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Barbara Lindsey

Do Students Know Enough Smart Learning Strategies? | MindShift - 0 views

  • recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.
  • Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how. What is the topic for today’s lesson? What will be important ideas in today’s lesson? What do you already know about this topic? What can you relate this to? What will you do to remember the key ideas? Is there anything about this topic you don’t understand, or are not clear about?
Barbara Lindsey

The Vod Couple -- THE Journal - 0 views

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    Article on two high school chem teachers videotaping lessons to help diverse learners.
Celeste Arrieta

The Lesson Plans Page - Language Arts Lesson Plans, Language Arts Ideas, & Language Art... - 0 views

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    Ideas con planes de clases
Barbara Lindsey

Learning 2.0 « Beyond WebCT: Integrating Social Networking Tools Into Languag... - 0 views

  • While I was reading this article I was very critical and was wondering whether this course was going to be just lecturing by simply recording and showing the lesson and how these two professors could assess so many students in terms of time and in terms to have an assessment which would not make them cheat as this is an online environment. Well, in the last part of the article the answer is clearly expressed they do show a recording but on the online lesson they actually use the lesson to discuss project in smaller groups. Do not personally know how many smaller groups they would create and of how many members however the idea is excellent to me.
    • Barbara Lindsey
       
      What role should communities and collaboration play in a course of this size? Do you have the same concerns that Rosario has about individualization? What about Eda's suggestions for best use of technology?
Barbara Lindsey

Language lessons: You are what you speak - life - 01 June 2010 - New Scientist - 0 views

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    "each of the world's 7000 or so languages contains its own unique clues to some of the mysteries of human existence."
Barbara Lindsey

A Lesson from P2PU's Digital Journalism Mashup: - 0 views

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    Critique of P2P from student perspective
Barbara Lindsey

Using Open Content To Drive Educational Change | FunnyMonkey - 0 views

  • The differences between open content and traditional textbooks only begin with the production and distribution of the text. When we look at the types of teaching, learning, and assessment that become more accessible when using open content, we can start to get a clearer picture of the pedagogical rationale that makes remixable and reusable content a better choice than a traditional textbook.
  • generally, when a text is being used within a course, the structure of the text creates the structure of the course.
  • The text becomes a point of reference for the ongoing work in the class.
    • Barbara Lindsey
       
      Is this necessarily a problem?
  • ...1 more annotation...
  • most teachers who use a textbook deviate from it. Most teachers plan lessons and curriculum that go beyond where the text ends, or that address deficiencies in the text. These lessons and activities form a shadow text that help drive quality classrooms. Yet, within the world of the traditional textbook, these improvements or options never make it back into the textbook. Many of these innovative practices never get shared with colleagues in the same building.
    • Barbara Lindsey
       
      Interesting point!
Barbara Lindsey

Wordle and Glogster Lesson Plan (A Real Eye Opener!) « Eduhowto - 0 views

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    Blog post about how this teacher plans on using Wordle and Glogster.
Barbara Lindsey

Ending the semester, lessons learned (Part 3) | Language Lab Unleashed! - 0 views

  • I was soundly “learned” by them and I won’t make that mistake again!
  • Did they take to the technology like fish to water because they were under 30 yrs of age? oh heck no. They chose tools that made sense for them — based on their comfort level and their intended outcomes in the language and the course.
suzanne ondrus

Ending the semester, Lessons Learned (Part 4: Assessment) | Language Lab Unleashed! - 0 views

  • I see teaching as constantly re-tooling, tweaking, re-evaluating, scrapping, starting over.
  • One of my goals for this class (and for me) was to see what student-centered assessment would look like in a conversation class. I took a big leap and gave the reigns over to them. The content of the class and flow of the class was based on their interested and idea. They were there because they had personal goals that needed to be acknowledged and realized… or at least approximated.
    • Barbara Lindsey
       
      What do you think about this?
    • suzanne ondrus
       
      This is a really cool idea! It resonates with Vance's approach.
  • What would happen if I felt they didn’t merit the grade they said they did? what if they all wanted an A+?
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  • This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.
  • Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).
    • Barbara Lindsey
       
      If I understand correctly, Barbara Sawhill then did not tell them to revise their metagoals?
  • A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.
  • It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable
    • Barbara Lindsey
       
      Do you think this is a fair critique?
    • suzanne ondrus
       
      I don't see how this problem situation happened. The teachr said that each individual student had to make individual goals and tasks!
  • In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.
    • Barbara Lindsey
       
      Is there anything in Batson's interview, "Beyond Campus Boundaries", that you see reflected here? Could you picture using similar assessments with your students?
Barbara Lindsey

Wordle: using word clouds in a lesson - 0 views

  • The lesson went very well and I found Wordle to be an useful and interesting tool to use to engage my pupils in text analysis, looking at language and vocabulary in detail. My pupils liked the way Wordle automatically picked up the gist of any given text so much that they asked me about how to use Wordle to help them revise in other subjects. 
Barbara Lindsey

The Fischbowl: Trivia Survey for a 4th Grade Math Lesson - 0 views

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    Using google forms for classroom assignment that includes input from the world
Celeste Arrieta

Planificacion.pdf (application/pdf Object) - 0 views

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    Bloom app - sample lesson
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