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Rabu, 30 November 2011

Apps for Children with Special Needs


This is a great site for locating apps for special needs education. a4cwsn is committed to helping the families and carers of children with special needs and the wider community of educators and therapists who support them, by producing videos that demonstrate how products designed to educate children and build their life skills really work from a user perspective. They have an easy to use apps index.



Their aim is to provide relevant information and advice from an independent source you can trust, provide valuable insight into whether a product is suitable for its intended purpose or not, enabling sensible buying decisions to be made. 



This site and its content provides a valuable resource to the community that serves children with special needs.




Selasa, 29 November 2011

What We're Reading: New Thinking on Financial Aid

Welcome to another new miniseries of the Education Optimists. Once in awhile we get a chance to sit and read-- it's rare, but when it happens it's crazy fun. Here's a taste of what we've liked lately.

For those pondering the reform of financial aid programs, I want to draw your attention to two papers--one very new, and one a year old.

In Postmortem for the Current Era: Change in American Higher Education, 1980-2010, Penn State historian Roger Geiger cogently tackles the many dismal trends of the last several decades. Among my most favorite of his observations is the following:

"The four vectors of the current era—-the financial aid revolution, selectivity sweepstakes, vocationalism, and research intensification—all bear an underlying signature by invoking private, as opposed to public or social, interests. They do not necessarily contradict public interests. On the contrary, to significant degrees, financial aid has allowed students with limited means to pursue postsecondary education; the selectivity sweepstakes has sorted students by academic ability so that the most able benefit from the most ample educational resources; vocationalism has prepared students for productive employment; and academic research has helped to revive and sustain the competitiveness of U.S. industry. Rather, these worthy social purposes have operated through incentives to private advantage. Thus, although public policies are involved to a greater or lesser extent, these vectors have derived their force from the market preferences of individual actors. But market relations can bring unplanned and sometimes unwelcome consequences."

*********************

Second, a new paper from a young economist just entering the job market, who tackles a critical question: how much Pell are students REALLY getting? In other words, to what degree are Pell dollars being supplanted and/or supplemented by institutions through a kind of crowding out? Leslie Turner tackles these questions, and more, in The Incidence of Student Financial Aid: Evidence from the Pell Grant Program

On average, Turner finds that colleges and universities reap the benefits of about 17% of Pell grants--but that the institutional variation is wide, and some schools are actually supplementing Pell with additional dollars, seemingly to attract more low-income students.

Both papers are worth a read in full. Enjoy!

10 Apps for Working Easily with PDFs on the iPad





I got sent a form the other day that the sender needed filled out and sent back immediately. Fortunately for them they were using an app that allowed me to tap on the form, type in the required information and send it back. Many apps give you the ability to write anywhere on the PDF. I thought this was great and so sourced a number of cheaper apps so I could do this on the iPad.

Goodreader: $5.49 AU
GoodReader handles huge PDF and TXT files, manuals, large books, magazines, and renderings of 100 mb and more with great speed. The ability to mark-up PDFs opens up new doors to GoodReader users who can use typewriter text boxes, sticky notes, lines, arrows, and freehand drawings on top of a PDF file. The latest version of GoodReader adds the ability for you to sync your files with remote servers! You can sync entire folders or individual files separately.
iAnnotate: $10.49 AU
The intuitive interface makes iAnnotate the fastest and easiest app for managing, annotating, and sharing PDFs on your iPad.  If you have a large collection of PDFs that you need to organize and quickly access, iAnnotate’s fully searchable document library is indispensable. Whether you’re taking notes on lecture slides, marking up important business documents, reading through scripts and screenplays, grading student papers, or any other task that requires robust annotation and file management.
PDF Reader Pro: $10.49 AU
PDF Reader Pro Edition is a PDF Reader available for the iPad. Easily transfer PDF files to your iPad from your computer or directly from a website. PDF Reader Pro Edition for iPad is optimized specially for the iPad. Now with Annotations and highlight support and with the latest update full PDF forms support!! You can fill PDF forms on your iPad, add notes directly anywhere on the document, includes multitasking and printing.

