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ISTE | Make math concrete with digital fabrication - 1 views

www.iste.org/...articleDetail iste math concrete fabrication makered
shared by John Evans on 21 Dec 15 - No Cached
  • John Evans on 21 Dec 15
     
    "For too many students, doing mathematics means just plugging numbers into a memorized formula to get an answer. And because they don't understand the formulas they're using, they often fail to use the right one. Take a look at Isaac's work below, for example. He is a fifth grade student who tried to find the surface area of a rectangular prism by incorrectly adapting a previously memorized formula for calculating perimeter. He calculated two times the length plus two times the width (2L + 2W) and tried to account for the height by multiplying it by 4, then adding it to the previous sum. Unfortunately, Isaac is not alone in this type of approach. Students who use formulas by rote may never come to see mathematics as sense-making and may never understand the formulas they use. And there are so many formulas to memorize! Teachers who prematurely introduce students to formulas risk denying them opportunities to develop the necessary conceptual foundations for mathematical understanding."
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5 Simple EdTech Wins for Beginners! | That #EdTech Guy's Blog - 1 views

thatedtechguy.wordpress.com/...mple-edtech-wins-for-beginners simple edtech wins beginners
shared by John Evans on 16 Dec 15 - No Cached
  • John Evans on 16 Dec 15
     
    "It appears that confidence is still a major barrier that prevents some teachers from using EdTech to its full potential to really enhance both teaching and learning in their classrooms. I'm a fan of quotes and I feel this one is appropriate as it sums up the impact action can have on confidence: "Inaction breeds doubt and fear. Action breeds confidence and courage. If you want to conquer fear, do not sit home and think about it. Go out and get busy." Dale Carnegie It goes without saying that the he more often you do something, the quicker you will become more confident in doing it. Trialling something new can be daunting at first for many. However, the more often you do this, the less fearful you will be. In fact, you may even find trying new things more exciting, particularly when you see spectacular results! You may be able to place yourself in one of the following categories based on your confidence in using technology in the classroom:"
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A Principal's Reflections: Making is in Our DNA - 0 views

esheninger.blogspot.com/...making-is-in-our-dna.html @esheninger makered constructivism dna making reflections
shared by John Evans on 17 Dec 18 - No Cached
  • John Evans on 17 Dec 18
     
    "With all the hoopla in regards to maker education and makerspaces I wanted to take a minute to share that this is not a new concept. Has it evolved - definitely! The process of making has been in our DNA since the dawn of human civilization to create tools for hunting and survival.  For many of us who grew up before the Internet, we spent countless hours playing with popular toys such as LEGO's, Lincoln Logs, Construx, and Erector Sets.  It has also been the livelihood for many people and a focus on hobbies or passion projects.  Now we have 3D printers, Arduino's, Raspberry Pi's, Little Bits, Makey-Makey's and an array of other innovative technologies to unleash the maker in all kids.  Regardless of the tool, the process is rooted in constructionism, which can be traced back to constructivism. Jonan Donaldson sums it up nicely: Terms such as collaborative learning, project-based learning, metacognition, inquiry-based learning, and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism grounded on the work of Piaget, Vygotsky, and Bruner. Constructionism brings creativity, tinkering, exploring, building, and presentation to the forefront of the learning process."
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Raise Your Students' Digital IQ - A Plan for Your Classroom - The Tech Edvocate - 2 views

www.thetechedvocate.org/l-iq-a-plan-for-your-classroom students digital IQ safety LwICT
shared by John Evans on 23 Jul 18 - No Cached
  • John Evans on 23 Jul 18
     
    ""More than half of 8-12 year olds are exposed to cyber-risks," according to a 2018 report. These risks can include cyber-bullying, online sexual behaviors and video game addition. The threat is easy to see. Kids today spend hours a day online on computers and phones, much of it unmonitored. To protect your students from online threats you need to raise their Digital IQ. What is Digital IQ? According to the DQ Institute, an international think tank that aims to ensure every child acquires the skills they need to be informed users of digital media, "Digital Intelligence is the sum of technical, mental and social competencies essential to digital life." It's not only skills at coding and working with technology, but also avoiding the risks that technology exposes children to."
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A Principal's Reflections: 6 Ways to Improve Professional Learning - 1 views

esheninger.blogspot.com/...ove-professional-learning.html improving professional learning
shared by John Evans on 21 Oct 19 - No Cached
  • John Evans on 21 Oct 19
     
    "No matter your position in education, you have gone through some form of professional development. In many cases, the act of being "developed" comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Many of these are often the one and done variety or conducted in a drive-by manner. Now, don't get me wrong; some educators find value in the experiences I have outlined above and have gone on to change their respective practice for the better. However, I would say an equal amount have found little to no benefit. The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professional learning.  "
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What Is All This STEM Stuff? | Parent Toolkit Blog - 1 views

www.parenttoolkit.com/index.cfm stem stuff parent toolkit blog
shared by John Evans on 21 Jul 15 - No Cached
  • John Evans on 21 Jul 15
     
