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Best Selling Picture Books | February 2019

The Children’s Book Review | February 22, 2019

This month the best selling picture book from our affiliate store is The Wonderful Things You Will Be, written and illustrated by Emily Winfield Martin—a gorgeous book with warm and playful illustrations featuring a diverse set of children.

You’ll also find our hand selected titles of the most popular picture books from the nationwide best-selling picture books listed by The New York Times.

The Children’s Book Review’s Best Selling Picture Book

The Wonderful Things You Will Be

Written and Illustrated by Emily Winfield Martin

TCBR Review: Every child is unique, and parents can’t wait to see what they will one day be!

Emily Winfield Martin’s delightful book dreams of what children will someday grow to be.

This is a gorgeous book with warm and playful illustrations featuring a diverse set of children. Little ones will be drawn to the pictures, quickly pointing out which one matches what they themselves want to be. The surprise of a double foldout page at the end is a very exciting treat for children too, and my daughter wanted to look at it over and again. The prose is sweet and rhyming, drawing children in and lulling them (hopefully) to sleep before bedtime. A charming book that I highly recommend for young children. Read the full review …

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 3-7 | Publisher: Random House Children’s Books | 2015 | ISBN-13: 978-0-385-37671-6

Nationwide Best Selling Picture Books

The Good Egg

Written by Jory John

Illustrated by Pete Oswald

Publisher’s Synopsis: From the bestselling creators of The Bad Seed, a timely story about not having to be Grade A perfect!

Meet the good egg. He’s a verrrrrry good egg indeed.

But trying to be so good is hard when everyone else is plain ol’ rotten.

As the other eggs in the dozen behave badly, the good egg starts to crack from all the pressure of feeling like he has to be perfect.

So, he decides enough is enough! It’s time for him to make a change…

Dynamic duo Jory John and Pete Oswald hatch a funny and charming story that reminds us of the importance of balance, self-care, and accepting those who we love (even if they are sometimes a bit rotten).

Perfect for reading aloud and shared story time!

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 3-7 | Publisher: HarperCollins | February 12, 2019 | ISBN-13: 978-0062866004

The Day The Crayons Quit

By Drew Daywalt

Illustrated by Oliver Jeffers

Publisher’s synopsis: Crayons have feelings, too, in this funny back-to-school story illustrated by the creator of Stuck and This Moose Belongs to Me — now a #1 New York Times bestseller!

Poor Duncan just wants to color. But when he opens his box of crayons, he finds only letters, all saying the same thing: His crayons have had enough! They quit! Beige Crayon is tired of playing second fiddle to Brown Crayon. Black wants to be used for more than just outlining. Blue needs a break from coloring all those bodies of water. And Orange and Yellow are no longer speaking—each believes he is the true color of the sun.What can Duncan possibly do to appease all of the crayons and get them back to doing what they do best?

Kids will be imagining their own humorous conversations with crayons and coloring a blue streak after sharing laughs with Drew Daywalt and New York Times bestseller Oliver Jeffers. This story is perfect as a back-to-school gift, for all budding artists, for fans of humorous books such as Don’t Let the Pigeon Drive the Bus by Mo Willems and The True Story of the Three Little Pigs by Jon Sciezka and Lane Smith, and for fans of Oliver Jeffers’ Stuck, The Incredible Book Eating Boy, Lost and Found, and This Moose Belongs to Me.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 3-7 | Publisher: Philomel | June 27, 2013 | ISBN-13: 978-0399255373

The Book With No Pictures 

By B.J. Novak

Publisher’s synopsis: A #1 New York Times bestseller, this innovative and wildly funny read-aloud by award-winning humorist/actor B.J. Novak will turn any reader into a comedian. You might think a book with no pictures seems boring and serious. Except . . . here’s how books work. Everything written on the page has to be said by the person reading it aloud. Even if the words say . . .

BLORK. Or BLUURF.

Even if the words are a preposterous song about eating ants for breakfast, or just a list of astonishingly goofy sounds like BLAGGITY BLAGGITY and GLIBBITY GLOBBITY.

Cleverly irreverent and irresistibly silly, The Book with No Pictures is one that kids will beg to hear again and again. (And parents will be happy to oblige.)

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 5-8 | Publisher: Dial | 2014 | ISBN-13: 978-0803741713

Dragons Love Tacos

Written by Adam Rubin

Illustrated by Daniel Salmieri

Publisher’s synopsis: This scrumptious New York Times bestseller has a whole lot of kick!

Dragons love tacos. They love chicken tacos, beef tacos, great big tacos, and teeny tiny tacos. So if you want to lure a bunch of dragons to your party, you should definitely serve tacos. Buckets and buckets of tacos. Unfortunately, where there are tacos, there is also salsa. And if a dragon accidentally eats spicy salsa . . . oh, boy. You’re in red-hot trouble.

The award-winning team behind Those Darn Squirrels! has created an unforgettable, laugh-until-salsa-comes-out-of-your-nose tale of new friends and the perfect snack.

Ages 3-5 | Publisher: Dial | June 14, 2012 | ISBN-13:978-0803736801

P Is for Pterodactyl: The Worst Alphabet Book Ever

Written by Raj Halder and Chris Carpenter

Illustrated by Maria Beddia

Publisher’s Synopsis: Let’s get real―the English language is bizarre. A might be for apple, but it’s also for aisle and aeons. Why does the word “gnat” start with a G but the word “knot” doesn’t start with an N? It doesn’t always make sense, but don’t let these rule-breaking silent letters defeat you!

This whimsical, funky book from Raj Haldar (aka rapper Lushlife) turns the traditional idea of an alphabet book on its head, poking fun at the most mischievous words in the English language and demonstrating how to pronounce them. Fun and informative for word nerds of all ages!

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 4-8 | Publisher: Sourcebooks Jabberwocky | November 13, 2018 | ISBN-13: 978-1492674313

The information for the best-selling picture books was gathered from the New York Times Best Sellers list, which reflects the sales of picture books sold nationwide, including independent and chain stores. It is correct at the time of publication and presented in random order. Visit www.nytimes.com for their most current and up-to-date list.