Pdf Expert: $10.49
PDF Expert lets you read and annotate PDF documents, highlight text, make notes, draw with your finger and save these changes. Moreover, PDF Expert is the only iPad application that can fill PDF forms! PDF Expert does read almost all document types like: iWork, MS Office, Power Point, text files, images, etc. PDF Expert can get documents from desktop computers, email attachments, documents on the Dropbox, GoogleDocs and other iPad applications could be accessed with PDF Expert.

SmartNote: $2.99 AU
Open a PDF as a notebook, or add a PDF to an existing notebook. String multiple PDFs together and freely mix PDF pages. Copy a page from any notebook and paste it within any other notebook. Rearrange pages within your notebooks or PDFs. Take notes in class, sketch out the next great idea, or simply highlight some text in a pdf. Arrange your notes into custom notebooks, searchable by tags or content, with 28 high quality covers and 16 included paper types, or import your own custom paper types wirelessly. 

TakeNotes: $4.49 AU
TakeNotes allows you to write, draw, hi-light, or text on any document using an image or PDF file as the background. You can use it for drawing, coloring pictures, taking notes in class, filling out forms, and as a textbook reader that you can hi-light and annotate with. You can share your completed documents and forms via email or over the network as images or PDF files. Great for taking notes in class and reading/hi-lighting textbooks. Teachers can give homework as PDF files returned via email.

SmartDoc: $7.49 AU
Smart doc is optimized for ipad. The concept of this app is to enable paperless life. It is best used for educational and business purposes, draft notes, idea sketching. The easy UI provides you the best note taking experience. You can record sound, you can even record sound while drawing. You can Import .pdf, original format files or files from DropBox. You can also exporting to itunes, ipad's photo album, to email, Facebook or to DropBox.

PDF Note: Free
Utilize pdf-notes to manage and display, quick page-turning even a thousand pages, useful finger-writing and email your notes to your friends. While turning pages of paperbooks fast, you can glance over the pages. While turning pages of pdf-notes fast, you can still run over the contents.  If you are using pdf-notes, you may experience very fast and intuitive finger-writing like: zoom-in and note by double-tap or; writing with one finger.
PDF Highlighter: $7.49 AU
Highlighter is a powerful PDF reader with advanced annotation tools and an intuitive, polished interface. You can highlight important passages, add text notes and even freehand sketches - all saved directly to the PDF file. After working with a document, you can review all your annotations in the innovative clippings view that shows highlighted passages in the context of the original page layout.





Senin, 28 November 2011

10 Apps that are Fun and Innovative for the Classroom

Some apps 'wow' us with their interface. Some apps 'wow' us with the way they connect information. Some just do things in ways that we would never have considered relevant in education. Once we see how students interact with these apps, we can hardly believe how we had our students learn these concepts previously.

Here are some of the apps that I think change the way that students will expect information to be presented in the future. App developers will need to factor in some or all of these elements in order to fully engage a student population who are increasingly sophisticated in their visual literacies.

What other apps would you add to this list? Please contribute your own suggestions in the comments section.


Flipboard:
Flipboard offers a simple way for publishers to automatically render content in a beautiful, engaging layout on the iPad. When an article is shared on Twitter or Facebook, a Flipboard user can simply double-tap while browsing a section to get a delightful magazine-style reading experience. This creates a comfortable accessible way to read mass mounts of information from multiple sources.



NYPL Biblion:
This app is designed to take you into the Library's legendary stacks, opening up hidden parts of the collections and the myriad story lines they hold and preserve. In this app you will hold documents, images, films, audio, and essays directly from the collections. With Biblion, you can jump from stack to story, as you move through the infoscape of the World's Fair, created directly from NYPL's collection.

http://itunes.apple.com/au/app/nypl-biblion-worlds-fair/id433418206?mt=8


PhotoSynth:
Photosynth is an app from Microsoft Live Labs and the University of Washington that analyzes digital photographs and generates a three-dimensional model of the photos. It stitches all the photographs together to create an environment in which you can navigate.  This is a great tool for creating virtual excursions or virtual environments.

