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Teaching Writing as Process | Institute for Writing and Rhetoric - 0 views

writing-speech.dartmouth.edu/...teaching-writing-process teaching writing process
shared by rhondamatrix on 07 Jul 14 - No Cached
  • rhondamatrix on 07 Jul 14
     
    This article from Dartmouth College is a good introduction to the basic steps of the writing process, and jumps off to several links which get into the steps in more detail. The authors stress that each student's process is going to be a little different; writing a paper is not like following a recipe with precise steps.
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How Should Social Media Be Taught in Schools? | EdTech Magazine - 0 views

www.edtechmagazine.com/...social-media-be-taught-schools social media
shared by Teresa Dobler on 07 Jul 14 - No Cached
  • audience and purpose.
    • Teresa Dobler
      Teresa Dobler on 07 Jul 14
       
      we want students to consider who they are posting for and what their purpose is - they should be able to justify both before posting
  • don’t assume that they know how to use it appropriately in a classroom setting
  • Audience
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  • Interactive writing is an example of shared demonstration, when the students and teacher share the responsibility for the work.
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5 Ways to Help Your Kids Use Social Media Responsibly | World of Psychology - 0 views

psychcentral.com/...s-use-social-media-responsibly social media
shared by Teresa Dobler on 07 Jul 14 - No Cached
  • Talking to your kids about how they use social media and technology helps them break out of autopilot and become more mindful of their actions and reactions,
    • Teresa Dobler
      Teresa Dobler on 07 Jul 14
       
      Teachers should discuss
  • Tartakovsky
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Large Group Collaboration with Gapps - EdTechTeam - 0 views

www.edtechteam.com/...group-collaboration-with-gapps large group collaboration
shared by Teresa Dobler on 07 Jul 14 - No Cached
  • divide a document into editable regions to avoid overwriting and general confusion
  • Never allow anonymous editing
  • Create your folder structure early in the year
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Collaboration has been defined like a coordinated, synchronous activity that is the res... - 0 views

dcc.puc.cl/...N47-Collab+in+large+groups.pdf large group collaboration
shared by Teresa Dobler on 07 Jul 14 - No Cached
  • een shown thatwhen several users, each with his own personal input device but with a shared scree
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views

faculty.mwsu.edu/...rubrics.htm rubrics assessment tools collaboration
shared by efleonhardt on 07 Jul 14 - No Cached
  • measurable criteria that can be counted or marked as present or not present in the work that is being evaluated. 
  • This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
  • Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
  • ...9 more annotations...
  • will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
  • when there is a wide range of variation between quality work and work that is not yet proficient.
  • writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
  • that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
  • Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 
  • Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
  • better diagnostic information and provide students more feedback about how to make his or her work better
  • Analytical rubrics, on the other hand, break down the final project into parts
  • empowered to take more responsibility for their own learning.
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TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views

www.teachersfirst.com/...involving-students.cfm rubrics assessment collaboration
shared by efleonhardt on 07 Jul 14 - No Cached
  • have a better understanding of the standards, gradations, and expectations of the assignment
  • sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
  • with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
  • ...1 more annotation...
  • tudents feel more empowered and their learning becomes more focused and self-directed.
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Personal knowledge management skills in web 2.0-based learning | maria chiara pettenati... - 0 views

www.academia.edu/...ills_in_web_2.0-based_learning personal knowledge management online learning
shared by Alicia Fernandez on 08 Jul 14 - No Cached
  • Alicia Fernandez on 08 Jul 14
     
    Chapter 6 deals with the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning.
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Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views

anitacrawley.net/...DabbaughPLE.pdf Formal and informal learning
shared by kasey8876 on 08 Jul 14 - No Cached
  • Alicia Fernandez on 08 Jul 14
     
    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts.
  • kasey8876 on 23 Jul 14
     
    Formal and informal learning, personal learning environments and social media
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Online social networks as formal learning environments: Learner experiences and activit... - 0 views

www.irrodl.org/...2077 Online learning learner experience online social networks social networking sites Elgg
shared by Alicia Fernandez on 08 Jul 14 - No Cached
  • Alicia Fernandez on 08 Jul 14
     
    Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.
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ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

ualbany.mrooms.net/...discuss.php
shared by alexandra m. pickett on 08 Jul 14 - No Cached
  • While students naturally and instinctively know how to use social media,
    • alexandra m. pickett
      alexandra m. pickett on 08 Jul 14
       
      question this assumption!!
    • alexandra m. pickett
      alexandra m. pickett on 08 Jul 14
       
      support this assertion!!
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https://www.iupui.edu/~josotl/archive/vol_10/no_2/v10n2dixson.pdf - 0 views

www.iupui.edu/...v10n2dixson.pdf
shared by Jessica M on 08 Jul 14 - No Cached
  • Jessica M on 09 Jul 14
     
    engagement of students in the classroom
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CTE - Peer-Assessment - 0 views

www.cte.cornell.edu/...peer-assessment.html
shared by mikezelensky on 08 Jul 14 - No Cached
  • mikezelensky on 08 Jul 14
     
    Tools to help teachers assess student learning, such as using rubrics, designing effective test questions, and utilizing self-assessment and peer-assessment techniques.
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Management Strategies: Do Smaller or Larger Groups Promote Better Individual Performanc... - 0 views

business.time.com/...xpected-costs-of-collaboration large group collaboration
shared by Teresa Dobler on 08 Jul 14 - No Cached
  • while larger teams generally are more productive overall than smaller ones, individual members of the bigger groups were less fruitful than their counterparts on the smaller teams.
  • people may not have the time and energy to form relationships
  • On a smaller team, people knew what resources were available and felt they could ask questions when things went wrong. The situation was more controllable
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  • motivation and coordination loss.
    • Teresa Dobler
      Teresa Dobler on 08 Jul 14
       
      Two reasons why individuals in larger groups do not perform as well.
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CL1 - More Information: Group Size - 0 views

www.wcer.wisc.edu/...MI3G.htm group size
shared by Teresa Dobler on 08 Jul 14 - No Cached
  • small as possible to promote positive interdependence, yet as large as necessary to provide sufficient diversity of opinions and backgrounds as well as resources to get the job done
  • complex semester long project may require the resources of a larger group
  • Students in large groups (eight in this case) focused on the difficulties of scheduling meetings.
  • ...1 more annotation...
  • personal
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