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Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

any publishers and teachers have ExamView Question Banks that would be great to be able to import into Canvas rahter than typing it all out in the Quizzes tool. Well, you CAN do this! Here's a screen-cast on how to do this and create a Quiz in Canvas that randomly picks "x" amount of  questions from a question bank. http://youtu.be/ugcke8zMjkc

This video shows how to change the points possible per question for a 100-question Quiz in Canvas. The Quiz is exported, the export file is changed in a text editor and then imported back into Canvas.

Classroom response systems ("clickers") can turn multiple-choice questions-often seen to be as limited as assessment tools-into effective tools for engaging students during class.  When using this technology, an instructor first poses a multiple-choice question.  Each student responds using a handheld transmitter (or "clicker").  Software on the classroom computer displays the distribution of student responses.  Although many multiple-choice questions found on exams work well as clicker questions, there are several kinds of multiple-choice questions less appropriate for exams that function very well to promote learning, particularly deep learning, during class when used with clickers.

Think-Pair-Square - Students share with two other students after they have completed Think-Pair-Share (4-square). Think-Pair-Pod-Share - A "Pod" is a sharing with a small group (a table group) - prior to sharing with the whole group. Students first share with a partner. Then bring all thoughts together as a table (pod) prior to sharing out with whole group. Think-Write/Draw-Share -  Students write or draw their own ideas before they pair up to discuss them with a partner. This allows students to more fully develop their own ideas before sharing. Think-Pair-Share (reading strategies) - During "think" part students are asked to think in terms of summarizing, questioning, predicting, visualizing. Once students understand all four of these areas, groups can be asked to use a variety in a single "think-pair-share". (One (or more) groups summarize, one (or more) groups visualize, etc…) Think-Pair-Share (various perspectives) - After posing a question, ask pairs to "think" in terms of a different perspective. A character in a story, a career, a historical figure. Etc…

Feature of the software include: The ability to import PowerPoint slide shows; Interactive questions, which lets students answer inquiries by the teacher via laptop or mobile device; A variety of question types; Teacher previews of interactive activity results in real time; Bookmarking of slides to be reviewed later; Recording and archiving of student activity during class;

Online revision tool for medical school finals, with support and questions from PasTest

The Oral History in the Digital Age website connects interested persons and organizations to a range of resources related to crafting a meaningful and dynamic oral history project. Crafted by people at Michigan State University with funds from the Institute of Museum and Library Services (IMLS), the site contains critical essays, How-To guides, and an elaborate wiki. The Getting Started area is a good place to begin, as it features helpful playlists about oral history projects. The Essays tab leads to another highly informative section of the site. The short pieces in this section are divided into three topics: Collecting, Curating, and Disseminating. The individual essays include "Enhancing Discovery: Connecting Users to Y our Oral History Collections Online" and "Oral History and Social Networks: From Promotion to Relationship Building." Finally, the Ask Doug option features expert responses to key questions on oral history projects from noted oral historian Doug Boyd

BEFORE READING:  Preview & Build Anticipation
BEFORE READING: Set Purpose
DURING READING: Synthesize Along the Way
DURING READING: Ask Questions
AFTER READING:  Explain Lots of good subpages with procedures for each step

Simply put teachem allows anyone to create a class from YouTube videos by adding time stamped flashcards and review questions.

What is most important about the world of American literature? It's an important question, and some would argue for the works of Twain, while others might speak eloquently about Richard Wright, and so on. This inventive 16-part series for college students deals with the foibles of American literature through a "diversity of voices" in a way that is eminently accessible and interesting. This series was created in 2003 by Oregon Public Broadcasting and it features segments like Exploring Borderlands, Native Voices, and Regional Realism. Each program is also accompanied by a number of lesson units, plans, and additional classroom activities. Visitors can also read detailed program descriptions, and look over a list of Related Resources

Image sharing site Pinterest, with its kind-of-crazy, wild west copyright policy, is a great example of how, for some startups, it's best to shoot first and ask questions later. Under the "safe harbor" provision of the Digital Millenium Copyright Act, Pinterest isn't really responsible for all the copyright-violating content that users post to Pinterest. 

How can people learn from material and content delivered directly to their mobile devices? There are many organizations interested in this subject, and the United Nations Educational, Scientific and Cultural Organization (UNESCO) is one of them. This website provides access to their working paper series on mobile learning, instructional videos, and external websites. The question is a timely one, as there is the hope that this mode of delivery can "supplement and enrich formal school and make learning more accessible, equitable, personalized and flexible for students everywhere." In the Working Paper Series area visitors can read four different papers, including "Mobile Learning for Teachers in Latin America." Additionally, the site contains recent issues of the Mobile Learning Newsletter

E-Publishing is here to stay.  We're here to provide answers to all your E-Publishing questions. We're using real numbers, real data, and real examples from our experiences.  Sit down, settle in, and breathe in the future. WG2E

The Community of Scientists project seeks to pair up NH classrooms for inquiry-based science co-investigations, using technology for video and voice communication.  Teachers at Winchester School (K-8) in Winchester, NH, are working out initial technology questions by creating a Community of Scientists with Elementary Education Methods II students at Keene State College. The pilot project is to co-investigate hydroponics as a sustainable option for growing food rapidly in smaller areas. It entails setting up a simple classroom hydroponics station where students will explore how to best grow plants hydroponically.  KSC students will conduct and monitor their hydroponics experiments while students in Winchester School conduct similar experiment in their own hydroponic station in their classroom.  Students will then video chat with their co-investigators and share their findings.

Thanks for diigoing this.

All about MOOCs via Stephen Downes

The mission of the Journal of Interactive Technology and Pedagogy is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research. Educational institutions have often embraced instrumentalist conceptions and market-driven implementations of technology that overdetermine its uses in academic environments. Such approaches underestimate the need for critical engagement with the integration of technological tools into pedagogical practice. The JITP will endeavor to counter these trends by recentering questions of pedagogy in our discussions of technology in higher education. The journal will also work to change what counts as scholarship - and how it is presented, disseminated, and reviewed - by allowing contributors to develop their ideas, publish their work, and engage their readers using multiple formats. We are committed first and foremost to teaching and learning, and intend that the journal itself - both in process and in product - provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.

The following video does an excellent job of exploring this idea, answering the following questions: 1. What is visual recording? 2. What tools (and apps) are available to make it work? 3. What do you need to understand to be able to do it? 4. Post-production, what do you do with the recordings when you've finished? It is also honest, offering the pros and cons of each app, and of the iPad itself in various learning domains.