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(1) I post material from various websites that: (i) illustrate [|concepts] we've been learning as animations and/or video or static photos (ii) have online lessons/reviews of material we've covered in class (iii) have interactive online quizzes that give kids an opportunity to test their skills. (see this sample post: http://pc30s.blogspot.com/2005/10/pop-goes-weasel.html

(2) (2nd Post) Each student has to write a reflective post about their learning at least once before each test. It's worth one mark on the test. More in depth details are on my personal blog, here: http://adifference.blogspot.com/2005/10/blogging-assessment.html

and http://pc40s.blogspot.com/2005/02/blogging-on-blogging.html

Examples http://apcalc.blogspot.com/2005/12/cool.html http://apcalc.blogspot.com/2005/10/little-something-to-read.html

(3) One student each day is the class scribe. This is worth 5% of their class mark (like a participation mark), everyone who writes a scribe post gets their marks -- non-blogging students don't (it's their choice). More in depth details are on my personal blog, here: http://adifference.blogspot.com/2005/11/scribe-post.html

(4) Chatboxes

(5) A del.icio.us idea: http://adifference.blogspot.com/2005/11/delicious-idea.html

(6) Our Digital Story: http://adifference.blogspot.com/2005/11/prince-of-calculand.html

(7) Evolving Reflection

(a) The Muddiest Point

http://pc20s.blogspot.com/2005/12/muddiest-rational-point.html

(b) The Acrostic Post http://apcalc.blogspot.com/2005/11/derivative-acrostics.html (c) The Editor’s Initiative http://pc30s.blogspot.com/2005/11/editors-initiative.html

(d) Food For Thought http://pc40s.blogspot.com/2005/03/where-have-we-heard-this-before.html http://pc20s.blogspot.com/2005/10/what-mathematicians-think.html

(8) Sunday Funday http://pc20s.blogspot.com/2005/12/cubeoban-sunday.html http://pc20s.blogspot.com/2005/11/sunday-connected-slide-funday.html http://pc20s.blogspot.com/2005/11/fourth-powers.html http://pc20s.blogspot.com/2005/11/view-from-sunday.html http://pc20s.blogspot.com/2005/11/its-sunday-again.html http://pc20s.blogspot.com/2005/10/hare-and-hounds.html http://pc20s.blogspot.com/2005/10/sunday-funday-oops-i-missed-beat.html http://pc20s.blogspot.com/2005/10/sunday-fun-or-sunday-madness.html

(9) When I’m Away http://apcalc.blogspot.com/2005/10/online-class-1-critical-numbers.html http://pc30s.blogspot.com/2005/10/muddiest-point.html

(1) The First Post - study skills http://pc30s.blogspot.com/2005/09/youre-here-lets-begin.html
 * Blogging Ins and Outs**

(2) Classroom/Blog Policies (3rd post) http://pc20s.blogspot.com/2005/09/students-made-this.html

(3) Letter to Parents samples: Elementary http://www.budtheteacher.com/wiki/index.php?title=Blogging_letter

High School http://www.budtheteacher.com/wiki/index.php?title=Bud's_Blogging_Parent_Letter

HS 2 http://schools.wikicities.com/wiki/Blogging_policy

At the end of the day, there is only one way to dance tango: the way YOU like to dance it. And there is only one style: the one YOU choose to be your style; because a tango dancer never copies, never imitates, never conforms to an established pattern, never follows the trends, never talks about his dancing. A tango dancer dances. What and when does a tango dancer dance? Whatever and whenever the moment, the music, and the partner provide the ingredients that motivates a dancer to dance. (source:http://www.planet-tango.com/tutorial/dance-28.htm)
 * The Tango**

//**Learning**// Learning is not the end result of a series of training events; it is an evolving capacity enabled by personal learning networks that are characterized by user-created content, intuitive search and retrieval, and social interaction at any distance. To stay relevant, trainers, and training departments, need to evolve into enablers rather than controllers, facilitators rather than teachers, and synthesizers rather than authors. (source: http://parkinslot.blogspot.com/2005/11/e-learning-grows-up.html)

... out of a finite number of recognizable body positions for the couple, it is possible to improvise a countless number of patterns, steps and figures.
 * The basic structure of the Argentine Tango dance**

//**The basic structure of a learning community**//

During the learning process, both men and women must understand that their responsibilities on the dance floor are quite different ... both the man and the woman must learn and understand the concept of marking (La marca). [there is a] radical difference between marking and leading ... A Thesaurus search of the verb "to lead" will produce the following partial list of alternatives: to guide, to usher, to steer, to drive, to direct, to conduct, to escort, to precede, to go before...
 * The Roles Dancers Play**

Marking means: to accentuate the way one steps while following a rhythmic pattern.

//**The Role Teachers/Learners Play**//

Step Aside Being forward Know When to Back up A Position of Strength** Pablo Pugliese: "the Tango begins with the posture and finishes in the legs". There is an anatomical and a psychological reason for paying attention to posture. From an anatomical point of view, finding a comfortable embrace helps the enjoyment of the dance. The psychological aspect involves a positive winning attitude. The dancers must believe they are the best they can be. source: http://www.planet-tango.com/tutorial/dance-01.htm
 * The Three Steps of Tango

[|Pablo The Teacher"Learning begins with the attitude and never really finishes in a product". There is an anatomical and a psychological reason for paying attention to attitude. From an anatomical point of view, finding a comfortable environment helps the enjoyment of learning.The psychological aspect involves a positive winning attitude. The learners must believe they are the best they can be.]