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"By revealing his own numerate inadequacies, this author describes a grading system where students accumulate points over a semester of assignment submissions and re-drafting. He claims it offers students more autonomy in controlling their "earned" grade as well as incentivizes their investments in the revision process. In contrast to the normative percentages approach to grading, this point accrual system not only gives students a less ambivalent form of grading but, also, moves them past surface-level revision and into rhetorical re-structuring." This article shows how to "gamify" the writing process.

Uses a course wiki for planning lessons and presentations. Student-teachers post a version of their lessons and then discuss in workshop, later using the wiki "comment" function. Students then revise their lessons and resubmit for evaluation by the instructor.

An article from the Dare County School District with a nice info graphic of Bloom's Taxonomy, revised in the 90s by Anderson, et al. Emphasizes what a learning can do as stages in a process. Also includes a wheel with several processes that might be involved in various parts of lessons that fulfill the taxonomy.

"One of the Eight Essential Elements of Project Based Learning is Revision and Reflection. This important element enables learners to improve their work through the use of feedback from multiple sources - peers, teacher, and expert. "However, giving and receiving feedback from others can be tricky. It can take time, and the giver might not know how to frame his or her feedback, both in terms of content and tone. The receiver might take critical feedback personally, or be misled by feedback that is off-target in some way. "One way to avoid potential pitfalls and help ensure feedback is "kind, specific, and helpful" (to quote Ron Berger) is to use a protocol. One of our favorite feedback protocols is the Gallery Walk. The basic idea is to post pieces of work on a wall - as in an art gallery - so people can move around and look at it. In BIE's "PBL 101" workshops, teachers use this protocol to give and collect feedback on their initial ideas for a project they're designing. "

"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning.... The newly revised TIM was launched in February 2011, and features 100 classroom video example lesson plans, revised and expanded descriptions of student activity, teacher activity, and instructional settings for each TIM cell, focus pages for each characteristic and level, new professional development resources, and indices for grade levels and digital tools. The site includes 25 videos lesson examples in each of four core subject areas - math, science, language arts, and social studies. These lessons were videotaped in classrooms across Florida. "The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. " This is an amazing resource for teacher training. TIM is easily accessbile and recommends you look at grade levels beyond your own for ideas.

R. Stannard training video on this important tool: "Quizlet 2017 is a complete introduction to all the basics of using Quizlet. In this video I will show you how to quickly get up and running with Quizlet without signing in and without making any flash cards. This is a useful educational technology that means you can revise and practice vocabulary at any time. Find flash cards and then start to revise the vocabulary through a series of games. This is a simple learning with technology tool that students and teachers can both use very quickly and easily. Watch these videos and when you know the basics you can also watch these more advanced videos. Learning with Technology Advanced Features in Quizlet"

"Draftback is a good web tool that allows you to playback the revision history of any Google Doc you can edit. You will be able to watch your edits roll out in a video player as if you are watching a movie. We have tried this extension a couple of times and it worked perfectly well. As a teacher, you can use Draftback to track students revision history to identify how much work and time they have put into their writing. You will also be able to see whether doc is their own writing or they have been copying and pasting stuff from the Internet."

This article suggest activities to review (Br. revise) vocabulary. Each is a communicative activity using groups or pairs, and requires only minimal tools. K-adult -- can be adapted to any level.

"if you use iBooks on Ipad or iphone than you also highlight some important text while reading ,and you wondered how good it can be to extract only highlighted part of that book which you want to revise in future …" Looks a little complex at first blush, but seems to work.

"The ESL Writing Online Workshop is an online multimedia program designed to guide non-native speakers of English through each stage of the pre-writing, while-writing, and post-writing processes: 1) Getting Ready to Write, 2) Developing Your Ideas, 3) Revising Your Work, and 4) Editing and Polishing. This online resource is designed for community college students and adult learners. "ESL-WOW is hosted at Excelsior College. it is part of the Excelsior College Online Writing Lab (OWL). Please email info@eslwow.org for more information. " This is a great site for ESL writers at the college/academic level and has supporting videos for each step in the writing process.

BAsed on Bloom's revised taxonomy. This page has several variations on ways to look at the taxonomy and action verbs for objectives, including a mouse-over set of colored blocks with example of objectives for various combinations of cognitive processes and knowledge dimensions. The rainbow table of cognitive processes is also very helpful to visual the dimensions, and each part is well explained. Includes resources and other pages with the taxonomy explained. From CELT.

A model of how a whole class discussion can lead to formative assessment, revision and expansion of ideas, and collaborative learning with very young learners.

This software helps learners develop their basic paragraph writing skills. Students learn how to write an effective paragraph -- developed by reason, detail, sequence, example, and cause and effect. The full version of the software provides 15 interactive writing activities on a variety of topics. Choosing from a menu of topics, students are guided to generate ideas, write a topic sentence, body of a paragraph, and a conclusion. Each interactive activity includes the following steps: pre-writing, writing, organizing, revising, rewriting, and publishing. The software is a great tool for assessment and self-assessment, for individual practice, and may be especially useful in classes where a teacher is not able to provide personal attention to individual student. -- From Lena Shvidko The focus on process in writing is important, from pre-writing to developing an idea. Would probably be appropriate for both young and adult learners.

This blog entry has some great, but simple, ideas for getting group work to, well, work. One is to award, for example 40 points for a 4-person group, and have students award each other points based on how much they thought they did in the group. Another is to use G-Docs histories to see who has actually been working on revisions. And a third is to make students more cognitively aware of themselves as part of a team -- identifying with their team and investing in its success. Great collaboration ideas. This log is focused on middle school learners, but the ideas will work well for any age.

"Sites is Google's free tool to create custom websites. Similar to a wiki, you can develop the site by yourself or choose to collaborate with others on the creation and content of the pages. Then, you can decide on the level of sharing you would like to permit. You can determine who the owners are, whom you would like to give permission to edit and revise the site, and whom you would like to give permission to view the site. You can limit viewing your site to a small, private group or you can choose to publish it so that it is accessible to anyone in the world."

"What2Learn is a national award-winning interactive learning solution which provides effective educational resources and revision games. A great tool for students with literacy and learning difficulties such as ADHD. It is also a great resource for high achieving students keen to work independently to get ahead." Teachers can also create games and activities for ESOL.

Discusses how to deal with error correction and revisions with student writing online.

"Collect up gifs related to any vocabulary area you want to teach or revise. Embed them in an html page on your desk top and start a collection. Each time you add new ones send the html page to your students. (They will need to have a live connection on their computer to be able to view the gifs) Ask them to make notes of any words they relate to the images they see." This is another neat little tool with notes on how to use it from the very extensive collection by Nik Peachey. I'd suggest having the students make animated vocabulary gifs of words they want to learn/find useful.

"Word clouds can help students analyze documents written by others as well as documents of their own creation. By copying the text of a document into a word cloud generator your students can quickly see the words that appear most frequently in that document. Word clouds can also be used to help students see which words that they have frequently used in their own works. Have your students create word clouds of their work during the revision process of writing a story or essay. The word cloud will quickly show students which words they have used the most. Then ask them to think about synonyms for the words that they have used most often in their writings. " T/H R.Byrne

R. Stannard shows how to use this marvelous tool. You can create notes and link them to specific portions of a video on YouTube. If you have a personal account at YouTube, your students will have privacy in watching the video and using the notes for a flipped class, for example. Connect your account with your Google Drive account so everything is accessible from one place and easily revised.