Cyber Security – from the Today show

For discussion/projects etc.

Are Facebook and Instagram listening to you? Jeff Rossen investigates tech myths
3 hours agoJeff RossenJoe Enoch
TODAY

You’re looking to buy some new sunglasses when all of a sudden an advertisement for sunglasses pops up in your Instagram or Facebook feed.

It’s one of those eerie coincidences that make you wonder if Facebook or Instagram are listening to you through your phone or laptop.

TODAY national investigative correspondent Jeff Rossen teamed with cyber security expert Jim Stickley on TODAY Tuesday to see if that’s true, and take a look at three tech myths to find out what’s real, what’s not, and what kind of changes you can make to better protect your privacy.

Get Jeff Rossen’s new book “Rossen to the Rescue” here

Myth No. 1: Facebook and Instagram are listening to you through your phone or computer.

Answer: No. It just looks like a targeted ad because of all the information those apps gather about your habits.

“Facebook and Instagram, they’re able to build a profile on you based on what you do, so every time you click ‘like,’ every time you click on an ad, the apps you install, even the things not directly related to Facebook, still have partnerships oftentime with Facebook,” Stickley said.

Read the rest of the article here:

Use Leveled Books in Student Led Discussions

Passionate educator and popular author Laura Robb shares her ideas for moving teaching into the age of choice and collaboration!

By Laura Robb

It’s time to let go of 19th-century instructional methods that are alive and well in too many middle school classrooms around our country. Take a deep breath and think of the students sitting in classrooms you know about and consider how well the following practices serve them.

Practice: The entire class reads the same book.

Pitfalls: One book serves the group who can read it. Students who can’t read the book aren’t reading, and those who find it easy aren’t progressing because the book is at their independent reading level.

Practice: The teacher leads a recitation and asks questions that usually have one correct answer, then selects students to respond. Immediately, the teacher moves on to the next question.

Pitfalls: Asking students to answer literal questions doesn’t foster critical and analytical thinking. Moreover, students don’t have opportunities to pose and discuss their own questions.

Practice: Students complete worksheets with multiple choice and fill-in-the-blank questions.

Pitfalls: Fill-in-the-blanks and multiple choice questions are artificial checks to gauge literal comprehension; they are not authentic responses to reading. Research shows that when students write authentic responses about books they read, their comprehension rises by 24 percent.

Practice: Students sit in rows.

Pitfalls: A hallmark of 21st-century learning is collaboration. Sitting in rows isolates students and discourages generating ideas and discussing worthwhile texts in small groups.

Updating Teaching Practices

You can avoid the pitfalls associated with these traditional methods by implementing robust practices that differentiate instruction so that all students can improve their reading, writing, critical thinking, and collaboration skills.

It’s beneficial to work with a colleague so you can support one another and observe the changes in action when you visit each other’s classrooms. By differentiating reading instruction and inviting students to discuss diverse texts using student-led conversations, you can heighten their ability to analyze texts and hone their critical thinking skill. Let’s break it down.

Differentiating Reading

We need to shift our practice from students reading the same book to students reading books at their instructional reading level. This practice is quite manageable when you offer books at different reading levels that are connected by genre, theme, or topic, enabling students to talk and think together even though they are reading different books. Rather than “covering” a specific book, reading instruction becomes focused on the ideas you want students to understand.

For example, Ms. Galloway’s eighth grade class was reading Harper Lee’s To Kill a Mockingbird. Out of 27 students, 10 could read and comprehend the book. However, when I asked her what she wanted students to learn from that book, she said, “I want them to understand what it was like for African Americans before civil rights.”

Armed with her idea, Ms. Galloway and I found several books that met the instructional reading levels of her students and addressed her target concepts. Differentiation enabled every student to reflect on life in the South prior to civil rights legislation using a text he or she could read — and every student could contribute to a meaningful, collaborative discussion on the topic. Here’s our list with lexile levels:

And here are some tips for developing units with diverse texts that reach every reader in your class.

Tip 1: Identify the idea(s) you want students to explore as they read.

Tip 2: Ask your school and community librarians to find books related to these ideas on the reading levels of students in your class.

Tip 3: Organize stacks of books on the same reading level. Invite students to browse through the books at their instructional reading level and choose one to read.

Tip 4: Chunk books by having students read three to four chapters, then stop to hold a partner or small group student-led discussion on that section.

Student-Led Literary Conversations

A powerful form of thinking and communicating, student-led conversations can last from five to 15 minutes and bring social interactions to students’ learning. When students are in charge of discussing books they selected and can read, motivation and engagement soar. These conversations develop critical thinking and strong communication skills as students practice framing responses to peers that represent their ideas with clarity.