http://itunes.apple.com/au/app/photosynth/id430065256?mt=8


Zite:
Zite is similar to Flipboard. It provide content that is provided by your twitter or RSS feeds. Users can set up different chapters or areas of interest. This would be ideal if you were doing a collaborative project. Each group could produce a chapter within your book by retweeting the relevant information they identify. It is a great way to quickly produce an e-book that is specifically designed for your unit.

http://itunes.apple.com/au/app/zite-personalized-magazine/id419752338?mt=8


Starwalk:
Star Walk allows users to locate and identify objects in the sky. The touch control star map displays constellations, stars, planets, satellites, and galaxies currently overhead. The latest updates include a Spectrum Bar, Augmented Reality and World Map of users. The stunningly beautiful graphics makes this one a winner. Love to see this type of coding applied to other subject areas.

http://itunes.apple.com/au/app/star-walk-5-stars-astronomy/id295430577?mt=8


WikiNodes:
Wikinodes is for accesings information from Wikipedia.  Once identified articles are displayed as nodes that you can touch, drag, and spin around. Tap any node, and it expands to give you more information. Or, switch to a full-page view to display articles as pages, then scroll up and down. Nodes link together sections of Wikipedia articles and related topics, making it easy for you to make links.

http://itunes.apple.com/au/app/wikinodes/id433834594?mt=8


DropBox:
Dropbox lets you bring all your photos, docs, and videos from any device to your current device. After you install Dropbox on your devices, any file you save to your Dropbox will automatically save to all your devices, your iPhone and iPad and even the Dropbox website! With the Dropbox app, you can take everything that matters to you on the go. Easily allows files to be transferred across platform.

http://itunes.apple.com/au/app/dropbox/id327630330?mt=8


Pairshare:
Pairshare is an app designed to share music.  Users simply create a “Sharelist” and use the app’s auto scan feature to find nearby friends to stream music with. But what if instead of music you were sharing podcasts or lesson saved as podcasts. Both users can view the Sharelist, album art and file information, and can also switch back and forth between Sharelists. This could be great in schools.

http://itunes.apple.com/au/app/pairshare/id424429744?mt=8


Qwiki:
Qwiki combines thousands of sources to present concise, interactive summaries. Explore topics by searching or browse a worldwide map highlighting landmarks, monuments and cities. The beauty of this app is that it actually caters for multiple Learning Styles - it presents the information in both a visual and auditory way but it also creates a narrative easy for students to understand and remember.

http://itunes.apple.com/au/app/qwiki/id373717412?mt=8


Fring lets users enjoy Group Video chat,  2-way video chat, voice and text chat. Fring has released an iPad optimized version of their app that can do 4-way video calling. The screen is cut in 4 so you can see everyone. You can make the video calls over 3G or WiFi and Fring is a multi platform app. You can use it to talk and video chat with your friends even if they have an Android device.

http://itunes.apple.com/au/app/fring/id290948830?mt=8




Minggu, 27 November 2011

History Tech Integration: Centennial Walk Project

The Mountain Lakes School District invited students and residents to archive their homes’ history. Together they commemoratde their town’s centennial by creating a digital archive of their community’s unique architectural style and revealed the stories behind their Hapgood homes.
Perhaps you have heard the old phrase, “If these wall could talk.” Well, now by using QR Codes, iOS apps, and websites such as HistoryPin, they will be able to make their walls talk! 
Read the full article here to see the full pages and watch the video tutorials.

Jumat, 25 November 2011

4 Way Video Calls on iPad

Last month Fring released an iPad optimized version of their app that can do 4-way video calling. Now you can talk to 4 people at once and because the screen is cut in 4 you can see everyone.

You can make the video calls over 3G as well as WiFi and as an added bonus, Fring is a multi platform app. You can use it to talk and video chat with your friends even if they have an Android device.

I can't help but think about ways to use this in education. 


