The examples should sound familiar: We get necessary and helpful feedback from a boss or colleague, only to snarl under our breath, but failing to realize the foolishness on our end. We become aware of our declining efficiency, so instead of treating the disease we treat the symptoms and we chug coffee only to crash an hour later face-first into our keyboard (and then we go searching for productivity hacks because our workload is too high).
Over time, this becomes our routine, our default reaction, and we fail to stop and reflect on what we’re doing. To make it even more difficult, many of us don’t have the luxury of someone being accountable for us (who does?), helping us recognize our mistakes and their repercussions.
Remember: hydroponics is a method of growing plants without the use of soil. Aquaponics, therefore involves growing plants without soil (i.e. hydroponics) using fish waste as an organic nutrient source (i.e. aquaculture).
Hydroponics and aquaponics incorporates every STEM field – Science, Technology, Engineering, and Math – in a fun, food-growing package that every student can relate to. (After all, everyone eats food, no matter what their background.)
But we get it.
And you have questions.
Where would you even start with a classroom hydroponic system?
How would you incorporate it with your existing curriculum, let alone satisfy the looming demands of the Common Core?
Creating videos is one of my favorite classroom activities for students. A well-planned video project can be used to have students sharpen their research, writing, and revising skills while developing video production skills. Below you will find a collection of tips and resources for learning to become a better video editor. If you’re looking for a mobile video creation tool, take a look at this comparison chart.
In the video below WeVideo offers three key tips for shooting better videos.
The Vimeo Video School offers more than five dozen videos about creating better videos. Two of their videos are embedded below.
The study itself has big enough holes through which you could drive a truck, but that’s not that important for how I envision using it in my International Baccalaureate Theory of Knowledge class when we study human sciences.
The key point is made by NPR’s science correspondent at the end:
I think I’m going to have my TOK students read the NPR piece and many of the comments (while also looking at the issue of causation versus correlation), and then have them design a