Group items tagged

Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively.  They could be looking for main ideas, thematic and literary elements, or big ideas from the work.   They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts. In addition, students could reflect on the collective evidence as a metacognitive activity to assess their own learning.  Perhaps the collaborative exercise raised new questions for them or offered them new ways of thinking about the text. Perhaps there is something else the student wants or needs to know?

What would have changed in the interpretation of this poem if our perspectives were woven together? Does the collaborative process of conversation yield a greater product? Does the thinking extend when multiple perspectives are mixed? Does the evidence yield to strategic thinking when multiple viewpoints are involved?

One example: LockDown Browser - students are locked down to just that browser - highly recommended by Berlin, stop students from digitally multi-tasking during exams in class

You need to have published policies and procedures about academic dishonesty - policies, syllabus, and enforcement Education is key - do this as part of orientation - special seminars for students - workshops for teachers

It comes down to this: “Life itself is open book” “Open is the new normal” - some assessment can be made out in the open so students can have their own identities - like blogs - I was very impressed by Dr. Alec Couros‘ presentation yesterday about how students are using their blogs