Imagine using this app in the classroom to:
1. Connecting with Experts
2. Creating Virtual Field Trips
3. Great Group Work
4. Connecting with other Schools
5. Conducting Interviews
6. Professional Development
7. Collaborating with other classes
8. Connecting with students in other countries
9. Sharing an overseas holiday with other students
10. Small Groups Tutorials

Rabu, 23 November 2011

Google just used its Search app to sneak most of Chrome OS onto the iPad

Great news from Google highlighted in an article from Matthew Panzarino over at TheNextWeb. I have had a play with this app and love it. It is super clean and so nice to use. I love that I can incorporate all my pictures, google docs and other google tools so easily on my iPad.


With the announcement of its new Search app, Google gave iPad users more than just a slick and well-made native search app that bests the experience on any Android tablet. It also managed to squeeze the core elements of Chrome OS into Apple’s ecosystem.
Note that I say core elements, because there are aspects of Chrome OS that are obviously not represented here, but it is definitely a huge step in the right direction.
When you launch the new Google Search app, you’ll notice right away that there is a huge difference between it and the much maligned gmail app for iOS. The Gmail app uses a webview for its main component, which in the world of iOS apps is the equivalent of being lazy.
But I have it on good authority that the team that built this app is a completely separate endeavor. What I don’t know, but suspect, is that the team within Google that built this app has ties to the Chrome OS team.
The Search app is built using native controls, which give it a silky smooth operation and that feeling of quickness that doesn’t come easily to an app that is built on a thinly wrapped webview. It also means that you’re greeted with an interface immediately, rather than waiting for a webpage to load.
photo 17 520x390 Google just used its Search app to sneak most of Chrome OS onto the iPad
But the main feature of the app, which is really a simple and gorgeous implementation of Google Search, isn’t the most interesting bit here. To find that, just tap on the Applications button on the main screen.
From here, you have access to the following Google products, all within an iOS wrapper: Gmail, Calendar, Docs, News, Google+, Reader, Photos, Maps, YouTube, Translate, Voice, Offers, Finance, Books and Blogger.

Read full article:
http://thenextweb.com/google-just-used-its-search-app-to-sneak-most-of-chrome-os-onto-the-ipad/


It's the substance & the stress (not the salary), stupid.

As some of you know, I am starting to look for, ahem, a job, including positions that would put me back in the classroom. The position of "unpaid writer" isn't exactly putting food on the table and I'm starting to feel antsy writing so much about education without actually doing much about education. Reading over and updating my teaching resume, I am reminded of former students, colleagues, schools, and yes, curriculum. I am reminded of how much I enjoy teaching, for teaching itself but also for the content I got to ponder. I graduated at the top of my class in high school and went to an elite college. I'm "the type" many education reformers talk of attracting to teaching and, initially, attracted I was, but given what teaching has become in many cases, I am somewhat reluctant to go back.

The first reason is the working conditions. While I agree teachers are underpaid and I appreciate Secretary Duncan's strident acknowledgement of this, I would do the work at the current salaries if the working conditions made the job more manageable: if I knew classes would be reasonably and appropriately sized; if I were given adequate time for planning, development, collaboration, and frankly, bathroom breaks; and if I knew the school where I might work would be fully staffed with content teachers, a librarian, a nurse, a social worker, enough administrators, etc. If I knew I could do an adequate job in a 40-hour week (obviously, it would be more some weeks and a bit less during others and yes, the work would always be on my mind), I might never have taken the break I did in the first place. I can't work the punishing hours because I have my own children to raise. And I'm in favor to the idea of changing compensation systems to reflect the different roles and demands of different teaching jobs. If there are teachers out there who have the space in their life and desire to take on more work and responsibilities than I can, I think they should be paid more. I would be happy to take on a lesser teaching position for less money than a harder working colleague if it meant I could be in the classroom again and still be the parent I want to be. Unfortunately, it became clear to me that I had to choose.

