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Luke Fellows

Social Media in the Classroom - Resources and Tips and Ideas - WeAreTeachers - 0 views

www.weareteachers.com/...-backtoschool

Social Media in the classroom

shared by Luke Fellows on 06 Aug 13 - No Cached
  • Should We “Like” Social Media in the Classroom?
  • Using Social Media to Boost Creativity
  • 10 Ways to Use Instagram in the Classroom
  • ...4 more annotations...
  • Making Meaning With Social MediaHow sharing work online
  • 7 Social Media Icebreakers
  • Social Media on Pinterest
  • 5 Ways to Engage Parents Online
  • Luke Fellows on 06 Aug 13
     
    more F2F and K-12 specific but some good ideas.
lkryder

There's a Badge For That | Tech Learning - 0 views

www.techlearning.com/...54727

badges motivation learning alternative assessment assessment

shared by lkryder on 22 Jun 14 - No Cached
  • digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.
  • 3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
  • teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
  • lkryder on 22 Jun 14
     
    A good introductory overview to badges and how to use them - note the instructional suggestions and links to resources
Teresa Dobler

Peer Edit With Perfection: Effective Strategies - ReadWriteThink - 0 views

www.readwritethink.org/...-edit-with-perfection-786.html

shared by Teresa Dobler on 21 Jun 14 - No Cached
  • be specific
    • Teresa Dobler
      Teresa Dobler on 21 Jun 14
       
      My students quickly fall into the habit of saying "good job, it was good" rather than being specific - this would also be applicable to constructive feedback.
  • make corrections on the sample by checking for spelling, grammar, and punctuation errors.
Alicia Fernandez

Using Content Curation Tools to Engage Students | Faculty Focus - 0 views

www.facultyfocus.com/...curation-tools-engage-students

content curation online content curation software ScoopIt

shared by Alicia Fernandez on 23 Jun 14 - No Cached
  • Alicia Fernandez on 23 Jun 14
     
    The abundance of freely available information also has changed the role of educators. It's no longer about us standing in front of class and providing information. It's about helping these learners contextualize that information. Helping them connect it to what is out there in the real world and give it foundation and meaning. They have access to the information already, but can they critically evaluate it and figure out which piece goes into which puzzle? Then the question becomes, how should we, as instructors, be helping them? One method to facilitate this process is to have the students contribute to the class content. There are a variety of sites out there that combine content curation with a social networking component, thereby allowing users to discover, organize, and share content around a specific topic.
Melissa Pietricola

Research Center: Teacher Quality - 1 views

www.edweek.org/...teacher-quality

shared by Melissa Pietricola on 02 Jul 10 - Cached
  • ven so, the specific characteristics that constitute an effective teacher are hotly debated. Teacher quality is extremely difficult to measure. As a result, most studies resort to measurable teacher inputs such as certification, academic degrees, and years of experience. Some studies that have correlated teacher test scores on basic skills tests and college entrance exams with the scores of their students on standardized tests have found that high-scoring teachers are more likely to elicit significant gains in student achievement than their lower-scoring counterparts
  • Deep content-area knowledge
  • e research is not detailed enough to clarify how much subject matter is critical for teaching specific course levels and grades.
  • ...3 more annotations...
  • Teaching experience
  • less consensus about certification.
  • Many schools have also introduced induction and mentoring programs to address high attrition rates and improve the practice of their inexperienced teachers.
  • Melissa Pietricola on 02 Jul 10
     
    teacher experience, content knowlege
Kelly Hermann

AbleData: Welcome to AbleData - 0 views

www.abledata.com/abledata.cfm

Module 4 assignment

shared by Kelly Hermann on 19 Jul 10 - Cached
Sue Rappazzo liked it
  • Kelly Hermann on 19 Jul 10
     
    This site has a wealth of resources for those interested in learning more about assistive technology in general as well as those researching specific products.  AbleData provides resources for users, product reviews and a searchable database of companies that manufacture assistive software and devices, as well as a library that allows users to search for publications and other information about assistive technology.  It is a dynamic website that is updated frequently so it helps users to stay current on a rapidly changing field.
Joan Erickson