*Header image from “Ocean Meets Sky” written and illustrated by the Fan Brothers (Simon & Schuster Books for Young Readers, 2018)

Grumpy Monkey and the best-selling picture books by Emily Winfield Martin and Adam Rubin are truly great choices. Follow along with our Picture Book category for more great titles to peruse.

Please show us some love ...

Source: https://www.thechildrensbookreview.com/weblog/2019/02/best-selling-picture-books-february-2019.html

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What Is Artificial Intelligence? Infographic

Other Infographics

What Is Artificial Intelligence? Infographic

What Is Artificial Intelligence? Infographic

Artificial Intelligence is the latest buzz in today’s IT world. Here, we have brought the beginner’s guide for Artificial Intelligence and through this; you can get a complete idea of Artificial Intelligence and its applications.

A number of latest technical equipment and devices are using Artificial Intelligence as their backend operative software. Artificial Intelligence is known as the future of the computer world and is the intelligence that is exhibited by the machines.

Here, in this infographic, we are going to introduce the Artificial Intelligence concept to the learners, from beginners to advanced level.

Here, through this article, we will introduce the topic to the beginners and for this, you are expected to know the basics of the computer world and the way in which it has been evolved.

This infographic will discuss the quick introduction to Artificial Intelligence, goals, applications of Artificial Intelligence, types of Artificial Intelligence, and other Artificial Intelligence components like Artificial Intelligence agents, bots, and other ones. So, let’s start learning Artificial Intelligence together.

Via: www.janbasktraining.com

Source: https://elearninginfographics.com/artificial-intelligence/

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Writing Life

I really enjoy writing. You might not think that, given how infrequently I’ve been posting on this blog. That’s mostly because I’ve been producing a podcast, Leading Lines, that takes up most of my creative free time. But that’s also because I’ve been writing, just not for the blog. I finished the manuscript for my second book on May 1st, having spent a good chunk of the spring semester writing. And I really enjoy writing.

I wrote a proposal and draft chapter for the new book last summer, along with an detailed outline of the whole book. That’s my visual outline to the right, from last summer. I don’t have a title for the book yet, but I’m close to a subtitle: Using Technology to Support Student Learning. The goal of the book is to help college and university instructors make more informed, intentional choices about educational technology by mapping examples of creative and effective technology use to several key principles of learning. I wanted to take the stories and advice I share with faculty through workshops and consultations all the time and weave them together in a coherent package. I pitched the book to a publisher last fall. They were interested, so I signed a contract. (More details after their board gives final approval to the book!) I lined up a bunch of interviews with faculty across the country, to supplement the edtech examples I had already collected, and got to work.

During the fall, I tried blocking off a couple of hours every other day on my calendar to write, but that almost never worked. That time was always clobbered by my day job. Things changed when a colleague of mine mentioned her writing process to me at a campus event. She said that she goes on a two-day writing retreat each month. She clears her calendar, leaves campus, and writes solid for two days. That’s how she makes the time for her scholarly work. I thought that sounded smart, so I tried it this spring. It worked like a charm. I would actually spend the first half-day catching up on other work tasks, but by the afternoon I could reliably work on the book. And the second day was all writing. I could crank out four or five thousand words per retreat, when I really got going. I needed more than one a month, however, to meet my submission deadline. By April, I was spending more time writing than not. Luckily I wasn’t teaching this spring, and none of my other projects seemed to go off the rails, so I’ll call it a win.

Finding a good space to write took some experimentation. I got married January 1 (yes, it was a busy year!), and my wife and I were a two house family for a few months. I found I couldn’t write at my house, since there were too many distractions, but I could write at her house. Coffee shops were great, too, particularly the Fainting Goat and Frothy Monkey. I would often spend the morning at a coffee shop and the afternoon at Emily’s house, working productively on my chapters. Then we bought a house together, and that became my home base for writing. Her kitchen table, our house with its great kitchen windows, all my stuff in boxes. I was crazy productive. By the end of April, I was writing so many words. It felt a little like my dissertation days, the first time I discovered how productive I could be on deadline!

Tweeting helped, too. Some selections of my #writinglife tweets this spring:

Checking the correct capitalization of hokey pokey. #writinglife

Today’s word count brought to you by the Outlander soundtrack. @bearmccreary always makes for good writing music. #writinglife

Watching a 15-sec ad before a YouTube video I want to see >> Figuring out how to access a journal article while at my home office. #writinglife

I can’t write when I’m being watched. This apparently includes the dog. #writinglife

I really have no experience typing rhinoceros. #writinglife

My Outlander phase only lasted a week. Then I found “Run Wild,” an up-tempo, folk-focused running mix on Spotify. I’m pretty sure a third of my book was written while listening to that playlist!

What really motivated me, however, was finding new ways to talk about ideas and practices I’ve made a part of my professional work for years. I have a chapter on using technology to make visible “thin slices” of student learning, to use a term from Georgetown’s Randy Bass. I heard him talk about this idea years ago at a conference, where he described video projects his students produced. He realized that a lot of what they learned was left on the cutting room floor. That is, their decisions what footage not to include were just as relevant to their learning as what they decided to include. I realized while writing that I had my own experience with this idea. Well, second-hand experience. My oldest daughter made a short film last year, and I asked her how much footage she shot. She filmed 90 minutes of raw footage for every minute that made it into the final cut. That gave me a story for the introduction to this chapter on formative assessment, and it was very satisfying to pull these threads together in 800 words or so.

I really enjoy writing.

I’m hoping to do more of it here on the blog. (It would be hard to do less!) But first, revisions. My manuscript was submitted back in May, then went out to reviewers. I just received their feedback last week, and I know it will help make a better book. I’ll be revising bits and pieces over the next month, so I’ve blocked out some more writing retreats on my calendar. I’m not sure if I’ll write at my house this time. Emily and I have done a lot to make it a home, so it might be a little too distracting.

There’s always Frothy Monkey.

Source: http://derekbruff.org/?p=3324

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Why I am Bringing the Play Kitchen Back to First Grade!

