Group items tagged

Use Jing to make comments on a screen capture of a student's paper

I used this video (without crediting you in the least) in class tonight. This is about as close to a one-and-one student-teacher writing conference as you can get. I'd like to see more of these types of models available to preservice teachers. Thanks for posting!

The problem with 40 students is that there is no way to read (much less comment upon) every post if every student is posting every week. I am toying then with a rotation model (inspired by Randy Bass), in which students are divided into five groups of eight students, cycling through these five roles: * Role 1 - Students are "first readers," posting initial questions and insights about the reading to the class blog by Monday morning * Role 2 - Students are "respondents," building upon, disagreeing with, or clarifying the first readers' posts by class time on Tuesday * Role 3 - Students are "synthesizers," mediating and synthesizing the dialogue between first readers and respondents by Thursday * Role 4 - Students are responsible for the week's class notes (see next section on Wikis) * Role 5 - Students have this week "off" in terms of blogging and the wiki I like the rotation model because each group of students is reading for and reacting to something different. The shifting positionality affords them greater traction, offers greater variety, and guarantees a dialogue without comments from myself.

Upload, comment and edit files, inc add notes and highlighting. Idea - sharing past papers and model answers

An interesting blog post about the formal research paper taught to incoming college freshmen. The blogger makes the assertion that this process and mode of writing are not effective or even necessary. The comments that follow the post provoke deeper thought. 

Students can share comments to specific parts of texts

record comments about photos using cell phones

This looks a great method for artistic expressiom in the classroom. Thanks.

[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this

using Diigo to have students add comments to their peers' blogs

Use for conversation board starters. Expand them, write your own, etc.

Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.

Meredith Stewart pulls together some TED Talks (Technology, Entertainment, and Design conference) that might provoke good discussion in the English classroom.