Second of all, I was attracted to teaching because it's intellectual, interesting, stimulating, creative, and socially useful. Well, at least it should be. As Diana Senechal put it in this comment:
The McKinsey researchers examined teacher recruitment and retention in Singapore, Finland, and South Korea. They found many factors that make teaching an attractive profession in those countries: salary, job security, autonomy and trust, cultural respect, and more. Given their own findings, it’s odd that they or anyone would conclude that financial incentives should reign supreme. And there were things they should have investigated but didn’t–for instance, the intellectual and spiritual appeal of the profession.  
Look at the talented people in professions where the pay is decent but not stellar–the arts, humanities, teaching, scholarship, nonprofits, journalism, and more. What brings people to these professions? Not incompetence, but interest. The work has substance.  
But when the substance is driven out, when the work turns into busywork, people turn to professions that offer the combination of qualities that they seek.
Yes, the work has substance. Or it did. Or it should. Of course teaching is going to have some busy work--all jobs do. Sometimes I even look forward to the busy work as it gives me a break from the harder tasks of thinking, evaluating, planning. Of course, there are going to be some tasks I enjoy more than others. Reading up on the Bubonic Plague, planning how my students will learn about it for a world history class, and then assessing what the students have learned counts as enjoyable. Figuring out how to teach the standardized reading test to my world history students and doing a technocratic version of reading tea leaves, i.e., charting who got the "main idea" and "context clues" questions wrong on said standardized tests is not. And when the job starts to become mostly useless, fruitless busy work and mostly teaching vapid curriculum, that's when I'd rather work as a self-employed, unpaid writer and blogger or work at something less demanding that would still save time and energy for writing.

As Nancy Flanagan put it in her typically thoughtful way,
Good teaching is not about classroom rules, cute videos, raising test scores, cool field experiences or unions. It's about relationships, mastery, analysis, persistence, diagnosis and continuous reflection. It's complex, layered intellectual work. And it happens in hundreds of thousands of "regular" classrooms, every day.
Yes, it's complex, layered, challenging, and intellectual work with so many decisions to make at almost every turn. This is primarily why I want to do it. Okay, so the pay isn't great, but when you take away the substance of it, I no longer even enjoy the work and I don't want to do it. I'd rather do something mindless (wait tables, bar tend, or be someone's personal assistant) where I won't have to go against my principles.

As teacher James Boutin describes here (and again here), at some point in my teaching career, I began to feel like a bureaucrat:
During a visit I made to a private school in Denver last November, one of the teachers there confided in me that he moved out of public education because he didn't want to be a bureaucrat. The comment struck me. I'd never thought of myself as a bureaucrat before, but he's right - I am.
Yes, there's certainly more room for me to be more data-informed and consider the values of a technocratic approach. But if that's what I wanted to do, I'd go be a bureaucrat or a technocrat. If I wanted to teach test prep, I'd go work for Kaplan. That's not what I see as the primary role of a classroom teacher. As James further demonstrates in this must-read series, the data-driven dimension of teaching has gotten out of hand and has become a huge waste of time and resources for educators and students alike. Moreover, as I was engaged in it and was forced to make ill-advised curricular choices, I realized that such tasks weren't helping my students learn or improving my teaching, but were fueling political point-scoring and sustaining the education reform industry.

So thanks, Arne Duncan, for saying teachers should be paid more and thanks for your attempts at debunking flawed research that states otherwise. For a next step, consider advocating against acceptance of the "new normal" that translates to terrible working conditions for teachers and principals and terrible learning conditions for students. And then consider how you're going to attract more serious college and graduate school students to the profession if the work you're asking them to do lacks substance and insults their intelligence and, eventually, expertise. Finally, consider that if the most educated among us don't want to do to the work because it's bankrupt of creativity, intellectual exercise, meaning, and substance, then the education our students are going to be getting will hardly be rich, meaningful, and relevant. Think about how many of our best and brightest would rather get paid poverty wages working as adjunct professors and journalists than teach in the classrooms your and your predecessors' policies are molding.

Perhaps this isn't the best post to put out there as I apply for teaching jobs, but then again, I'm not going to lie or pretend. I'm going to do my best to be a team player and to be open to the advantages of a more quantitatively- or data-based approach to teaching. But I'm not going to give up my principles or knowingly engage in educational malpractice. Frankly, I'd rather scrub floors.

Selasa, 22 November 2011

80 Apps to Learn a New Language

Below you’ll find 80 apps for learning a number of different languages: everything from Chinese to sign language! A few of the apps come in multiple language variations so if you find one you like in a given language, keep scrolling to see if there are other versions. This is a fabulous article written by Joshua Johnson over at AppStorm. Make sure you check out the rest of their site.