This is my 9th year teaching first grade.  When I went to school to become a teacher, I had a certain picture in my mind of what my classroom would look like.   In my mind, I saw a little kitchen, an art center, a block area, sand and water table, and a light table.  I saw a cozy library,  soft lighting, and a busy hum of children engaged in learning.   I also remember having to write my own personal philosophy of education, and I made sure that it was based heavily on the importance of play in the classroom.  

There are times when I see the classroom I pictured—sure, I have a cozy room with a library of wonderful books and fun furnishings, but none of those centers I imagined are actually in the picture.  No art easel, sand table, block center, or light table.   I have literacy and math stations, but I struggle with the pressure of meeting standards, while also wanting the classroom I pictured so long ago.  Why does it have to be  like this?  How can I find balance?

Somewhere along the way, play has been banished from classrooms and replaced with worksheets, teaching to the test, and continually moving forward with instruction whether the kids understand or not.  Education, along with society, is fast-paced. It gives students little time for play, little time to socialize, and to resolve conflict.  Maybe behavior referrals would be reduced if we had the time to allow our students to explore these essential skills again.

This year, I am ready, and desperately hoping for, a change.�� I brought in a play kitchen for the first time EVER.  And when I did, I worried about it.  What would people say?  Do I need permission? Is it taboo to have a play kitchen in a first grade classroom?  Should I be giving this play kitchen to a Kindergarten teacher instead?  I actually felt a little guilty, and felt the need to justify my decision to people who came in and saw it sitting in the corner.  BUT WHY!?  My students are SIX YEARS OLD!  Yes, of course they still want to play!  It’s what they do, and I am going to allow them to do it!

So, here are some reasons I am bringing the play kitchen to first grade!

1.  Play is Age Appropriate

BECAUSE THEY ARE SIX!!!  They are little!  Let’s let them be little again!   Kids are forced to grow up so quickly.  When they step into my classroom, I want time to slow down just a bit. For centuries, scholars like Rousseau, Pestalozzi, Montessori, and Hill have promoted the value of play for early childhood development—including children in primary grades.  See?  SCHOLARS have said that play is OKAY. 

2.  Literacy and Writing (even math!) Integration

I have big plans for this kitchen.  I can’t wait to change it up based on classroom themes-- allowing my students to create signs, lists, recipes, and shops.  I plan to use literature to integrate author studies, phonics, and science and social studies topics.  During math, students can become shop keepers, setting prices for items and exchanging play money.  Since learning will be student directed, I know students will be engaged.

3.  Social Skill & Language Development

I have noticed that as the years go by, many of my students have difficulties interacting with new friends.  There are times when I feel that I am so bound by standards, that I have to continually move forward with instruction, and I have NO time to let students interact unless it involves a math game or buddy reading.  This is hindering them from developing relationships, empathy, and resolving conflict.  They simply need time to talk—after all, communicating feelings and ideas is essential in everyday life.  That is why “Speaking and Listening” is an ENTIRE Common Core standard strand, right?

4.  Imagination and Creativity

Let’s face it.  Technology has taken over, and while technology is amazing-- gone are the days when videos, iPad's, Kindles, and such weren’t at our fingertips every given minute. The play kitchen will allow my students  the opportunity to pretend again.  How many memories do we have with our friends playing in the home living center at school?  Dressing up and playing with baby dolls?   Developing imagination will inspire them to become creative writers and thinkers.  I think I will see a dramatic change in the writing my students produce because of the play kitchen. 

So, I am giving it a try--beginning next week.  I am so excited about it too!  If introducing a play kitchen into our learning stations goes well, then I am definitely saving my money for a light table next. :)  If you have any tips and management tricks for play kitchens in a first grade classroom (or any grade for that matter), I would LOVE to hear them!  Leave me a comment below!

Source: http://firstgraderatlast.blogspot.com/2016/08/why-i-am-bringing-play-kitchen-back-to.html

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New words – 18 March 2019

filadendron / E+ / GettyImages

Mamri noun [C] /ˈmæmrɪ/ abbreviation for middle-aged man with a running injury: a man who takes up running in middle age and suffers an injury, often due to his belief that he is fitter than he actually is

Men were 45 percent more likely than women to be injured. The scientists put this down to the Mamris’ tendency to follow homemade over-ambitious training plans which put too much strain on their creaking bodies … ‘Men tend to get injured due to training errors, increasing pace and distance too quickly when they are training for an event’. [Runner’s World (forums), 4 June 2018]

Take Our Poll

pyjama paralysis noun [U] /pɪˈdʒɑː.mə.pəˈræl.ə.sɪs/ a condition in which an ill person, especially someone in a hospital, develops certain health problems as a result of spending too much time in bed and not enough time moving around

The chief nursing office for England, Professor Jane Cummings, has called on all health and care organisations in the country to take part in the campaign to end so-called “pyjama paralysis”. The #EndPJparalysis challenge aims to achieve one million patient days of relevant patients being dressed in day clothes and moving around over a 70-day period. [Nursing Times, 17 April 2018]

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sausage tax noun [C] UK /ˈsɒs.ɪdʒ.tæks/ US /ˈsɑː.sɪdʒ.tæks/ an amount of money added to the price of processed meats, such as bacon and sausages, and paid to the government with the aim of reducing the consumption of these foods and therefore the associated health problems

A new meat tax may be on the way, which is already being dubbed the ‘sausage tax’, in a bid to encourage us to eat less processed meat. Under the proposed tax, a £2.50 packet of sausages would cost £4.47 which, like the recently introduced sugary drinks tax before it, would in theory drive down sales of sausages and bacon. [The Telegraph, 7 November 2018]

Take Our Poll

About new words

Source: https://dictionaryblog.cambridge.org/2019/03/18/new-words-18-march-2019/

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What's on my playlist for Fifth Grade?

This week, I'm blogging about my playlists for each grade level, in my music room. For more information about how and why I'm using playlists, check out this post. Today, let's talk about fifth grade!

