i think.
uber.about
tsd innovation lab
talk.ed
re.mark
work.ing
comm.unity
kool bean blogs
kool bean books
kool bean webinars/podcasts
kool bean videos
kool bean school sites
tv site
algebra 2 ebook - let's do it
kool bean stuco
kool bean kids making change
- open sourced pre ap alg 2
kool bean tech tools
- kool bean assessments
games and gaming
- virtual trips
math helps
george's take on helping you
- diane
- you blog
- icyte collections
http://eci831.wikispaces.com/NonCredit
sept 15 to dec non credit class For #eci831 participants. Wiki: http://eci831.wikispaces.com Blog: http://couros.ca/eci831 Elluminate: http://moourl.com/eci831live
http://childsi.ning.com/
alec couros sept 15 to dec http://eci831.wikispaces.com/NonCredit
add: my story http://tinyurl.com/mx2oqb
or maybe better here: http://tinyurl.com/ny2ycu
or make me video
eci831 to ning and netvibes
wikis pods class
http://tappedin.org/tappedin/do/WelcomeAction?state=displayChatRoomFrame&controller=com.sri.opentap.controller.WelcomeAction
thinkfinity week 1 tasks http://webmail.aol.com/44148/aol/en-us/mail/get-attachment.aspx?uid=1.24540788&folder=OldMail&partId=4&saveAs=Sep09_Week_1_tasks_CO.doc
wieman http://mitworld.mit.edu/video/560 isn't the only one talking about this idea he terms "expert individual tutor," but his description of it really resonated with me. in disrupting class http://tinyurl.com/55cb2v , clayton christensen has the most clear cut plan i've heard for making it happen through the use of web base instruction. because one-size doesn't fit all. and technology is allowing us the ability to tailor to suit each kid.
clayton also writes - 80% of the typical teacher's time is now spent in monolithic acitivity - preparing to teach, actually teaching, and testing an entire class. far less than 20% is available to help students individually....instead of spending most of their time delivering one-size-fits-all lessons year after year, teachers can spend much more of their time traveling from student to student to help individuals with individual problems.
i'm like half-way through disrupting class - can't consume it fast enough.
would love to hear anyone else's take on it.
the flow csikszentmihalyi and goleman have penned - sounds like what willingham touched on in ch 1 and what feynman http://tinyurl.com/5cu8ou calls the pleasure of finding things out. does that sound right - or am i missing something? flow comes from losing slfl-consciousness because you are so engaged?
Csikszentmihalyi (flow) and Goleman (emotional and social intelligence)
flow: skills so perfectly match the demands of the moment that self-consciousness disappears http://mitworld.mit.edu/video/560 http://tinyurl.com/5cu8ou
value is a personal experience, a personal articulation
something either has value, or it hasn't
but sometimes we don't know enough or didn't do enough to be able to recognize value that is already there
i thought you said that what you do has no true value unless relationship is involved
not value, meaning
meaning is created through relationships
the creation of value is much more versatile
alec couros sept 15 to dec http://eci831.wikispaces.com/NonCredit
add: my story http://tinyurl.com/mx2oqb
or maybe better here: http://tinyurl.com/ny2ycu
or make me video
eci831 to ning and netvibes
wikis pods class
http://tappedin.org/tappedin/do/WelcomeAction?state=displayChatRoomFrame&controller=com.sri.opentap.controller.WelcomeAction
thinkfinity week 1 tasks http://webmail.aol.com/44148/aol/en-us/mail/get-attachment.aspx?uid=1.24540788&folder=OldMail&partId=4&saveAs=Sep09_Week_1_tasks_CO.doc
wieman http://mitworld.mit.edu/video/560 isn't the only one talking about this idea he terms "expert individual tutor," but his description of it really resonated with me. in disrupting class http://tinyurl.com/55cb2v , clayton christensen has the most clear cut plan i've heard for making it happen through the use of web base instruction. because one-size doesn't fit all. and technology is allowing us the ability to tailor to suit each kid.
clayton also writes - 80% of the typical teacher's time is now spent in monolithic acitivity - preparing to teach, actually teaching, and testing an entire class. far less than 20% is available to help students individually....instead of spending most of their time delivering one-size-fits-all lessons year after year, teachers can spend much more of their time traveling from student to student to help individuals with individual problems.
i'm like half-way through disrupting class - can't consume it fast enough.
would love to hear anyone else's take on it.
the flow csikszentmihalyi and goleman have penned - sounds like what willingham touched on in ch 1 and what feynman http://tinyurl.com/5cu8ou calls the pleasure of finding things out. does that sound right - or am i missing something? flow comes from losing slfl-consciousness because you are so engaged?
Csikszentmihalyi (flow) and Goleman (emotional and social intelligence)
flow: skills so perfectly match the demands of the moment that self-consciousness disappears http://mitworld.mit.edu/video/560 http://tinyurl.com/5cu8ou
value is a personal experience, a personal articulation
something either has value, or it hasn't
but sometimes we don't know enough or didn't do enough to be able to recognize value that is already there
i thought you said that what you do has no true value unless relationship is involved
not value, meaning
meaning is created through relationships
the creation of value is much more versatile
http://www.educationbeyondborders.org/
headed by noble kelly in canada formerly teachers without borders
http://school2school.ning.com/
twb canada ning site http://docs.google.com/Doc?docid=0AX3J8HwmX59wZGQ0OXp2cjhfNjhjNWJiaGpmcA&hl=en
http://groups.diigo.com/groups/revisiting-comments
discussions from willingham's why student's don't like school
http://plpnetwork.com/2010/01/26/what-do-you-value/
changing pd, powerful learning practice cia nussbaum-beach & richardson
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