Have students take turns volunteering to be the group’s leader. The primary job of the leader is to maintain the forward motion of the discussion by using prompts such as:

  • Can you provide text evidence?
  • Does anyone have a different idea?
  • Can you elaborate further on that point?
  • How does that relate to what (another student) said?
  • Can you link that idea to a teacher’s read-aloud?

Open-Ended Ways to Discuss Diverse Books

Students can use literary elements, themes, ideas, and genre structure to discuss different books.

Explore Literary Elements. Have students identify the protagonist and several problems he or she faces; antagonists and how each works against the protagonist; conflicts, themes, and how other characters affect the protagonist.

Focus on Genre. Ask students to discuss genre structure. For example, for realistic fiction they can discuss what makes the characters and plot realistic. For science fiction they can reflect on the warnings about present-day society and/or technology that the author presents.

Think Through Themes. Have students provide examples of unit themes such as obstacles the person or character faces and whether he or she overcomes these. Or ask students to define stereotyping and offer theme statements that are examples of this from their books.

Assessing Discussions

You can observe one to two discussions during a 45-minute class period. Students can also write several key points from a discussion in their readers’ notebooks and/or evaluate the discussions by writing about specific examples raised during the discussion. Encourage self-reflection using these questions: Did I participate? Did I cite evidence? Did I listen carefully? What did I learn about my book? About a different book? About literary elements? About genre? About theme?

It’s helpful to have students compose open-ended, interpretive questions that apply to any text. Interpretive questions have two or more answers. Verb such as why, how, explain, compare, contrast, evaluate can signal an open-ended query. Have students test each question by finding two responses the text supports. Once they’ve identified two different responses, they can compose another question.

By posting questions on a whiteboard, students can choose those that work for their texts or link to a specific area such as theme or genre structure.

You can also ask students to develop queries that lead to self-evaluation and add to them or adjust them throughout the year.

Closing Thoughts

When you incorporate student-led literary conversations, you inspire students to read, talk, and write about texts they choose. Remember, a student-centered approach builds a community of learners who collaborate and support one another. The result? Students improve as readers, writers, communicators, and critical thinkers.

____________

Author, teacher, coach, and speaker Laura Robb has more than 40 years teaching experience in grades 4-8 and now works with school districts to train teachers. You can learn more about student-led conversations in her latest book, Read, Talk, Write: 35 Lessons That Teach Students to Analyze Fiction and Nonfiction. Her 25+ books also include Unlocking Complex Texts and Vocabulary Is Comprehension

 

https://www.middleweb.com/34980/hold-collaborative-chats-about-differentiated-books/

Poetry: Various Forms

FORM IT: HORIZONS POETRY PROMPT

Source: http://www.tweetspeakpoetry.com/2017/01/23/form-poetry-horizons-prompt/

BY HEATHER EURE

Form It is a prompt that focuses on exploring our topic through form poetry. This time, we’re going to “form” horizons.

Prompt Guidelines and Options

  1. Consider how you are feeling today, as you approach your topic. Are you sorrowful? Overflowing with joy or good humor? Maybe you’re in a snarky frame of mind. Or feeling perplexed. Perhaps you’re just in the mood to tell a story or express gratitude or awe. You could also consider the nature of the topic itself. Think on these things before you…
  2. Choose a form that either matches or purposely works against how you feel as you approach your topic, or that matches or purposely works against the nature of the topic itself. Options:

Acrostic (good for creating puzzles and mystery or dedications)

Ballad (excellent way to tell a story)

Catalog Poem (useful for building intensity, praise, or a sense of magic)

Ghazal (helpful for emphasizing “longing” or for exploring metaphysical questions)

Haiku (good for creating immediacy or focusing in on emotion)

Ode (excellent way to praise something or someone you love or admire)

Pantoum (useful for plumbing depressive or anxious themes)

Rondeau (helpful for giving form to extremes of either sadness or dark wit)

Sestina (good for exploring confusion, questions, worries, neuroses, fears in an oblique way)

Sonnet (excellent way to confine a bombastic theme or reign in a potentially sappy or overly-sentimental theme; also an excellent way to “work against” a topic humorously)

Villanelle (useful for themes that feel resistant to answers; also can be used to “work against” a topic, using mocking humor)*

  1. Be specific. Think nouns instead of adjectives.
  2. Consider doing a little research about the topic you are covering: its history, associated words, music, art, sculpture, architecture, fashion, science, and so on. Look for unusual details, so you can speak convincingly and intriguingly.

Digital Citizenship

Lesson Plans. Interactive Games.

Professional Development. Family Education.

Navigating cyberbullying, privacy, safety, and other digital dilemmas are a real challenge for schools. But technology also provides incredible opportunities for students to learn, connect, create, and collaborate in ways never before imagined.

Your school can build a positive school culture that supports the safe and responsible use of technology with Common Sense Education’s K-12 Digital Citizenship Curriculum. Students can build skills around critical thinking, ethical discussion, and decision making. And you and your school can join thousands of others across the globe by getting recognized for your efforts.