Here are three recordings from my fifth grade playlist:

#1: I Love a Rainy Night by Eddie Rabbitt

 A few years ago, I found a dance for this song in a resource from Sanna Longden, which you can now view for free here. My fifth graders LOVE this line dance...and when you find a dance that fifth graders love, then, well, you have to do it every year!

#2: Oh a Shoe a Shoe

As I wrote about in this post, I read "World Music Pedagogy, Volume 2," by Christopher Roberts and Amy Beegle this summer. It was such a great read, with really practical ideas for implementing world music listening lessons in your classroom. This song was mentioned in the book as a possible listening lesson, with opportunities for students to listen intently, identify words within the song, and discuss context to the song. I'm excited to try it with my fifth graders!

#3: Chakkardi Bhammardi 

from the Album Maa Na Pagla Volume 1

I learned this folk dance (called Dandiya Raas) from my colleague Meaghan many years ago. It's an Indian folk dance which can be performed with rhythm sticks (although originally it would be performed with sticks like these.) I taught Level I pedagogy and folk song research for DePaul University's Kodály program several years ago; here is a video of my class performing the dance:

It's a great dance for fifth graders!

I'm excited to announce the winners of my giveaway!

The winner of the $25 iTunes gift card and $25 credit to my store is Karina Gross! The winner of the $15 iTunes gift card and $15 credit to my store is Melody Kegerris! The winner of the $10 iTunes gift card and $10 credit to my store is Audrey Gale!

I've emailed all the winners. Thanks to everyone who entered!

Check out my other playlists here:

Kindergarten playlist

1st grade playlist

2nd grade playlist

3rd grade playlist

4th grade playlist

What is on your fifth grade playlist? Feel free to comment below. Happy listening, and happy teaching!

Source: https://www.mrsmiraclesmusicroom.com/2018/08/whats-on-my-playlist-for-fifth-grade.html

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How urban spaces can preserve history and build community | Walter Hood

Source: http://www.youtube.com/oembed?format=xml&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D762c6pFpoqg

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Kinesthetic Lessons in Empathy and Digital Citizenship

Whether you are a library media specialist, a teacher of social studies, art history, ELA or any other discipline that incorporates art and photography as a teaching tool or element of content, building living tableaux — people posing to replicate a 2D image — is a classroom exercise that has so many learning benefits for students! It is a kinesthetic experience that challenges students to develop empathy with the figures being depicted and even fosters conversations about digital citizenship.

Kinesthetic

To form a tableau, I allow students time to scan the painting, then ask them to choose a person on whom they want to focus. Alternately, you can group the students and assign each group one character from the painting to consider. Then I ask the students to stare at just that person and to think and wonder about that person while looking at him/her. I give them a moment to jot down what thoughts, feelings, and questions they have before moving to the next step. For this exercise, let’s imagine that we are studying Experiment on a Bird in the Air Pump by Joseph Wright.

Once students have collected their thoughts, I ask for a student from each group to volunteer to become the person s/he scrutinized from the painting. These students then assemble themselves in the middle of the classroom in a re-creation of the painting. Once they are set, the rest of the class can adjust “the posers” by re-positioning them for accuracy, directing their body language and facial expressions. They may apply props from the classroom to enhance the living replication of the original.

Empathetic

Students will have to break the tableau to participate in the discussion so, if possible, take a picture of the students in their arrangement and post it for them to see alongside the image of the original work. When analyzing and discussing paintings, I always remind my students that every element of a painting is the conscious choice of the artist. Even happy accidents that remain in the final work do so because the artist decided they should stay. Every color, brushstroke, facial expression, object is there by choice and design. Therefore, as viewers of the painting, in order to fully engage in the artist’s message, purpose or intent, we must ask “Why?”

Before discussing, I ask students to engage in some reflective writing. I give them a few minutes to collect their thoughts about what their person: thinks, feels, wonders, fears, hopes, sees, believes. I prompt students to consider gender and gender identity, age, attire, body language, facial expression, relationship to the group, etc. as they collect their thoughts. Before we discuss the painting as a class, the students share these reflections with their small group.

I transition to the whole class discussion by asking those students who posed in the tableau to share how it felt to be the person? What were they thinking about as they held the facial expression and posture of their person? Then, I ask other students to share their observations of the person they examined. Once they have explored the figures individually, I prompt them to consider the relationships between the people in the painting and finally, I ask what they think this painting is about. For an artwork like Joseph Wright’s Experiment on a Bird in the Air Pump, I prompt them to push past the literal… it is a painting about an experiment (which it is) because it is also a painting of risk-taking, of questioning or inquiry, of seeking answers, of fear. In fact, I have used this painting as an introduction to a unit on the Enlightenment and students have come to the conclusion that this is a painting of the moment of becoming Enlightened. At that point, I draw their attention to the man in red. Why is he (and the bird) the only person looking at us, the viewer? What is our role in the experiment? Why did the artist make us complicit in the secret proceedings?

Once you know something, you can never un-know it. Once people start to question and seek answers and learn new realities, the world can never be the same. Welcome to the Enlightenment!

Citizenship

This exercise can be applied to a photo as well as a painting or other work of art. Consider photos that capture emotionally dramatic events like the iconic 1957 image of Elizabeth Eckford, pursued by Hazel Bryan, as she navigates the mob on her way to Central High School in Little Rock. Begin by selecting two students to reproduce the central figures, Eckford and Bryan. Then slowly add class members to the composition one at a time.

Ask students to closely consider the facial expressions of each person. What does the expression tell us about the emotions the person is experiencing at the moment this photograph was made? Push students to consider feelings beyond “mad” or “angry”. Ask them to consider what is motivating the emotions they think they see.

Ask students to discuss how well they think they think to understand the people whose faces are not showing a lot of emotion. How can we understand people we can not visually read? Why are some people stoic and others agitated? How does someone maintain composure in such a circumstance?

Finally, ask students to consider who these people are today. Could they ever in their lives being recognized as anything other than who they were at this moment? No one in this photo posed for its making, yet the widespread and ongoing distribution of this photo has defined these people for generations. Ask the students: “How are you defining yourself and being defined by others in social media and other contexts?”

