Global perspective
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This document provides a list of 15 online resources for teaching global perspectives and world history, including websites that offer historical thinking lessons, education technology tools, podcasts, lesson plans, and teaching materials on various global topics from museums, National Geographic, and other educational organizations.
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This research log documents sources about extracurricular activities that will help with a report and radio program. On September 22nd, the researcher viewed definitions of extracurricular activities from Wikipedia and a list of activities at Haverstock School to create a survey. Statistics on participation in extracurricular activities from a .gov site provided quantitative data to quote in the radio programme.
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Historical thinking part 1
Here are some things students did well in their essays:
- Clearly stated their thesis/argument in the introduction. This gave the reader a sense of the direction of the essay.
- Cited multiple primary sources as evidence to support their argument. Including the source information helps strengthen the analysis.
- Compared and contrasted different pieces of evidence to look for corroboration or inconsistencies. This showed deeper critical analysis.
- Wrote in a clear, organized manner that was easy to follow. The structure and flow helped convey the argument.
- Concluded by restating the thesis and tying together the evidence presented. This provided a sense of resolution.
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Thinking Historically & Literacy Integration Strategies in the Secondary Clas...
This document provides an overview of strategies for teaching historical thinking skills in secondary classrooms using the C4 Framework. The C4 Framework involves having students Collect, Collaborate, Create, and Communicate as they develop historical thinking abilities like sourcing documents, contextualization, corroboration, and close reading. Examples are provided of how to design lessons, activities, and assessments to engage students in developing these skills through collecting and analyzing various historical sources and perspectives.
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Literatura
Este documento resume los temas principales de la literatura renacentista, incluyendo la recuperación de la literatura clásica, el énfasis en el amor, la naturaleza, la mitología y la religión. También discute cómo la literatura renacentista reflejó la cultura popular a través de cuentos, romances y canciones. Finalmente, menciona dos obras representativas de la época: Orlando Furioso de Ariosto y Gargantúa y Pantagruel de Rabelais.
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Urea breath test
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Research log proforma: jjd
This research log documents sources about extracurricular activities that will help with a report and radio program. On September 22nd, the researcher viewed definitions of extracurricular activities from Wikipedia and a list of activities at Haverstock School to create a survey. Statistics on participation in extracurricular activities from a .gov site provided quantitative data to quote in the radio programme.
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Tony Hirst will give a presentation on the My Arcadia Fellowship project at the David Gorham Library on February 10th from 3-4 pm. The presentation will be of interest to librarians, educators, and technology specialists. It will provide an overview of the My Arcadia Fellowship, which supports work related to libraries and educational technologies.
Historical thinking part 1
Here are some things students did well in their essays:
- Clearly stated their thesis/argument in the introduction. This gave the reader a sense of the direction of the essay.
- Cited multiple primary sources as evidence to support their argument. Including the source information helps strengthen the analysis.
- Compared and contrasted different pieces of evidence to look for corroboration or inconsistencies. This showed deeper critical analysis.
- Wrote in a clear, organized manner that was easy to follow. The structure and flow helped convey the argument.
- Concluded by restating the thesis and tying together the evidence presented. This provided a sense of resolution.
Some things students could improve:
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This document provides an overview of strategies for teaching historical thinking skills in secondary classrooms using the C4 Framework. The C4 Framework involves having students Collect, Collaborate, Create, and Communicate as they develop historical thinking abilities like sourcing documents, contextualization, corroboration, and close reading. Examples are provided of how to design lessons, activities, and assessments to engage students in developing these skills through collecting and analyzing various historical sources and perspectives.
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This document contains a production diary for a photography project. It provides weekly updates over several months, detailing progress made on tasks such as research, scheduling, editing photos, and completing assessments. The student aims to finish all remaining tasks by the following week, with contingencies to extend timelines if needed.
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Este documento resume los temas principales de la literatura renacentista, incluyendo la recuperación de la literatura clásica, el énfasis en el amor, la naturaleza, la mitología y la religión. También discute cómo la literatura renacentista reflejó la cultura popular a través de cuentos, romances y canciones. Finalmente, menciona dos obras representativas de la época: Orlando Furioso de Ariosto y Gargantúa y Pantagruel de Rabelais.
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This document highlights several underappreciated Google tools that can be used for easy, engaging, and effective social studies instruction, including Google Public Data, Google Cardboard, Google Street View, Google My Maps, Google Newspapers, and Google Keep. It encourages developing student questions and inquiries, applying disciplinary concepts and tools, evaluating sources and using evidence, and communicating conclusions.
