The folks over at BrickFTP like an efficient workflow. Toward that end, they use 21 Mac apps each day. I use a few of the apps on their list as well (VLC, Unarchiver, F.lux, and Skitch). Looks as though I’ll be adding some new apps to my productivity toolbox.
ThisIsSand has been around for a while and well, I like it.
I found an amusing site (PhoneSpell) that translates telephone numbers into mnemonic phrases. I could spend hours playing with this.
Last year, I re-read Classroom Instruction That Works: Research-based Strategies For Increasing Student Achievement. Afterward, I decided that I would choose one instructional strategy a month and assiduously tweet about the topic each day. Mainly this involves working through the research the authors (Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler, and Bj Stone) cited and tweeting the rich insights. I decided that even if no one read my tweets, I would still benefit from the experience. A few people are beginning to respond to my tweets about setting objectives and providing feedback. I am heartened and will continue my project.
The invaders are here. Actually, they’ve been here. Not only that, they’ve put down roots. The University of Georgia’s Center for Invasive Species and Ecosystem Health (a collaborative project with the Plant Conservation Alliance‘s Alien Plant Working Group, the folks behind Weeds Gone Wild) maintains a database of information about the perniciously pesky plants that invade natural areas in the U.S. The database, known as the Invasive Plant Atlas, contains a wealth of useful information for students interested in ecology and the effects of organisms that end up where they shouldn’t be.
One of the most effective ways to encourage students to learn about science is to help them do science. Learning facts is helpful but there’s much, much more to science. Doing science means actively asking questions, making guesses, questioning assumptions, collecting and analyzing information. Go well beyond the confines of a textbook. Guide learners in doing the actual work of a scientist.
Show students how to find and join a network of volunteers. Like our learners, volunteer scientists have very little (or no) specific scientific training. Despite deficits in factual information, novice researchers can perform and manage extremely important research-related tasks such as observation, measurement or computation.
For example, the Cornell Lab of Ornithology follows an excellent collection of projects that need volunteers. CLO’s site, dubbed Citizen Science, tracks projects that encourage and allow young researchers to do the work of scientists. Such projects create powerful relationships between the general public and professional scientists, resulting in some of the world’s largest research teams. The projects highlighted at CLO make it possible for students and concerned citizens to contribute valuable information to ongoing, worldwide studies.
A great citizen science project to involve students in is the Great Backyard Bird Count. The GBBC gets underway beginning February 17th and lasts until the 20th. It’s an event that encourages bird watchers of all ages to count birds. The simple act of observation (an important skill for any scientist!) creates a real-time snapshot of where birds are across our continent. Participating in this event takes as little as 15 minutes on one day. If students get excited with the process, they are welcome to count for as long as they like each day of the event.