Sketch and Paint to create graphics that were posted into a powerpoint that addresses the question how this new attitude caused change (or not) in Charlie’s relationships with his co-workers. Nicolas and Arham DO think that Charlie shows anger and suspicion in his new-found relationships with his co-workers.
Charlie’s Change in Work Charlie’s Change in Work Xnicolas95
In this second presentation, Alvina and Maria used Microsoft Powerpoint and Word to talk about the changes and continuities in Charlie’s relationships with women. Maria and Alvina do NOT think Charlie shows anger and suspicion in his new-found relationships with women.
Change and Continuity Change and Continuity av_ashfan_12 The changes and continuity from Harriet and Ms. Kinnian
Finally, in this third presentation, Alexander and Agatai used Microsoft Powerpoint to identify the changes and continuities in Charlie’s relationships with his doctor. Alexander and Agatai DO think Charles shows anger and suspicion in his new-found relationships with his doctors.
I Had Reached a New Level And I Had Reached a New Level And Agataibek
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Flowers for Algernon – Changes in Charlie through page 24
March 31, 2009 · Leave a Comment
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How smart is your right foot?
March 23, 2009 · 1 Comment
You have to try this…
It only takes a few seconds.
It’s from an orthopaedic surgeon…………
You can do it over and over again to see if you can outsmart
Your foot, but you can’t… It’s preprogrammed in your brain!
Ready?
1. Without anyone watching you (they will think you are a nutter )
and while sitting at your desk in front of your computer,
lift your Right foot off the floor and make clockwise circles.
2. Now, while doing this, draw the number ‘6′ in the air with
Your right hand.
Your foot will change direction.
See! I told you so And there’s nothing you can do about it.
You and I both know how stupid it is, but before the day is done you
Are going to try It again (if you’ve not already done so.)
It’s fun. It’s harmless. It’s a puzzle. And it ALWAYS WORKS.
Send it to your friends to frustrate them too.
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Girl poet takes on the Taliban with her pen – CNN.com
February 18, 2009 · Leave a Comment
via edition.cnn.com
Students really can make the world a better place. I am so grateful to see stories like this!
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Are You Going to Finish Strong? – Video
February 9, 2009 · Leave a Comment
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Why teenagers can’t see your point of view – life – 05 February 2009 – New Scientist
February 6, 2009 · Leave a Comment
Teenagers might have a new excuse for ignoring their parent’s orders. Their brain’s ability to adopt the viewpoint of others is still budding, new research suggests.
Known as theory of mind, the ability to infer another’s perspective – emotional, intellectual, or visual – improves with age. Studies of infants, toddlers and children have documented gradual improvement in this skill with age.
via newscientist.com
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5 Sources for Free and Legal Images | The Blog Herald
February 6, 2009 · Leave a Comment
Everyone knows that almost any blog post is better with images. However, getting them can be a difficult matter. With a maze of licensing and fair use issues making it hard to decide what is and is not legal to use, many bloggers don’t wish to use images that they have not taken themselves.
But while using your own images is always the best way to go, there are several great sources to help you find and locate images that you can use as part of your blog posts. In fact, there are some very neat tools designed specifically to help you correctly license and use other people’s photography, art and more.
The best part of all is that these tools are free. They will not cost you a dime to use and, if used correctly, can let you fill up your blog posts with as many images as your heart desires.
via blogherald.com
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(usually barefoot) meg – Louis CK “Everything’s amazing, nobody’s happy”
February 6, 2009 · Leave a Comment
This video, forwarded to me by @skardalien, is funny and true.
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Expecting more from Middle School students – asking the right questions.
February 5, 2009 · 2 Comments
Today, as a long and difficult day of teaching pushed to an unsatisfying end, I asked students to end a brief break by returning to their seats no later than five minutes past the hour. They didn’t. Instead they continued lingering in the hall outside of the classroom long past the time set by me. Their conduct is, in my opinion symptomatic of satisfaction with mediocrity. A deal has been struck; only I’m not OK with the deal, and I doubt students’ parents are either.
I walked out and told them I would not be teaching their after-school activity. Dramatic? Perhaps. Demanding? I hope so.
My feeling is that students’ conduct shows a significant lack of respect for me as their teacher. Their passivity in ignoring my request is simply unacceptable. But I’m not sure the students will see it that way. So tomorrow I intend to ask them to respond in writing to these questions, compliments of Alex and Brett Harris in their book Doing Hard Things: A Teenage Rebellion Against Low Expectations:
- What areas of my life do I not care about that I know I should care about?
- In what areas have I settled for just getting by when I know I could do better if I really tried?
- In what areas have I decided that things “will always be this way” without ever putting in the kind of effort that really changes things?
I hope to precede the writing with brainstorming, followed by a socratic seminar. I really hope that students can move beyond lazily meandering their way through school without really thinking about what they are doing. Its all in the attitude.
Thoughts?
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