Students Occupy Colleges


In a sense, this movement was inevitable.

Higher education has been transformed over the last 50 years, reshaped in many ways that bring into question what it's for, how it works, who should lead it, and most importantly who it is serving. It is the failure of colleges and universities to sufficiently grapple with and address those key questions that led students to Occupy Colleges, and faculty to stand with them, and set up college administrators to be largely inept in response.

The experience of postsecondary education today is highly polarized. Among those attending college are the kinds of students who have always attended college--those who parents and grandparents have degrees, who expected them to go, and ensured they were financially, academically, and otherwise prepared. These are the students who dominate enrollment at the private colleges, take advantage of liberal arts institutions, and who not only earn bachelor's degrees in large numbers but also graduate and professional degrees. But in addition, there is a wide swath of students for whom college was not entirely planned-- it may have felt expected of them, and they did work hard to get ready, but they were unaware of how unprepared college would be to meet their needs. Little did they know that most colleges and universities act as if it's the students' job to get "college-ready," rather than the colleges' job to be prepared to meet the needs of all who enter.

These are the students stunned by the high and rising costs of attendance, and the lack of grant aid available to them. These are the students willing to work long hours to make ends meet, but continually surprised that the faculty and administrators don't respond in turn to accomodate their needs with flexible scheduling, remote advising, and timetables for timely degree completion that don't require full-time enrollment. These are the students who attend the vast majority of our public colleges and universities, and our community colleges, and these are the students at the heart of Occupy Colleges.

Higher education is not sure about these students. Sure, the initial shots were fired long ago, during the Free Speech Movement. But that was about far more than how higher education would work; it was about how society would work. And since that time, colleges and universities have become less--not more-- hospitable to what they like to call "nontraditional" students. Those that some have labeled "tenants" rather than "landowners," decried as "academically adrift," and said to care far less about the hard work of studying. Serving these students has evolved as a speciality, rather than the primary function it ought to be when they comprise at least half of the undergraduate population.

The evidence is everywhere. The growth of the student services industry has segregated the job of meeting students' needs to administrators, letting faculty off the hook. The shift to part-time, contingent labor has lessened the ability of professors to spend the kind of time required to really get to know and address their students' needs--thus creating a stronger rationale for relying on administrators. It would be far better for people to serve dual roles, as teacher and administrator, rather than to continue to pretend the two can be effectively performed in isolation from one another. States have disinvested in public higher education at the same time that the children of the nation's leaders are more likely than ever to opt for private higher education. Public colleges and universities point to those declines in state support and rationalize that since they must have money, they should move to a more "efficient" model of high tuition/high aid, a model that works only in theory. In practical, political life, real world families take sticker prices as real, and mistrust discounting. Politicians and university administrators rarely have the appetite to tie their own hands and fully commit to increasing aid whenever tuition rises. And almost none consider the sharp hypocrisy in their support for free public k-12 education, juxtaposed against their refusal to demand free higher education.

Many, but not all, students are catching on. And therein lies the rub. The move to Occupy Colleges is not a unified front: for every student supporter, there is a student who thinks it's stupid. The students I observe decrying the effort are those who have been well-treated by the current system. Same goes for faculty: those who interact all the time with the so-called nontraditional student and know intimately how we are failing them much more often support this movement. The others, especially those who put research first, often do not.

It's clear who has long been most successful. After all, there is now a move to slash a federal financial aid program (Pell) whose costs have risen (a) because it is doing its job in serving the needs of many students from low-income families and (b) because powerful interests have ensured that government considers to subsidize private and for-profit higher education. If Occupy Colleges could end (b) then the costs of the Pell program would fall dramatically. It won't happen--because higher education refuses to even consider being more about the economically disadvantaged student.

Students are laying these issues at the feet of college administrators and they are stumbling and mumbling in response. Their power-hungry allies, including their overly-compensated athletic directors and boosters and police forces, are doing everything they can to stop it.

It should not be stopped. Students should Occupy Colleges. Let's try that again. Students should occupy colleges. Not administrators. Students, and their educators, should occupy colleges.