Big Takeaway

Visual texts in any media are powerful primary sources. Exercises like this equip students to examine and unpack them when doing independent research and provide them the reflective capacity for understanding their own image creation and distribution.

Jacquelyn Whiting is a high school library media specialist and former high school social studies teacher. She is a Google Certified Innovator and co-author of News Literacy: the Keys to Combatting Fake News. You can follow her on Twitter @MsJWhiting and join the Mediated Messages Facebook group to learn and share best practices teaching with social media.

Source: https://www.edtechteam.com/blog/2018/09/kinesthetic-lessons-empathy/

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How to Create Videos in PowerPoint

One of my favorite features in PowerPoint is saving the PowerPoint slideshow as a video. That means anything you put on the PowerPoint slides (from animations to slide transitions) is output as video. With some creativity, you can pull together some pretty slick explainer-type presentations with a tool most of us already have.

Today, I want to show something simple that may give you some ideas for your own training videos.

Create Videos in PowerPoint: Examples

Before we get started, here’s a cool example from Duarte that Microsoft included in the PowerPoint 2010 template pack. The Duarte team created a great presentation that showed off what could be done with the new features back in PowerPoint 2010. And as you can see below, their presentation translates to video, as well.

Create Videos in PowerPoint: Slide or Slideshow?

While the example above was an entire slideshow that included some cool animations and effective transitions, you don’t need to create whole presentations. You can publish single slides, too.

And the slide doesn’t need to be normal slide content. It could be a single video. And that video can be formatted using the PowerPoint features.

That means you can insert video into a PowerPoint slide, make some simple edits, and then output that slide as a video. Pretty slick when you think about the possibilities.

And that’s the trick I want to share.

Customize Framed Videos in PowerPoint

Why do videos need to be rectangular? Why can’t they have frames or display as shapes? That’s all possible in PowerPoint.

Here are the basic steps to create framed videos in PowerPoint.

Insert a video on the slide.

Add whatever effect you want for the video.

Size the video to fit the slide.

Save the video as MP4.

Here’s a demo of some of the videos in a Rise.

Click here to view Rise demo.

As you can see, there are some neat things you can do, especially considering that you are doing all of this in PowerPoint and not required to use a more sophisticated video application.

Now it’s your turn.

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Source: http://blogs.articulate.com/rapid-elearning/how-to-create-videos-powerpoint/

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A Plan for More Low-Cost Lodging on the California Coast

Jill Replogle reports on the "Explore the Coast Overnight" plan, released recently in its first draft assessment by the California State Coastal Conservancy. The plan is designed to make it more affordable for Californians to access the coast for overnight stays.

The draft assessment analyses "the state of lower-cost lodging along the coast, and [plots] out a path for expanding it and breaking down the barriers that keep lower-income households and communities of color from using it.

As noted by Replogle, this approach to upholding the promises of the California Coastal Act differs from the familiar stories about litigation and discretionary hearings about maintaining coastal access with hiking trails, parking, and open gates. Questions of affordability are much less frequently made public, and with unfortunate consequences. A "survey commissioned by the Coastal Conservancy found that young people, people of color, lower-income households and families with children are less likely to stay overnight at the beach," according to Replogle.

The article includes a lot of information about how to access the beach on a budget right now, thanks to the information gathered in the new draft assessment.

Source: https://www.planetizen.com/news/2019/01/102581-plan-more-low-cost-lodging-california-coast

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Faculty of Law Masters International Scholarship at Monash University, Australia

Are you interested in applying for funding to help your study in Australia? Monash University is providing Faculty of Law Masters International Scholarship to the high achieving international candidates.

The program is open to give financial support to commencing students, who enroll full-time as a Monash student, attending the Monash Law City Campus.

Monash University is the second oldest university in the State of Victoria. As a young university, the outlook of this university is progressive and optimistic. It has ranked in the top ten percent of universities globally for subject-specific performance, in the QS World University Rankings.

Why at Monash University– At this university, candidates can earn benefit from the extra choices that come with studying at Australia’s largest university. It has more courses, more study options, more research projects which will give the student a broader education that will set them apart from their peers.

Brief Description

University or Organization: Monash University

Department: Faculty of Law

Course Level: Masters course

Scholarship Award: Scholarship will be awarded worth up to 20,000

Access Mode: Online

Numbers of Award: Varies

Nationality: International student

Scholarship can be taken in Australia

Application Deadline: October 20, 2019

Language: English

Eligibility for the Scholarship

Eligible Countries: Applications are accepted from around the world.

Eligible Course or Subjects: The scholarship is available to study master’s degree program in the field of Law.

Eligibility Criteria: The applicant must meet the following eligibility criteria:

To be eligible for the scholarship, the applicant must be an international student. Candidate must be intending to enroll in the Master of Laws full-time as a Monash student, attending the Monash Law City Campus.

Applicant must achieve in the top 5% of their previous studies or demonstrated outstanding achievement in a combination of their studies. Applicants will be assessed on their entire academic record, with a distinction average (or equivalent) preferred.

How to Apply

How to apply: Applications vary depending on where you’re from. When your application is received, Monash University will assess your application against university entrance requirements including minimum age (should be at least 17 years of age), English and academic entry requirements. To apply for the scholarship, the applicant must submit their scholarship application form to the university.

Supporting Documents: When submitting your online application, provided original or certified academic documentation, including academic transcripts, graduation certificates, and grading scales

Admission Requirements: To study an undergraduate or postgraduate course at Monash, you must satisfy our English language requirements. Some courses have higher English language requirements than others. Monash assess your proficiency using your most recent test. To view the minimum English language requirements refer to the Admission to Coursework Courses and Units of Study Procedures.

Language Requirement: To be eligible for the scholarship, the applicant must need to meet the English language requirements.

