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TESOL CALL-IS

Tayloring it… | Doing it my way, which isn't always the same as your way, or indeed the right way! But it'll be fun trying! - 1 views

tayloringit.com

mobile_tech pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 05 Jun 12 - No Cached
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • ...3 more annotations...
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • TESOL CALL-IS on 05 Jun 12
     
    "During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of 'mobile learning', which actually translated as the "shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device". Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner 'learning' something from it, as opposed to the worker 'enhancing' their performance from it (Hell, who needs to learn the London Underground routes if you've got the app in your pocket?) And this is where I think we have got it wrong again!" Great thoughts on where we are and where we might go with mobile technologies for education
TESOL CALL-IS

Classroom of the Future - Devon County Council - 0 views

www.devon.gov.uk/...future

lab-design pedagogy teachers VSL

shared by TESOL CALL-IS on 16 May 12 - No Cached
  • HIGH TECH: 21st century classroom on the horizon Pupils have say in their future - by John Thorne in Mid Devon Gazette - 6/11/01 Primary school pupils have been given the opportunity to say what they think a high-tech 21st century classroom should contain. The pupils took part in a technology day at Chulmleigh Community College, which has been chosen as the site for a pioneering classroom of the future project, along with witheridge and Winkleigh primary schools. Devon County Council has been awarded £900,000 by the Department for Education and Skills for the innovative scheme. It aims to help boost learning opportunities for children and adults in rural communities. Devon is one of 12 local authorities selected following an invitation by the Government to councils to come up with plans for a classroom of the future. Each of the three schools would be equipped with the latest computers, audio and video technology. This would allow pupils and adult learners to benefit from video links with experts at three of Devon's technology colleges, including Queen Elizabeth's at Crediton. They would be able to take lessons or give lectures without moving from their home base. The idea is to provide greater learning opportunities for people living in rural areas and help to cut down social exclusion in isolated communities.
  • TESOL CALL-IS on 16 May 12
     
    Pupils have a say in what their classroom will be. "HIGH TECH: 21st century classroom on the horizon Pupils have say in their future - by John Thorne in Mid Devon Gazette - 6/11/01 Primary school pupils have been given the opportunity to say what they think a high-tech 21st century classroom should contain. The pupils took part in a technology day at Chulmleigh Community College, which has been chosen as the site for a pioneering classroom of the future project, along with witheridge and Winkleigh primary schools. Devon County Council has been awarded £900,000 by the Department for Education and Skills for the innovative scheme. It aims to help boost learning opportunities for children and adults in rural communities. Devon is one of 12 local authorities selected following an invitation by the Government to councils to come up with plans for a classroom of the future. Each of the three schools would be equipped with the latest computers, audio and video technology. This would allow pupils and adult learners to benefit from video links with experts at three of Devon's technology colleges, including Queen Elizabeth's at Crediton. They would be able to take lessons or give lectures without moving from their home base. The idea is to provide greater learning opportunities for people living in rural areas and help to cut down social exclusion in isolated communities."
TESOL CALL-IS

Free Video Chat and Video Conferencing from ooVoo - 1 views

www.oovoo.com/home.aspx

video chat speaking listening collaboration adult_learners young_learners VSL

shared by TESOL CALL-IS on 18 Jul 11 - Cached
  • TESOL CALL-IS on 18 Jul 11
     
    "ooVoo offers the ability to video chat face-to-face with family and friends, anytime and anywhere. with ooVoo you can have free video chats one-to-one, or have a group video chat with up to 6 people at once!" This might be useful for consulting with students, listening tests, practice with speech and gestures, etc. Requires headset and video camera with broadband connection. Can do 1-way video.
TESOL CALL-IS

21st Century Icebreakers: 10 Ways To Get To Know Your Students with Technology - Teachers with Apps - 3 views

teacherswithapps.com/-your-students-with-technology

pedagogy online-lessons adult-learners young-learners VSL

shared by TESOL CALL-IS on 18 Mar 14 - No Cached
  • TESOL CALL-IS on 18 Mar 14
     
    "Have students create a Pinterest board with 10 pins that summarizes them. Ask students to create a 30 second podcast that introduces themselves. Then allow students to present them or play them on separate devices as an audio gallery. Create a classroom blog and ask each student to write a blog post introducing themselves to the rest of the classroom. Have students create a quick comic strip to describe themselves or to recreate a recent funny moment in their lives. Use PollEverywhere to ask students interesting questions and get to know them as a class, like their favorite subjects, bands or TV shows. Use GoogleForms or SurveyMonkey to survey students about their interests, academic inclinations, and background info - a 21st century alternative to the "Getting to Know You" info sheet! Have students create word clouds to describe themselves and share with the rest of the class. Have students go on a QR code scavenger hunt in teams to get to know each other and learn about your classroom rules in a fun, engaging way. Ask students to create their own Voki avatars that introduce themselves to the class. Encourage them to be creative with the backgrounds, characters and details of the avatar to reflect their own personalities and preferences. Have students create graffiti online that speaks to their interests and personalities and share with the class." A nice set of ready-made lessons using readily available apps on the computer.
TESOL CALL-IS