Our turnkey curriculum includes comprehensive resources for students, like lesson plans, student digital interactives, and assessments, as well as professional development for teachers and materials for family education.

 

https://www.commonsensemedia.org/educators/digital-citizenship

TAKE YOUR POET TO WORK DAY: ON LOCATION

Leaning Tower of Pisa with Hughes Plath Heaney Frost Barrett Brown for Take Your Poet to Work Day

It’s Take Your Poet to Work Day!

It’s a great day to let Adrienne Rich take a few calls. Bring Rumi with you for some banter at the water cooler. Robert Frost would enjoy leading your staff meeting. And Emily Dickinson would be great at filing. We believe there is poetry in the workplace, and there’s definitely a place for poets at work. We have a great collection of poets for you to color, cut out and glue to a popsicle stick to join you on the job.

But over the past few years as we’ve celebrated Take Your Poet to Work Day, we’ve noticed a trend: many of our favorite poets just don’t want to go to work. Instead, like many of us often dream to do, they find their way to the beach, or to the coffee shop, or to the county fair instead.

So this year, we thought we’d get ahead of our poets and take them to some great destinations from around the world.

Lady Liberty with Adrienne Rich for Take Your Poet to Work Day
Adrienne Rich met Lady Liberty in New York City.
Hollywood with Sara Teasdale Pablo Neruda and Emily Dickinson for Take Your Poet to Work Day
I’d have never guessed that Emily Dickinson would ever say she was ready for her close-up, butPablo Neruda and Sara Teasdale talked her into a trip to Hollywood.
Statue of David with Wisława Szymborska and William Wordsworth for Take Your Poet to Work Day
Wisława Szymborska and William Wordsworth came up with a plan to make Michelangelo’s Statue of David safe for work.
Neptune with Walt Whitman for Take Your Poet to Work Day
Walt Whitman might not be the best tool for fighting sea serpents, but if you’re Neptune, I guess you can make do.
Emily Bronte in Copenhagen with mermaid
Emily Brontë and a mermaid shared a quiet moment in Copenhagen.
Ahkmatova Whitman Heaney Frost Angelou at Eiffel Tower
Anna Akhmatova,Maya Angelou, and  Robert Frost waited in line for Seamus Heaney and Walt Whitman to come down so they could have their turn on the Eiffel Tower.
Easter Island with Eliot Rumi and Angelou for Take Your Poet to Work Day
Maya AngelouT. S. Eliot, and Rumi enjoyed an afternoon of hide-n-seek at Easter Island.
Stonehenge with Rossetti Keats Eliot and Poe for Take Your Poet to Work Day
Eliot had so much fun at Easter Island he invited Edgar Allan Poe to Stonehenge. Poe brought along  John Keats and Christina Rossetti, who just wanted to read books all day.
Wright Longfellow Brown at Sydney Opera House
Judith Wright invited friends Henry Wadsworth Longfellow and Elizabeth Barrett Browning over for an evening at the Sydney Opera House.
Big-Ben-Kobayashi-Issa-and-Matsuo-Basho-for-Take-Your-Poet-to-Work-Day
Matsuo Basho and Kobayashi Issa went to London to give Big Ben a hand.
Dickinson Angelou Yates and Poe on Mount Rushmore for Take Your Poet to Work Day
And wouldn’t you know it, Emily Dickinson, Maya Angelou, Edgar Allan Poe and William Butler Yeats came over to my home state and made an appearance at Mount Rushmore.

So where are you and your poet going today? Whether you’re going to work, to the beach, or on vacation, take along your favorite poet. Tweet a photo to us at @tspoetry with the hashtag#poettowork, and we might feature you.

Take Your Poet to Work Day Coloring Book CoverWe can’t wait to see where you go!

Click to get your free coloring book featuring our full collection of ready-for-work poets and everything else you need to celebrate Take Your Poet to Work Day 

 

Photos used under a Creative Commons license and sourced via Flickr; modified to include embedded poets. Mount Rushmore by CamellaTWU, Statue of Liberty by Fr Lawrence Lew, O.P., Neptune by Wally Gobetz, Statue of David by Darren & Brad, Leaning Tower of Pisa by Neil Howard, Easter Island by Babak Fakhamsadeh, Stonehenge by vgm8383, Big Ben by André Zehetbauer, Hollywood by Neil Kremer, Eiffel Tower by Gilad Rom, Sydney Opera House byMotiqua, Copenhagen by Greenland Travel.

BY

 

I had my students make a “Poet on a Stick” last year–they loved the activity.  I think this year I will have them recite a poem of their choosing from the poet of their choice and/or have them create a play with the poets…still ruminating about the lesson plan…anyway…Enjoy the photos!