Benefits: Each successful scholar will receive the amount worth up to $20,000

Source: https://scholarship-positions.com/faculty-of-law-masters-international-scholarship-at-monash-university-australia/2019/03/19/

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Does Hollywood ruin books? - Numberphile

Source: http://www.youtube.com/oembed?format=xml&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DFUD8h9JpEVQ

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Washington Says Seven-Degree Increase Is Coming, Doesn’t Outline Solutions

In August, an environmental impact statement from the National Highway Traffic Safety Administration noted that the planet would experience a seven-degree temperature increase by the end of the century. However, it did not describe the consequences of this level of climate change:

A rise of seven degrees Fahrenheit, or about four degrees Celsius, compared with preindustrial levels would be catastrophic, according to scientists. Many coral reefs would dissolve in increasingly acidic oceans. Parts of Manhattan and Miami would be underwater without costly coastal defenses. Extreme heat waves would routinely smother large parts of the globe.

Instead, the statement argued that a massive and infeasible shift away from fossil fuels would need to occur to avoid this temperature increase. The Trump administration says that its proposed freeze on fuel-efficiency standards will not have a substantial effect on global warming.

Critics have pointed out the problems with suggesting that fuel standards be rolled back because their impact would be minimal:

Using the no-action scenario "is a textbook example of how to lie with statistics," said MIT Sloan School of Management professor John Sterman. "First, the administration proposes vehicle efficiency policies that would do almost nothing [to fight climate change]. Then [the administration] makes their impact seem even smaller by comparing their proposals to what would happen if the entire world does nothing."

Environmental advocacy groups, scientists, and public officials in the United States and from around the world continue to push for policies and actions they say will address climate change. 

Source: https://www.planetizen.com/news/2018/10/100951-washington-says-seven-degree-increase-coming-doesn-t-outline-solutions

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Open Education Science and Challenges for Evidence-Based Teaching

With my colleague Tim Van der Zee, I wrote an article called Open Education Science that outlines new pathways and best practices for education researchers--in particular about being more transparent with readers about how we plan our research, what research we actually conducted, and how that reality aligns or not with what we planned. In this post, I try to explain why we wrote it, and what it might mean for educators and policymakers trying to make good use of education research to improve teaching and learning. 

In 2005, John Ioannidis published an article provocatively titled "Why Most Published Research Findings Are False." The article targeted medical research, but over the past thirteen years it' has been profoundly influential across a variety of social sciences and embraced by researchers who want to figure out how to continue improving the scientific process.

The core argument is just what the title suggests: for any given scientific article that depends upon quantitative or statistical arguments, there is a probability that the claims of the article are not true. That's not a problem in and of itself; science is a dialogue among different claims and positions, and incorrect claims are an inevitable part of that dialogue. But Ioannidis made a compelling argument that for most scientific articles, the probability that a new article's claim was false was higher than the probability than it was true. Our scientific dialogues were not weeding out false claims, but supporting their proliferation. 

There are many causes of this phenomenon, but I'll explain two here. The first is that the editorial process of article selection in scientific journals is biased towards novelty. Editors and article reviews tend to be particularly supportive of publishing articles with novel or suprising findings. Imagine that 100 researchers write studies, and many of them are inconclusive, a small number are conclusive but have very expected results, and a tiny number have very unexpected results. That tiny number are potentially the most attractive to journal editors because they have the possibility of changing the direction of a field and attracting a great deal of attention. In reality, the authors of those inconclusive and less interesting studies often give up on trying to publish them, so they don't appear in print at all, the so-called "filedrawer problem." If all of those studies are of the same topic, you can see how the literature about a topic can quickly over-represent extreme findings and under-represent more banal ones. Novelty is an important part of science--we don't necessarily want thousands of studies of well-established phenomenon that all say the same things--but there is good evidence that the unexpected studies that rise to the top of science publishing are not representative of all studies being conducted. 

A second problem is that with a proliferation of statistical methods and approaches, there are lots of ways to analyze data, and it's often the case that if researchers try enough of these methods, they will find one that has results that are more favorable to publication than other results. This is somewhat akin to the old saw that "if you torture the data enough, it will confess," but the processes are probably even more subtle than that. Even well-meaning researchers trying to provide careful and skeptical examination of their data can wander through what Andrew Gelman calls the "Garden of Forking Paths" until they find a statistical path that leads to a result that colleagues will deem publishable. Again, trying different methods of analyzing data is a good thing and essential to science, but often people will publish only the most favorable analysis, and not the many, many others that were tried. 

For those who imagine a future of evidence-based teaching--where research provides reliable guidance that can inform how teachers are trained and how teachers improve their practice, this can be disheartening stuff. I don't mean to present it as a blanket condemnation of all research efforts, but it is a serious problem for social science and educational science. In 2015, a collaboration of researchers published an article reporting on the replication of 100 studies from pyschological science, and found only 1/3 to 1/2 had findings similar to the original results, and the average magnitude of the effects in the replications was about half that of the original studies. It's hard to build an empirical foundation for evidence-based teaching on a shaky foundation. 

So what can education researchers do to improve the state of affairs. For Tim and I, the answer is more sunlight: science improves through systematic skepticism, so researchers should be more open about what studies they have done and how they have done then. Scholars over the centuries have primarily published summaries of their researchers in articles and journals because we've printed out these summaries on dead trees which are expensive to ship around the world; digital technologies make it much cheaper to share much more of our work. 

An incredibly important starting point is being much more transparent with other researchers and with the public about the planning behind our research. We call for researchers to engage in a process called pre-registration: where before actually conducting a study, researchers write down what they plan to study and how. Imagine two experimental studies: In one, the researchers say "A year ago, we published online a document that says how we were going to do an experiment. We did the experiment as defined, and we found this particular intervention improved learning." In another, the researcher say "A year ago, we published online a document that says how we were going to do an experiment. When we analyzed the results the way that we planned, we found no effect of our intervention. Using other statistical methods, we found that the intervention worked." Our argument is that both studies can be valuable contributions to knowledge, but the evidence from the first study should be considered much more robust than evidence from the second. 

