I have a huge backlog of resources that I’ve been planning to post about in blog but, just because of time constraints, have not gotten around to doing. Instead of letting that backlog grow bigger, I regularly grab a few and list them here with a minimal description. It forces me to look through these older links, and help me organize them for my own use. I hope others will find them helpful, too. These are resources that I didn’t include in my “Best Tweets” feature because I had planned to post about them, or because I didn’t even get around to sending a tweet about them.
Here are This Week’s “Links I Should Have Posted About, But Didn’t”:
The Importance of Project Based Teaching is from The Buck Institute, and provides a unique historical perspective on Project-Based Learning. I’m adding it to The Best Sites For Cooperative Learning Ideas.
Wake Your Class Up with Simulations! is from Ingenious Teaching. I’m adding it to The Best Online Learning Simulation Games & Interactives — Help Me Find More.
The Berlin Wall in the cold war and now – interactive is from The Guardian. I’m adding it to The Best Sites To Learn About Walls That Separate Us.
10 Tips for Delivering Awesome Professional Development is by Elena Aguilar at Edutopia. I’m adding it to The Best Resources On Professional Development For Teachers.
Ask For Evidence is a very interesting new site based in the United Kingdom. Here is how it describes itself:
Ask for Evidence is a public campaign that helps people request for themselves the evidence behind news stories, marketing claims and policies.
We hear daily claims about what is good for our health, bad for the environment, how to improve education, cut crime, treat disease or improve agriculture. Some are based on reliable evidence and scientific rigour. Many are not.
How can we make companies, politicians, commentators and official bodies accountable for the claims they make? If they want us to vote for them, believe them or buy their products, then we should Ask for Evidence.
People come here to share their experiences of asking for evidence and to use the hub of resources and expertise to making sense of the evidence they receive.
It has potential to be an authentic audience for student projects, particularly for IB Theory of Knowledge classes.