Ministry of Education, Singapore: Education System, Syllabuses: Sciences - 0 views

www.moe.gov.sg/...sciences

shared by Joan Erickson on 15 Jul 10 - Cached
  • Joan Erickson on 15 Jul 10
     
    Singapore's Ministry of Education--specific syllabus for every subject
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
Kristina Lattanzio

Developing Practice using feedback - 0 views

www3.hants.gov.uk/unit6-devpractice

music education feedback

shared by Kristina Lattanzio on 28 May 09 - Cached
  • Kristina Lattanzio on 28 May 09
     
    Discusses various forms of feedback used in evaluation - specifically in music education. The different forms are useful in any discipline though.
  • alexandra m. pickett on 01 Jun 09
     
    very nice job kristina. nice tags, nice comment. ; ) me
Jennifer Boisvert

FOLDOC - Computing Dictionary - 0 views

foldoc.org

dictio dictionary computing dictionaries computer reference

shared by Jennifer Boisvert on 13 Jun 09 - Cached
  • Jennifer Boisvert on 13 Jun 09
     
    Dictionary specific to computer terminology.
Kristen Della

Instructional Design Models - 0 views

carbon.ucdenver.edu/...idmodels.html

instruction models instructional design

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.
Diane Gusa

Rubrics - 1 views

edtech.kennesaw.edu/...rubrics.htm

rubrics assessment learning teaching

shared by Diane Gusa on 13 Jul 11 - Cached
  • A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
  • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • use a range to rate performance.
  • ...8 more annotations...
  • focus on measuring a stated objective
  • contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
  • improve students' end products
  • provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
  • help students become better judges of the quality of their own work.
  • allow assessment to be more objective and consistent.
  • force the teacher to clarify his/her criteria in specific terms.
  • provide students with more informative feedback about their strengths and areas in need of improvement.
Kristen Della

MERLOT ELIXR (THIS IS THE BEST RESOURCES EVER>>>) - 0 views

elixr.merlot.org/

module 4 assignment case studies in mulitmedia

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    The MERLOT ELIXR project was recently selected as an Innovation Award finalist by the Professional and Organizational Network in Higher Education (the professional association for faculty development and teaching support). The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories.
  • Kristen Della on 11 Jul 11
     
    The MERLOT ELIXR project was recently selected as an Innovation Award finalist by the Professional and Organizational Network in Higher Education (the professional association for faculty development and teaching support). The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories.
rhondamatrix

Guest Post | Helping Students Motivate Themselves - NYTimes.com - 0 views

learning.blogs.nytimes.com/...g-students-motivate-themselves

teaching nytimes

shared by rhondamatrix on 05 Jul 14 - No Cached
  • rhondamatrix on 05 Jul 14
     
    This article tackles the subject of student motivation - specifically, how students can be intrinsically motivated rather than just going for the grade. Several possible options are discussed for how to build up motivation over time. The article mostly focuses on younger children, but perhaps some of the strategies can be adapted for college students?
lkryder

The Artist's Toolkit: Explore | ArtsConnectEd - 3 views

www.artsconnected.org/...explore.cfm

Module 4 Assignment art vocabulary

shared by lkryder on 19 Jul 14 - Cached
abeukema liked it
  • lkryder on 19 Jul 14
     
    A fun way to introduce discipline specific vocabulary
Heather Kurto

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

www.technologysource.org/...274

effective teaching evaluating online courses

shared by Heather Kurto on 13 Jun 13 - No Cached
  • Instructors should provide clear guidelines for interaction with students.
  • Establish policies describing the types of communication that should take place over different channels.
  • Well-designed discussion assignments facilitate meaningful cooperation among students.
  • ...18 more annotations...
  • Set clear standards for instructors' timelines for responding to messages.
  • Discussion groups should remain small.
  • Discussions should be focused on a task.
  • Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor.
  • Tasks should always result in a product.
  • Tasks should engage learners in the content.
  • Learners should receive feedback on their discussions.
  • Instructors should post expectations for discussions.
  • earners should be required to participate
  • "information feedback" and "acknowledgement feedback."
  • Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments.
  • Acknowledgement feedback confirms that some event has occurred.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • nstructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given.
  • egularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
  • Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments.
  • Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are goo
  • Allowing students to choose project topics incorporates diverse views into online courses.
Catherine Strattner