In the 2000s, education policymakers tried to get practitioners to become much more attentive to whether or not a research study was able to establish a causal mechanism, or whether the results only showed correlations. Led by the Institute of Education Science, policymakers tried to explain to the public how to recognize when a study was a randomized controlled trial, and to be more skeptical of studies that were not experiments but made causal claims. Tim, myself, and other folks--like the good people at the Society for Improvement of Pyschological Science--are trying to now get people to recognize that if hypotheses and analytic plans aren't pre-registered somewhere, those studies should be held in lower regard than similar studies where the plans are pre-registered. 

One way to encourage researchers to pre-register their study is to make it a requirement of publication. With Hunter Gehlbach and Casper Albers, I'm editing a special issue of AERA Open that accepts a new format of scholarly article called a Registered Report. In a Registered Report, authors submit a plan for a study for peer review, and then the reviewers and editors accept or reject a study on the basis of 1) whether the questions are important, and 2) whether the study is well-planned and well-designed. The editors agree to accept any article, with really boring findings or really provocative findings, on the basis of the quality of the design of the study, and not on the novelty or lack thereof of the findings. Our hope is that a science built on these kinds of studies will be more robust than the science we have now. 

I don't have a tidy suggestion for how educators should respond to these kinds of changes. Social scientists have recognized some problems with how we do our work, and some of the problems are pretty technical and hard to explain to a lay audience. We've had these problems with us for a while, and they raise questions about the quality of research that we've published over the last century. But there are a bunch of us that think we can do better, and we're trying some new things to make our science more open, which will make it easier to be systematically skeptical, which we think will lead to better science.

For teachers who try to follow and use research, I'd encourage you two add two new questions to your bank of question that you use to evaluate new research. 1) Have the researchers made their data and methods openly available for other researchers to scruntize? Generally speaking, the more open people are with their data and methods, the more likely it is others will be able to scrutinize and improve that research. 2) Have the researchers explained how what they did aligns with what they planned to do? Close alignment is the best, changes can be OK, and I'd urge you to reserve the most skepticism for circumstances where you cannot determine to what extent researchers deviated from what they planned to do. 

And hopefully in the years ahead, greater transparency will lead to better educational research that provides better guidance to teachers and administrators. If you want to read the whole article that Tim and I wrote on Open Education Science, it's available for free through open access at AERA Open. 

For regular updates, follow me on Twitter at @bjfr and for my publications, C.V., and online portfolio, visit EdTechResearcher.

Source: http://blogs.edweek.org/edweek/edtechresearcher/2018/07/open_education_science_and_challenges_for_evidence-based_teaching.html

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IMSDP ITP Teaching and Training Research Scholarships at VLIR-UOS in Belgium, 2019

Applications are now open for International Training Programme (ITP): “International Module in Spatial Development Planning (IMSDP)”. Applicants from Europe and from countries around the world are invited to join with doctoral students and research fellows from the KU Leuven in a unique programme of intensive study and critical discussion of International Spatial Development Planning, specifically designed for postgraduate training.

The Postgraduate Programme in International Spatial Development Planning – in short International Module in Spatial Development Planning or IMSDP – is an intensive three months (early March through May)  teaching and research programme for post-graduate students and researchers in urban studies and planning.

Education and research are top priorities for Flanders (Vlaanderen) – the Dutch-speaking northern part of Belgium. The Flemish universities and university colleges rank among the best in Europe.

Scholarship Description

Applications Deadline: November 23, 2018

Course Level: This is a three months training scholarships for postgraduate students and researchers. The IMSDP programme is open to Doctoral students, Master students (II level Master), Postgraduate students ands Researchers, as well as professionals willing to improve their knowledge and research skills.

Study Subject: Scholarships are awarded in urban studies and planning.

Scholarship Award: VLIR-UOS only provide scholarships for the full duration of the training programme. It is not possible to apply for a partial scholarship.

Nationality: Applicants from Europe and from countries around the world are invited to join with doctoral students and research fellows from the KU Leuven in a unique programme of intensive study and critical discussion of International Spatial Development Planning, specifically designed for postgraduate training.

Number of Scholarships: VLIR-UOS supports the programme with 12 scholarships for participants from the global South.

Scholarship can be taken in Belgium

Eligibility for the Scholarship

Eligible Countries: Applicants from Europe and from countries around the world are invited to join with doctoral students and research fellows from the KU Leuven in a unique programme of intensive study and critical discussion of International Spatial Development Planning, specifically designed for postgraduate training.

Entrance Requirements: Applicants must meet the following criteria:

Post?graduate students (Ph.D. and II level Master) and other academic fellows (Post?Doctoral and Research fellows). A limited number of scholarships could be allocated to outstanding students currently registered as master students and/or with a bachelor degree of 5 years.

 Practitioners (professionals and civil servants) who wish to improve their research capabilities.

English Language Requirements: For applicants whose first language is not English, IELTS 6.5/TOEFL 575 (Paper Based – PBT)/ TOEFL 233 (Computer Based – CBT)/TOEFL 90 (Internet Based – iBT) or sufficient proof of language proficiency is required.

Application Procedure

How to Apply: The IMSDP is open to:

Candidates registered at Universities that are partners of the ESDP network.

 KU Leuven students.

VLIR-UOS supported participants.

Other candidates.

Candidates in ESDP Partner Universities should first get in touch and be cleared by their university contact person. After that, they should contact: Pieter.vandenbroeck-at-kuleuven.be and natalia.giraorodriguesdemello-at-kuleuven.be.

Candidates eligible for VLIR-UOS support, see: http://esdp-network.net/vlir-uos-scholarships

When applying, all candidates should include the following attachments:

A short motivation letter.

An abstract of their research (1 page).

CV.

A reference letter.

Proof of English Proficiency: IELTS 6.5/TOEFL 575 (paper based – PBT)/TOEFL 233 (computer based – CBT)/ TOEFL 90 (iBT).

After selection, candidates will receive instructions for official registration.

Scholarship Link

Source: https://scholarship-positions.com/imsdp-itp-teaching-training-research-scholarships-vlir-uos-belgium/2018/10/09/

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Visit of the First Lady of the People's Republic of China to UNESCO on the occasion of the UNESCO Prize for Girls' and Women's Education

Audrey Azoulay, Director-General of UNESCO, held talks with Professor Peng Liyuan, UNESCO Special Envoy for the Advancement of Girls’ and Women’s Education at the Organization’s Headquarters on 26 March.