NOTE: This post was amended on November 23 in response to a very cogent comment submitted to the blog.

Senin, 21 November 2011

Apps for Project Based Learning: Learning in Hand

We have posted about Tony Vincent's Learning in Hand site before. It is a fantastic resource for mobile learning. He does a lot of work around iPads but is interested in ensuring that the learning is authentic. Here is has put together a compilation of apps specific for those school working in the Project Based Learning arena. Make sure that you check out the rest of his site - Learning in Hand




Montessori Monday: Our Montessori Everyday

Sometimes I giggle about this blog, because we are so different:  we have a Montessori home, with Montessori Philosophy and Materials available 24/7 for traditionally schooled children.  So, the work we do is a little different than a Montessori School or a Homeschool.  We afterschool?  Is that a word?  I guess so!!  

Water Transferring with Eye Dropper, this is SO challenging.  Great for 5 year olds.


Pumpkin exploring some Pink Tower & Brown Stair Extensions


After baking, we used our mortar and pestle for crushing egg shells.  They LOVED this!


Crushing Eggs and Filling Muffin Tins with batter.


Bean comes home from a FULL DAY at K and still wants to work!  This is her sensitive period for writing, and reading.  She's taking full advantage of the movable alphabet.


Bean spelled all types of things, with objects and through her imagination.  After all that work, she still wanted to write it all down.
Bead Transferring by hand, sorting by color.  Perfect for Peanut, age 3.


I took Bean to a Waldorf Faire, where you could Hug A Bunny.  She spent the day there, this photo is hanging next to her bed.  She really fell in love with that bunny.  Between the bunny and the Gnome cave, we almost had a convert!  We left with a car full of fairy treats, covered in bunny fur.  
Bean with her 3 part matching cards for color words.  An extension of  the Color Boxes.


I'd like to link to Mommy Moment, where I've made two posts on Mondays.  Please visit!  Rainbow Name and A Look At Practical Life Through Pictures

This post proudly linked to 

Minggu, 20 November 2011

iPads in Schools LiveBinder

This is one of the most comprehensive iPad Resources on the net - iPads in Schools Livebinder. Lots of people will already know about this one but if you do not, it is an absolute wealth of resources. Make sure you check all the tabs across the top. Collected and maintained by Mike Fisher it is the one place that I continue to return to ensure that I am up to date with any of the new resources being built around iPads in education.

It is however only one of the 8 or 9 fantastic Livebinders that Mike has created. Make sure you also check out his website Digigogy.com for some great 21st century teaching resources. Mike Fisher is getting lots of nominations for the Edublogs Awards - well worth a look.






Sabtu, 19 November 2011

RECALL WALKER!


It is a proud day for Wisconsin. Nearly 30,000 people turned out at the state's Capital for the kickoff Recall Walker rally. I had the distinct honor of being invited to speak twice today--first at the rally in front of Wisconsin Manufacturer's and Commerce, and then at the BIG rally, on behalf of Jobs Not Cuts. It was honestly one of the most awe-inspiring experiences--what a motivated, impassioned crowd. Below, I have pasted both of my speeches.

RECALL WALKER!!!!

Speech at Jobs Not Cuts Rally

It's my great honor to be a professor of higher education policy at UW-Madison. I’ve worked and made my home here in Wisconsin for the last 8 years, raising two small children, paying my taxes, and educating your children.

I am a hard-working teacher, and a researcher who has created more than 2 dozen jobs for the people of Wisconsin over the last 4 years. And this year Scott Walker decided I deserved a pay cut. In September, as I earned my tenure, instead of getting a raise, his policies cut my family’s income. He cut the budget of my employer substantially, and even as we went about teaching the state’s undergraduates this fall, he cut us again.

Apparently, for Scott Walker, a college education is something to fear.

We are here today to send a strong message to the 1% of Wisconsin and the nation that intends to block educational opportunities for our kids by laying off our teachers, demoralizing our schools, privatizing every public institution in sight, and systematically ensuring that all we have access to is narrow job-training that will make us into the company yes-men that don’t think or act when they are repeatedly crapped on.