    "These days, you can't turn around without hearing something about STEM. Schools are adding STEM courses and STEM summer camps are popping up across the country. A well-publicized public-private partnership aims to develop 100,000 new STEM teachers over the next decade. But what is all this STEM stuff anyway? Technically, STEM stands for Science, Technology, Engineering, and Mathematics. STEM programs typically blend together at least two of these subject areas. However, STEM is much more than the sum of its individual parts."
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Dim Sum Warriors ??? iPad App Kicks Language Learning To New High - 0 views

www.sfgate.com/...article.cgi ipad app language learning Chineses mandarin
shared by John Evans on 10 Apr 12 - No Cached
  • John Evans on 10 Apr 12
     
    "The interactive comic, which is colorfully illustrated and has voice-overs in Mandarin Chinese and English, addresses a growing interest worldwide in learning Chinese and English. It is now available in the App Store in over 50 countries."
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Teachers Corner - Great Lakes Kids - 0 views

www.on.ec.gc.ca/...morphie-teachers-2_e.html water concepts science MY EY EnvironmentCanada lessonplans resources
shared by John Evans on 09 Feb 09 - Cached
  • Morphie’s GREAT WATER RIDE Adventure Meet Morphie, a raindrop who travels, magically changes shape and form (hence his name), and shows us how many things water can do as he “rides” the water cycle. Use the story of Morphie’s adventures as: • A downloadable, read-aloud poem, to make young children aware of the wonders of water in our lives • An illustrated, interactive on-line water adventure for classroom computer use Morphie’s rhyming story is a complement to science learning, and an invitation to investigate more about the properties, uses, vocabulary and responsible care of fresh water. Ways to use Morphie’s Great Water Ride Adventure as a teaching aid: • As a whole narrative, to introduce and/or sum up water concepts presented in Grade 2 science • In parts, to illustrate the many different aspects of water in our lives and in the natural environment (through science, art, language) • On a computer for children (in the classroom, or at home to read with parents) • As a theme for related cross-curricular activities, demonstrations and extensions (see below)
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Wordles of Character | - 7 views

www.timrylands.com/...wordles-of-character Wordle education character backgrounds powerpoint
shared by John Evans on 02 Feb 10 - Cached
  • on a PowerPoint slide
  • Next, they took a screen shot of the finished Wordle picture (when they were pleased with the layout, colour scheme and other elements). They pasted that picture in to the PowerPoint slide and, cropped it until there was only the text.
  • After this, they used the “Select Transparent Colour” tool, and eliminated the unwanted background colour from the Wordle image.
  • ...1 more annotation...
  • The final step was to  add a text box or subtle word art, that contained their slightly longer section of prose. This meant that the ended up with a combination of carefully chosen words and images, summing up elements of a life.
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Weblogg-ed » Personal Learning Networks (An Excerpt) - 0 views

weblogg-ed.com/...l-learning-networks-an-excerpt Richardson collaboration PLN tools resourcesconnected classroom
shared by David McGavock on 03 Jul 14 - No Cached
  • Seventh/eighth grade teacher Clarence Fisher has an interesting way of describing his classroom up in Snow Lake, Manitoba. As he tells it, it has “thin walls,” meaning that despite being eight hours north of the nearest metropolitan airport, his students are getting out into the world on a regular basis, using the Web to connect and collaborate with students in far flung places from around the globe.
  • there is still value in the learning that occurs between teachers and students in classrooms. But the power of that learning is more solid and more relevant at the end of the day if the networks and the connections are larger.”
  • But, what happens when knowledge and teachers aren’t scarce? What happens when it becomes exceedingly easy to people and content around the things you want to learn when you want to learn them?
  • ...5 more annotations...
  • given these opportunities for connection that the Web now brings us, schools will have to start leveraging the power of these networks. And here are the two game-changing conditions that make that statement hard to deny: right now, if we have access, we now have two billion potential teachers and, soon, the sum of human knowledge at our fingertips.
  • The kids have made contacts. They have begun to find voices that are meaningful to them, and voices they are interested in hearing more from. They are becoming connectors and mavens, drawing together strings of a community.
  • What happens when we don’t need schools to manage the delivery of content any more, when we can get it on our own, anytime we need it, from anywhere we’re connected, from anyone who might be connected with us?
  • And it’s not so much even what we carry around in our heads, all of that “just in case” knowledge that schools are so good at making sure students get these days. As Jay Cross, the author of Informal Learning, suggests, in a connected world, it’s more about how much knowledge you can access.
  • If you’re seeing a vision of students sitting in front of computers working through self-paced curricula and interacting with a teacher only on occasion, you’re way, way off. That’s not effective online learning
  • David McGavock on 03 Jul 14
     
    Most schools were built upon the idea that knowledge and teachers are scarce. When you have limited access to information and you want to deliver what you do have to every citizen in an age with little communication technology, you build what schools are today: age-grouped, discipline-separated classrooms run by an expert adult who can manage the successful completion of the curriculum by a hundred or so students at a time. We mete out that knowledge in discrete parts, carefully monitoring students progress through one-size-fits all assessments, deeming them "educated" when they have proven their mastery at, more often than not, getting the right answer and, to a lesser degree, displaying certain skills that show a "literacy" in reading and writing. Most of us know these systems intimately, and for 120 years or so, they've pretty much delivered what we've asked them to.
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