This visit by Professor Peng Liyuan, First Lady of the People’s Republic of China, to an event on girls’ and women's education at UNESCO Headquarters is a further expression of her support for the Organization’s action in favour of this priority cause.  Winners of the four editions of the UNESCO Prize for Girls’ and Women’s Education gathered at the event and bore testimony of the significant local impact of the Prize on the empowerment of girls and women through education.

Speaking at the event, Ms Azoulay declared: “UNESCO greatly appreciates Peng Liyuan’s personal commitment to the cause of girls’ and women’s education, as well as our long-standing partnership with China to ensure that access to quality education for girls and boys becomes a reality. This is a priority issue for our Organization, a matter of dignity but also an extraordinary accelerator for the development of our societies.”

“China is a strategic partner of UNESCO, particularly committed to multilateralism,” the Director-General also said. “It supports the core of UNESCO’s missions, including the education of girls and women on the one hand, and Africa through major education projects on the other.”

The visit of President Xi Jinping and the First Lady to UNESCO Headquarters in March 2014 marked a milestone in China’s relations with UNESCO.  During Audrey Azoulay’s visit to China last July, President Xi highlighted his country’s commitment to a new era of cooperation with the Organization.

****

  B-Roll

 Photos

Read the interview of  Professor Peng Liyuan: The equality of opportunity is fundamental in the UNESCO Courier

Source: https://en.unesco.org/news/visit-first-lady-peoples-republic-china-unesco-occasion-unesco-prize-girls-and-womens-education

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5 Biggest Barriers to Education Technology

It’s hard to imagine going hours without using any sort of common technology in the course of our daily lives, but that’s exactly what happens in many classrooms across America. While education technology has grown as a field over the past few years, many schools and classrooms struggle with adopting new technology. Teachers and administrators face a multitude of hurdles and a general lack of support for education technology initiatives. For example, 71% of teachers in a 2015 survey said they think their school district needs an office dedicated solely to technology use in classrooms.

What is Educational Technology?

Increasingly, teachers are using technology in the classroom to aid learning and make it easier to chart student progress. In many classrooms across the country, students are assigned laptops or tablets, which they use to carry out in-class research, lessons, and projects. Teachers also often use SMART boards which are interactive whiteboards with touch screens. Education technology also encompasses programs that can be accessed via the internet that teachers use to share homework assignments, quizzes, and other materials with students.

Use of education technology has been growing in recent years, though common tools like laptops have by no means been universally adopted. According to a survey sponsored by Sprint Business, 60% of teachers use laptops in the classroom on a daily basis, while 58.7% report daily use of other education technology tools.

Common Problems

Technology has been integrated in almost every other aspect of our lives today, so why is there a lag in some classrooms and districts? Some of the largest barriers to the adoption of education technology include:

1. Cost: Perhaps the largest obstacle to adopting education technology is the least surprising one: many technologies are just too cost prohibitive. Cutting edge technology often requires a significant investment, and, with certain technologies becoming outmoded in a matter of years, it’s no wonder budget-bound schools are cautious about making such investments. Budget problems lead to classroom policies, like BYOD (Bring Your Own Device), which create more problems. For example, when students are asked to bring their own tech devices to schools, there’s no guarantee that a teacher’s online materials will work across different devices. Continual underfunding of schools at the state and national levels only exacerbates the cost problem.

2. Lack of training: Schools must invest money and time into education technology initiatives to see positive results. Even if teachers have access to learning technologies, they’re not receiving the proper training to harness these technologies. Tech training is especially important for teachers because many of them aren’t “digital natives” — they didn’t grow up with technology at their fingertips like most of their students have — so new technology often has a steep learning curve.

3. Resistance to adopting new technologies: Lack of training and lack of familiarity with tech fuels a third issue: many teachers and administrators resist adopting new technologies in the classroom. It’s understandable that time-crunched teachers are wary of adopting new classroom tools, especially when they’re lacking support on a school, departmental, or district level. Parents who think their kids are already inundated with too much tech access may also represent barriers to tech adoption.

4. Too much red tape: School districts don’t make it easy for tech providers to develop and introduce new technologies in classrooms. As Suren Ramasubbu writes in the Huffington Post, the sales cycle for ed tech often hovers around a long eight months, with companies that create ed tech tools having to get sign offs from state policy makers, school boards, chief information officers, school principals, and others before the tools can be adopted. Frankly, it’s not the most profitable way to do business, so many technology companies focus their efforts in other sectors.

5. Insufficient infrastructure: Even if districts widened their budgets for education technology, they would still encounter a barrier to adoption: many school districts lack the network infrastructure needed to support education technology. Perhaps the largest issue is lack of internet access. The Sprint Business survey reports that more than 16% of teachers say their school districts don’t provide regular access to the internet for students in the majority of the district. With so many education technologies relying on the internet for access to programs and systems, lack of internet access significantly hinders adoption.

Support is Not Equal

Unfortunately, low-income students are at an even greater disadvantage when it comes to adopting education technology. Many low-income students don’t have access to technology at home. That puts them at a disadvantage in the classroom, since they’ll be less familiar with these tools than their peers. If a classroom has a BYOD policy, these students are at a loss. What’s more, teachers who are trying to instill good tech use habits in students will often assign homework or projects that require the use of technology outside of school. Students without easy access to technology may fall behind, or they may feel shame or embarrassment by having to bring this issue up with their teachers.

In an attempt to level the playing field for low-income students, teachers may scale back on using technology inside and outside the classroom. But that approach comes at a cost for all students; they’re missing out on the opportunity to learn valuable digital literacy and tech skills. Instead, schools and districts must start to invest more in education technology, ensuring all students have access to the tools they need, while all teachers have the support and training necessary to confidently use new technologies in the classroom. As technology becomes an increasingly larger presence in our lives, it’s imperative that classrooms become welcoming places for students to grow their knowledge of and through technology.

Source: http://www.edudemic.com/barriers-to-education-technology/