Scott Walker doesn’t believe in college—he just believes in training. Training people in the skills he and his business friends need so that they don’t have to do any dirty, hard work; training us to accept minimum wage and horrible working conditions and worse yet be GRATEFUL for it. Training us that protest and response is unacceptable, and that we should bow down to the almighty dollar.

The WMC has a clear plan: starve the public colleges and universities so that they will beg for help. In return the business community will offer them a prescribed curriculum, and pay them to train automatons. No more critical thinking skills, they want you to do what you are told—nothing more, nothing less. And they want to enlist us teachers in their service, as cheap labor.

Look I’m not saying everyone should go to college. But there is NO WAY it is good economic policy for the state of Wisconsin to ensure that the opportunity is blocked. A new report shows that within a few years, 63% of American jobs will be totally unavailable to people who don’t have college degrees. If you only have a high school education, just ONE-THIRD of the jobs you will be able to get will pay a living wage. And the vast majority of those will continue to be open mainly to men, not to women.

So by slashing and burning down our colleges and universities with $250 million budget cuts $66 million “lapses” in judgment Scott Walker is taking away job opportunities and chances for economic stability from us and from our kids.

Enough is enough. We need JOBS not CUTS. We need higher education not ‘corporate training.” We need career prospects not minimum wage.

It’s time, now more than ever, to INVEST in our people, grow our skills, and create jobs. Say Yes to Education, and NO NO NO to Scott Walker and his friends-the WMC.

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Speech at Recall Walker rally

Thank you for coming out today to MAKE HISTORY! I'm Sara Goldrick-Rab from Jobs Not Cuts, a coalition that called for a national week of action in which we tell the Congressional "Super Committee" that enough is enough, no more cuts!

Earlier today we gathered at Wisconsin Manufacturers and Commerce to raise our voices alongside similar protests in Boston, Seattle, New York and many other cities around the country.

We all know what the face of austerity looks like here in Wisconsin. In March, Scott Walker destroyed collective bargaining rights for Wisconsin's public workers –including our children’s teachers-- and drained millions from their paychecks when he slashed their pensions and health care benefits.

But there is an even bigger axe coming down from Washington in just a few short days. At a time of record unemployment and poverty, the politicians in Washington D.C. are threatening historic cuts to the country's social safety net. Soon that so-called “Super Committee” will decide the fate of trillions in funding for federal programs that seniors, the sick, the poor, students, workers, middle-class people, women, and others depend on. Social Security, Medicare, Medicaid, education funding, and other social services are all on the chopping block. Make no mistake people-- they are rolling back the New Deal.

The politicians tell us that we need to "tighten our belts" and learn to live with "the new normal." They tell us that the government of the richest country in the world is broke. But for decades, these same politicians have bailed out banks, slashed taxes for corporations and millionaires, and wasted trillions on wars carried out to protect profits of Exxon and BP. Those are the same policies that led to massive government debts. Now they want to gut our programs to pay for an economic crisis that Wall Street created.

The wealth harbored by the top 1% could pay off all student loan debt, all credit card debt, buy every home foreclosed upon in 2007 and 2008, finance every current mortgage for two years, triple the number of teachers, pay the annual salary of 19 million families and then some! The financial sector is sitting on $2 trillion of idle cash that could be creating jobs. Keep that in mind the next time a politician tells you that our state, or our country, is broke and that ordinary working people have to pay the price.

That is why today, all across the country, activists are taking to the streets to demand jobs, not cuts.

We're telling Washington hands off Social Security, Medicare, and Medicaid! We won't tolerate any cuts to education or social services!

We need jobs, not cuts! Congress should fund a federal public works program to create millions of jobs for the unemployed. We need it now!

We want Wall St to pay for the crisis they created, not working people.

We know where Scott Walker and his cronies in the Capitol stand on the question of who has to pay for the crisis. But this fight is much bigger than Walker, much bigger than just Wisconsin. Earlier this year Wisconsin showed the country that we won't stand for these cuts, and now the rest of the country is waking up. We are rising up to say "we won't pay for your crisis!"

It's time to...

Recall Walker! Recall Walker! Recall Walker!