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HISTORY OF EDUCATION 2
American History of Education
Throughout my timeline, there are several events that were extremely important in
helping education in the United States to get to where it is today. However, I feel that the most
important event thus far has been the development of the Common Core State Standards. This is
the first instance in which America has not only looked at the educational achievements of each
state, but also that of other countries in order to determine what America needs to do in order to
improve our students’ performance. For a country as proud and bold as the United States, this is
a very drastic measure indeed, and thus far seems to be our best chance at catching up to other
countries in terms of how we educate our students.
The most interesting event in our educational history, I think, is the development of
Charter Schools. Never before had parents taken such a public stance on their desire to be more
in charge of the education of their own children – even including homeschooling, which until
relatively recently has stayed out of the limelight. The encouragement of innovative methods
and thinking, competitiveness, and efficiency all seem to be things that even today our public
schools are lacking, and the inability of the States to interfere with them seems to have been a
wise move on the part of those involved with the schools because our States do not exactly have
an excellent track record in overseeing education.
I would have loved to have been involved with a Charter School being founded simply
because of the ability to think outside of the box in terms of challenging students and making
school something to look forward to. I think many students today feel stifled in the public school
system (my own son included), and I feel that Charter Schools may have found a fantastic way to
overcome that, provided that they are able to keep up with the Common Core Standards. I do
HISTORY OF EDUCATION 3
feel though, that teacher certification is something that needs to be included in the schools’
charters to ensure that people who should be teaching are.
I can very easily see the standardized testing in use today being severely challenged and
drastic changes implemented. As a student of education, I find it fairly obvious that end-of-year
testing is not efficient, nor does it serve the best interests of the students, teachers or schools. By
saving testing to the end of the year, students who haven’t acquired the necessary knowledge will
start the next year at a disadvantage because the testing has been done too late to address any
gaps in knowledge that are necessary for the next year until there is no time left fill the gap. This
in turn reflects badly upon teachers, schools, and school districts ...
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The document provides considerations and inspirations for designing a new Latino cultural heritage room, including:
1) Representing the three main cultural influences on Latino culture - African, Indigenous, and European.
2) Highlighting influential Latinos and countries through displays of their histories, biographies, and contributions.
3) Incorporating cultural elements like traditional art, crafts, musical instruments, clothing, architecture, and religious iconography from various Latino countries.
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This document presents strategies for integrating historical thinking skills into social studies education. It discusses characteristics of effective learning environments that require students to solve problems, make choices, become experts, and receive ongoing feedback through collaborative and failure-tolerant means. Reading, writing, communicating, and standards/assessments have changed. Strategies include using frameworks like C4 to collect, collaborate, create and communicate; tools like Google Maps and Street View; and having students ask compelling questions and make evidence-based claims.
Epistemología
Este documento habla sobre diferentes tipos de epistemologías científicas y paracientíficas. Las epistemologías científicas se basan en criterios lógicos, metodológicos y de validez, mientras que las epistemologías paracientíficas y metacientíficas no niegan la existencia de algo no probado y son actitudes del ser humano. El documento también discute aspectos como la ontología, axiología, lógica y semántica de la ciencia.
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Epistemología
El documento habla sobre diferentes tipos de epistemologías. Explica que las epistemologías metacientíficas son parte de una reflexión sobre la ciencia y prolongan una reflexión paracientífica. También menciona que las epistemologías científicas son teorías filosóficas del conocimiento que se basan en criterios sobre la ontología, lógica, semántica y ética de la ciencia. Por último, señala que las epistemologías paracientíficas son actitudes del ser humano que no niegan la existencia de algo
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helping education in the United States to get to where it is today. However, I feel that the most
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state, but also that of other countries in order to determine what America needs to do in order to
improve our students’ performance. For a country as proud and bold as the United States, this is
a very drastic measure indeed, and thus far seems to be our best chance at catching up to other
countries in terms of how we educate our students.
The most interesting event in our educational history, I think, is the development of
Charter Schools. Never before had parents taken such a public stance on their desire to be more
in charge of the education of their own children – even including homeschooling, which until
relatively recently has stayed out of the limelight. The encouragement of innovative methods
and thinking, competitiveness, and efficiency all seem to be things that even today our public
schools are lacking, and the inability of the States to interfere with them seems to have been a
wise move on the part of those involved with the schools because our States do not exactly have
an excellent track record in overseeing education.
I would have loved to have been involved with a Charter School being founded simply
because of the ability to think outside of the box in terms of challenging students and making
school something to look forward to. I think many students today feel stifled in the public school
system (my own son included), and I feel that Charter Schools may have found a fantastic way to
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feel though, that teacher certification is something that needs to be included in the schools’
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drastic changes implemented. As a student of education, I find it fairly obvious that end-of-year
testing is not efficient, nor does it serve the best interests of the students, teachers or schools. By
saving testing to the end of the year, students who haven’t acquired the necessary knowledge will
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