How Different Types of Knowledge Are Assessed - 0 views

www.cala.fsu.edu/...assessing_knowledge

types knowledge

shared by Catherine Strattner on 21 Jun 12 - No Cached
  • Procedural knowledge is knowing how to do something; it involves making discriminations, understanding concepts, and applying rules that govern relationships and often includes motor skills and cognitive strategies
  • Declarative knowledge is knowing that something is the case
  • Problem solving may involve domain-specific strategies, suggesting that different strategies are employed when solving problems in different content a
  • ...6 more annotations...
  • The ability to solve problems builds on declarative knowledge and procedural knowledge.
  • eas, such as math versus writing
  • problem solving involves a sequence of steps, beginning with establishing a representation of the problem, then selecting a strategy that seems appropriate for resolving the problem, followed by evaluating the results of employing that strategy
  • Declarative knowledge involves information one can state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in some other way what they know
  • He described declarative knowledge as a network of propositions, whereas procedural knowledge represented productions. While declarative knowledge involves knowing that something is the case, procedural knowledge involves knowing how to do something
  • To assess problem solving, students are presented a problem to solve or a situation from which they must infer the problem that needs to be solved. Typically, any number of strategies might be used to successfully solve the problem. When scoring student performance where the focus of the assessment is on problem solving, proficiency with particular strategies or other types of procedural (or declarative) knowledge generally is not scored. What is scored are qualities such as the establishment of a clear and appropriate problem representation and sense of goal, the selection of a strategy that is reasonable given the goal to be achieved, and the adequacy with which outcomes from using the selected strategy are evaluated.
  • diane hamilton on 21 Jun 12
     
    this item discusses different kinds of knowledge, their connection to Bloom's taxonomy, and how to assess each
  • Catherine Strattner on 23 Jun 12
     
    Different types of knowledge and how to write performance objectives in line with each.
Anneke Chodan

Classroom2.0: Avoiding the "creepy treehouse" « melanie mcbride.net - 0 views

melaniemcbride.net/...treehouse-v-digital-literacies

creepy treehouse web2.0

shared by Anneke Chodan on 21 Jun 12 - No Cached
  • But there is very BIG difference between being ‘lured’ (false pretenses) and being requested specifically for the purpose of learning – defined and clarified on educational/professional terms.
  • There is no reason why these tools cannot be used ethically, responsibly and productively if we are mindful and self reflexive in our pedagogies.
Erin Fontaine

Teaching Students with Special Needs: Advice for Teachers (Grades K-12) - TeacherVision... - 0 views

www.teachervision.fen.com/...48460.html

shared by Erin Fontaine on 24 Jun 12 - Cached
  • A learning disabled student …
  • Use these appropriate strategies with learning disabled students:
  • Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      You could try using voice to text service, set up chat sessions, even meet in person to conduct evaluations
  • ...7 more annotations...
  • frequent progress checks.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      Great way to utilize the Act. Report feature in Moodle
  • immediate feedback
  • Make activities concise and short
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      This will be my hardest, how do you accomodate everyone, with every thing they need?
  • provide specific praising comments that link the activity directly with the recognition
  • offer information in both written and verbal formats
  • Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
Catherine Strattner

Cuomo Signs Legislation on Public Disclosure of Teacher Evaluations | WKBW News 7: News... - 0 views

www.wkbw.com/...her-Evaluations-160266275.html

legislation public disclosure teacher performance

shared by Catherine Strattner on 01 Jul 12 - No Cached
  • The new law signed today by the Governor ensures that parents and the general public can assess how schools across New York are performing. The law requires school districts and BOCES to fully disclose their evaluation results to the public and require requires the State Education Department to post and make widely available important data that will allow the public to analyze and compare how schools are performing. School districts and BOCES will also be required to notify and fully disclose to parents and legal guardians the final specific ratings and composite evaluation scores of the teachers and principals to which their student is assigned.
  • Catherine Strattner on 01 Jul 12
     
    Legislation makes APPR ratings public in NY state.
  • Catherine Strattner on 01 Jul 12
     
    Article regarding public disclosure of teacher ratings in NY state.
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