2. MIT Blossoms
BLOSSOMS video lessons are enriching students’ learning experiences in high school classrooms for students across the globe. This amazing video library contains over 50 math and science lessons, all freely available to teachers as streaming video and Internet downloads and as DVDs and videotapes
The lessons intersperse video instruction with planned exercises that engage students in problem solving and critical thinking, helping students build the kind of gut knowledge that comes from hands-on experience. By guiding students through activities from beginning to end, BLOSSOMS lessons give students a sense of accomplishment and excitement. You can even check these lessons out by standards.
3. Curriki
This is the community of K12 open resources. Currently Curriki has 6.5 million users and contains over 40,000 K12 free learning resources
4. NROCK
The National Repository of Online Courses (NROC) is a growing library of high-quality online course content for students and faculty in higher education, high school and Advanced Placement
5. HippoCampus
This amazing resource claims to be teaching with the power of media. HippoCampus is a project of the Monterey Institute for Technology and Education (MITE)
6. WikiBooks
Welcome to a collection of open-content textbooks collection that anyone can edit. The Wikibooks collection currently contains 2,443 books with 40,980 pages.
7. CK12 Interactive Book
I bring this amazing resource up because it is a a relatively new initiative. The community at CK12 Flexbooks and Wolfram Alpha have combined efforts to bring you this awesome Interactive Algebra Book.
8. Flexbooks
I did include this in the last post but wanted to make sure it was added to the list. So… what is a FlexBook? They may be best described as customizable, standards-aligned, free digital textbooks for K-12 education. FlexBooks are customizable textbooks that teachers can use online,via flash drives, CD’s, or as printed books.
Wikijunior books are produced by a worldwide community of writers, teachers, students, and young people all working together
You may also wish to explore Wikijunior, a project to produce age-appropriate non-fiction books for children from birth to age 12
Wikibooks is for textbooks, annotated texts, instructional guides, and manuals
As a general rule only instructional books are suitable for inclusion
Even with these tools, scaffolding is necessary.
1. Content Comes First
Be clear about how student projects will be evaluated
2: Choose and Defend A Particular Presentation Format
Once students know what they want to communicate, they can begin discussing the clearest means for communicating their ideas.
Critical questions are:
What needs to be written? Can that be divided into chunks?
What needs to be purchased? Who wants to go where? When?
What needs to be researched/read? Can that be divided?
Can the project be divided into sections so that each student is responsible for one of those sections? Posters can be divided into sections — Who will be responsible for which sections? Presentations are divided into slides — Who will be responsible for which slides? iMovie sections can be produced on separate computers and assembled in the end — Who will be responsible for which section? Prezis work like Presentations - Who will be responsible for each part?
4. Students Plan a Timeline
Time management is one of those critical skills that is missing from the written curriculum. The key is backward planning.
5. Group members work as Individuals
After students have decided on content, defended a format for presentation, and “divided-to-conquer” the work, they can be meaningfully engaged in their own mini-projects. Each work sessions should have a work goal. M
6. Individuals Comment on Partners’ Pieces
During the revision and assembly stages, some trouble-shooting may be necessary.
7. Groups Reflect on Their Work
Finally, the group needs to come together and comment on the “fit” of all the parts.
8. Allow Groups to see other Groups’ Work
Some students are risk-averse. They want to work on project formats they know. But when they see others’ work, they have a framework they can use when considering formats for other projects.
9. Use Projects to Inform Report Card Comments
Those who chose to make Prezis don’t know this, but I jotted down a quick report card comment about self-motivated learning.
10. Celebrate!
Students should celebrate work well done.
One of the best ways to share the responsibility for Common Core is for teachers to design interdisciplinary Project Based Learning units. In addition to serving as an authentic purpose for the math and ELA skills in the Common Core, PBL, no matter what content area is the focus, promotes the acquisition of critical thinking skills needed by students
No matter what subject area you teach, determine how you can integrate both math and writing into your project.
Tracy, Jake, Bethany, and I are going to do this before school is out. Jake is looking up a story with math and science focus. We want to bring all our students together to work on this. We are in the developing stages and want to try to do more next year.
A collection of expository reading texts about events and people in history. Articles are organized by time period. At the top of each article you can also play the podcast and hear the entire article narrated for you- great for students who need the additional reading support.
Audio recordings with printed page. The person reading reads very slowly and clearly. This was designed for ESL students but could be used for SPED also.
Print media gives youth simple and tangible means to communicate ideas, grab our attention, and ignite our emotions.
A video camera provides creative opportunities for youth to collaborate, express their views and opinions, and foster clarity of vision.
Animation provides a hands-on approach for youth to creatively share stories by exploring their imagination and drawing from their own unique perspective.
The practice of taking a picture is familiar to most young people, but here we explore the potential for expression, communication, and visual thinking.
Sample curricula have also been created to illustrate the Adobe Youth Voices Essentials philosophy in practice. Provided in print, video, photography, and animation, the work is grounded in real-world examples that embody the vision of Adobe Youth Voices—“create with purpose.”
The following are suggestions for keeping students engaged in a project and accountable for their time with computers:
ask What are you trying to learn? or What are you trying to communicate? or What are you working on as a writer? Those questions get answers like I want to know more about the horses that Civil War generals rode or I want to convince people that Justin Bieber is the best singer ever or I’m trying to describe the character’s actions.
When you ask about learning and communication, you are signaling that the content is more important than the technology.
Students set time-bound goals.
Once students have a plan, they break the project into smaller tasks that can be finished in 10– to 15-minute chunks of time. Have students write the specific tasks on Post-it notes. Post-its are set beside the computer. On their Post-its, students finish the sentence, “In the next [x-amount of] minutes, I plan to…”
Tasks should be specific. I’m gonna work on my project is not specific enough. At the end of class, Post-its become “exit slips”.
Laptop screens are “fisted” or “put at half mast”.
Fingers indicate the amount of time students need to complete a shorter task.
Circulate the room, conferencing with students.
Rather than banning chat, teach students how to use it for collaboration.
Don’t be afraid to have tough conversations with individual students.
Many of the suggestions above apply to project-based learning environments both with and without computers. The trick in a 1:1 environment is to maintain focus on learning and communication. Then let technology naturally enhance those outcomes.