Infographic generator

https://blog.bufferapp.com/infographic-makers

https://venngage.com/

https://www.canva.com/create/infographics/

HOMEWORK for the weekend of 2/10: read the articles you find

You can't move forward until you READ the articles you find.  Read them for information and understanding.  Develop KEYWORDS for further research.

Once you have a focus (before vacation) you will begin to annotate the articles using your research questions.  Those lessons will take place before February vacation.

Anatomy of a Scholary / Research / Journal Article

http://www.lib.ncsu.edu/tutorials/scholarly-articles/

Summarizing (from Purdue OWL)

A summary should be a short version of a longer original source. Its main goal is to present a large amount of information in a short and concise text that includes only the most important ideas of the original text.

Example

Original sentence:

“The movement toward education by computer is developing fast. Massive Open Online Courses, called MOOCs, are changing how people learn in many places. For years, people could receive study materials from colleges or universities and take part in online classes. But such classes were not designed for many thousands of students at one time, as MOOCs are.” (MOOCs Are Moving Forward, Voice of America, learningenglish.voanews.com)

Inappropriate summary:

Voice of America website:

“Computer education is growing fast. MOOCs are influencing how we study. People received materials from universities for a long time to be able to take classes online. MOOCs are the only ones thousands can take at a time.”

The inappropriate summary is almost as long as the original text, which is a characteristic of a paraphrase. A summary needs to be concise.

Appropriate summary:

 According to a Voice of America article, a fast-growing MOOCs movement allows thousands to take online classes at once, changing how we learn.

The appropriate summary keeps the original main idea and it is much shorter than the original text.

Some "stuff" I found:

from EDWeek:

Authentic Engagement vs. Compliant Engagement - In order to get students to a level where they are assessment capable learners (Hattie) which has an effect size of 1.44 (well over the hinge point of .40 which equates to a year's worth of growth for a year's input) we need to involve students in more authentic learning experiences. Compliant learning will take a backseat to more authentic experiences where students have a voice in their own learning.

School Climate - In order for any initiative to be successful, the school climate needs to be supportive and inclusive. Why? A positive school climate, where there is a sense of collective efficacy, can help eat away at a school culture that blocked authentic learning experiences for all students. Schools face tough circumstances... and in order to address those issues effectively, they will have to foster a school climate where stakeholders want to be a part of the process.


Social and Emotional learning:
https://www.usnews.com/news/education-news/articles/2018-01-26/the-kids-are-not-alright-the-push-for-social-and-emotional-learning


Testing:
https://www.usnews.com/opinion/knowledge-bank/articles/2017-11-28/be-wary-of-overpromises-for-what-school-testing-can-measure-and-accomplish

https://www.usnews.com/opinion/knowledge-bank/articles/2017-09-15/stop-pretending-that-high-stakes-testing-is-making-schools-better

Link to the Niskayuna Media Center page

http://niskyhslibrary.weebly.com/

Use your BLUE BOOKMARK or the DATABASE PAGE on the Media Center page for resources and passwords.

Countering moves and sentence frames

COUNTERING MOVES

Here are some ways you can take an opposing claim and argue against it.  You can….

·         Point out problems or errors with the evidence used by the other side.

·         Point out limitations of the evidence used by the other side by talking about what it doesn’t show, prove, or take into account.

·         Acknowledge the data or evidence the other side presents, but offer an alternative way of interpreting that evidence.

·         Identify holes in the thinking or logic of the other side’s argument.

·         Make a concession—allow that the other side has a point, but that there are still problems or short-comings with that argument.

·         Point out the problems or limitations of the examples used by the other side—and provide a better example.

·         Offer a different way of interpreting the opposition’s evidence.

·         Give evidence that disproves the opposition’s point.  Discuss a study or data that suggests something different than what the opposition claims.

·         Include a quote from an expert or a voice of authority that contradicts the opposition.

·         Acknowledge the opposition’s point but suggest that it misses the bigger picture or the more important point or issue.

Countering sentence frames

While it may be true that _________________, that doesn’t necessarily mean that _______________.

While it may be true that ________________, we also must remember that ____________________.

It’s easy to think ______________________.  However, when you look at the facts                                  .

While _____________ provides evidence that ____________________, research conducted by

____________________ is more convincing.  Then go onto discuss that study/evidence/data.

The problem with this example is _________________________.  A better example or way to look at this would be__________________________.

Someone who has extensive knowledge in __________________ is ________________.  They said/noted, “_______________________________.”  This shows that _____________________.

This claim rests on the questionable assumption that ________________________________.

(The author) contradicts himself, saying ___________________________ while also saying ______________________________.

By focusing on _________________________,  she overlooks the deeper or more important issue of ___________________________.