MSM 325:  Bomb messages in Word Clouds?  What?!?!

 

Jokes You Can Use:

 

You heard about the soldier who survived mustard gas exposure?

He came back and protested. He was pepper sprayed. He’s now a well seasoned vet.

 

What did they give the guy who invented the door knocker?

The NO-Bell prize.

 

What did the Buddhist ask the Hot Dog vendor?

Make me one with everything.

 

What do you call a group of killer whales playing instruments?

An ORCA-stra

 

Conjunctivitis.com – now that is a site for sore eyes.

 

I’m reading a book on the history of glue. I just can’t put it down.

 

Eileen Award:  

  • Email:  Sierra Bishop

 

Advisory:

 

Middle School Science Minute  

by Dave Bydlowski (k12science or davidbydlowski@mac.com)

 

Historical Problem-Based Learning

 

I was recently reading the February, 2016 issue of “Science Scope,” a magazine written for middle school science teachers, published by the National Science Teachers Association.  

 

In this issue, I read the article, “From Mendel to Me: Constructing Genetics Knowledge Through Historical Problem-Based Learning.”  It was written by John Pecore and Corey Nagle.  The purpose of the article is to show how historical problem-based learning can be used to help students learn about genetics, which has traditionally used a lecture and copy method to help students begin their study of genetics.

 

http://k12science.net/Podcast/Podcast/Entries/2016/3/17_Middle_School_Science_Minute-Historical_PBL.html

 

From the Twitterverse:  

Andrew Tawfik ‏@andrewatawfik

#ETT570-Here is infographic I created of needs assessment model discussed in our @voicethread! Feel free to share!
Rossett's Needs Assessment

Michael Matera ‏@mrmatera

Q2: Challenges are what games and schools are all about… Lets make the later a bit more engaging… #SAtchat

SatChat

Karin Hermansson ‏@karinherm

Why do teachers need to be research literate? Tom Bennett. #rEDScand
Podcast 325 -Today - Google Docs 2016-03-19 12-36-03


Katrina Hall ‏@MrsKatrinaHall
Urban Myths about Learning and Education #leadership #edreform #rEDScand #ntchat https://books.google.com/books?id=7h4tBAAAQBAJ&printsec=frontcover&dq=urban+myths+about+teaching+and+learning&hl=en&sa=X&ved=0ahUKEwip9czT1czLAhXKGD4KHYHeD8QQ6AEIGzAA#v=onepage&q=urban%20myths%20about%20teaching%20and%20learning&f=false …  

 

edutopia ‏@edutopia

This educator thinks that #growthmindset is dead. Find out why: http://edut.to/1pOE9ga .

 

John Norlin ‏@johnnorlin

People support what they help to create. #leadupchat
People Support What they Help Create

Brian Wyzlic ‏@brianwyzlic

One of my favorite slides from my presentation this weekend. See you Saturday at 12:30! #MRADiamond
Destress

#mschat every Thursday at 8:00 pm Eastern Standard Time.  And as Troy says, “The Twitter never stops!”

 

Strategies:

 

10 Bomb Messages Students Hide In Essays To Get A+

Bomb Message Hidden in Essay

http://www.lifehack.org/373033/10-bomb-messages-students-hide-essays-get

 

Three Tips for Planning Video Projects

 

I love video projects because the entire process of developing project ideas, creating the video, and sharing the video engages almost all students.

 

http://www.freetech4teachers.com/2016/03/three-tips-for-planning-video-projects.html#.Vu1jshIrJdA

 

200 Ways to Use Word Clouds in the Classroom

 

https://21centuryedtech.wordpress.com/2016/03/17/200-ways-to-use-word-clouds-in-the-classroom/

Resources:

 

Women in the 19th Century | Crash Course US History #16

In which John Green finally gets around to talking about some women’s history. In the 19th Century, the United States was changing rapidly, as we noted in the recent Market Revolution and Reform Movements episodes. Things were also in a state of flux for women. The reform movements, which were in large part driven by women, gave these self-same women the idea that they could work on their own behalf, and radically improve the state of their own lives. So, while these women were working on prison reform, education reform, and abolition, they also started talking about equal rights, universal suffrage, temperance, and fair pay. Women like Susan B. Anthony, Carrie Nation, Elizabeth Cady Stanton, the Grimk’s, and Lucretia Mott strove tirelessly to improve the lot of American women, and it worked, eventually. John will teach you about the Christian Temperance Union, the Seneca Falls Convention, the Declaration of Sentiments, and a whole bunch of other stuff that made life better for women.

http://www.pbslearningmedia.org/resource/64ce26b6-3607-4374-8bff-860376f7fdf3/women-in-the-19th-century-crash-course-us-history-16/

 

Disaster Detector

The citizens of Smithsonville are in dire need of a Disaster Detector! Help Smithsonville and other cities predict and prepare for natural disasters. Use tools to make predictions and save the city from damage by helping citizens prepare properly. Are you up for the challenge?

Disaster Detector teaches players how to analyze and interpret data on natural hazards to forecast future catastrophic events and how to implement tools to mitigate the effects of those disasters.

https://ssec.si.edu/disaster-detector

 

Web Spotlight:

 

A student-created digital textbook: Their process and resources

Garth Holman’s students created something spectacular, and I cringe at calling it a “textbook.”

Garth’s students’ work does that. And they put it on display for anyone to see.

 

http://ditchthattextbook.com/2016/03/18/a-student-created-digital-textbook-their-process-and-resources/

 

The biggest indictment of our schools is not their failure to raise test scores

MARCH 16, 2016 BY SCOTT MCLEOD

The latest results are available from the annual Gallup poll of middle and high school students. Over 920,000 students participated last fall. Here are a couple of key charts that I made from the data:

Percentage of Students Engaged

 

 

The biggest indictment of our schools is not their failure to raise test scores above some politically-determined line of ‘proficiency.’ It’s that – day in and day out – they routinely ignore the fact that our children are bored, disengaged, and disempowered. We’ve known this forever, but we have yet to really care about it in a way that would drive substantive changes in practice. The disenfranchisement of our youth continues to happen in the very institutions that are allegedly preparing them to be ‘life long learners.’

 

http://dangerouslyirrelevant.org/2016/03/the-biggest-indictment-of-our-schools-is-not-their-failure-to-raise-test-scores.html

Random Thoughts . . .  

 

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