Free Technology for Teachers: 11 Helpful Hints for Combining Google Drive With Symbaloo - 1 views

www.freetech4teachers.com/...ints-for-combining-google.html

tools Google-Drive Symbaloo R.Byrne writing mind-mapping research VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • TESOL CALL-IS on 09 Aug 15
     
    R. Byrne: "One of the problems I run into when trying to find documents, videos, or folders that I have saved in my Google Drive folder is trying to find them again quickly without having to dig through the myriad of my created folders. I also want the ability to quickly share with my students folders that have documents or videos without having to send them a link to each one. with these concerns in mind, I felt that combining one of the best visual web resources (Symbaloo) with one of the best storage resources (Google Drive) was the best way to go. " The article shows how G-Drive and Symbaloo can be used together, with an instructional video. It also offers tips on using the two tools for student research projects. Organization of the tiles in the Symbaloo webmix, and the folders in G-Drive is promoted -- a good lesson for anyone whose desktop and files/folders are cluttery. Symbaloo might also serve as a mind-map for a research project, collecting related sites together, and/or tagged by color. I use Symbaloo as my Firefox desktop -- all the sites I want to find fast are there, not just the ones I have used most recently, which is what Firefox offers when a blank tab/window is opened. Symbaloo also means that when you switch from device to device the same set of tiles is viewable. Run out of room? You can organize tabs with different sets of tiles.
TESOL CALL-IS

ClassroomQ: A Better Way to Ask and Manage Questions - Nick's Picks For Educational Technology - 2 views

edtechpicks.org/...lassroomq-ask-manage-questions

classroom-management tools adult-learners VSL

shared by TESOL CALL-IS on 28 Jan 19 - No Cached
  • Teachers see an ordered list of student requests along with any optional comments that students may have provided. Simply clicking on a student’s name removes them from the list. A Better Workflow ClassroomQ can play an important role in the workflow of the student-centered classroom. Students requesting help no longer have to sit with their hands up, doing nothing for extended periods of time. Teachers can give their full attention to the student(s) they are working with, knowing that other students have been acknowledged. ClassroomQ Accounts Free accounts are limited to a maximum of five students in the queue at one time (which should be plenty for most classrooms). Paid accounts ($19.99/yr.) are unlimited and also offer the ability to view who has checked in to a class along, and the option to download data from each class session. Copyright secured by DigiproveSome Rights ReservedOriginal content here is published under these license terms: X License Type:Non-commercial, Attribution, Share AlikeLicense Summary:You may copy this content, create derivative work from it, and re-publish it for non-commercial purposes, provided you include an overt attribution to the author(s) and the re-publication must itself be under the terms of this license or similar.License URL:http://creativecommons.org/licenses/by-nc-sa/3.0/Don't Miss a Pick - Follow Us http://edtechpicks.org/wp-content/plugins/social-media-feather/synved-social
  • TESOL CALL-IS on 28 Jan 19
     
    "The ease of use and simplicity of design are what really make ClassroomQ stand out. After creating an account, teachers can start a class session with one click. "Students join the session by going to classroomq.com/students, enter their teacher's name and class code. They can then ask for assistance and will be added to the teacher's queue with the push of a button. They can also see how many students are ahead of them at any time."ClassroomQ Assistance Button "Teachers see an ordered list of student requests along with any optional comments that students may have provided. Simply clicking on a student's name removes them from the list." Looks like a cool solution -- but wouldn't working in groups be a help? T/h to Nick LaFave
TESOL CALL-IS

Control Alt Achieve: Springtime Magnetic Poetry with Google Drawings - 0 views

www.controlaltachieve.com/...spring-poetry.html

writing teaching_writing Google-Drawing tools poetry young-learners adult-learners VSL

shared by TESOL CALL-IS on 21 Apr 18 - No Cached
  • TESOL CALL-IS on 21 Apr 18
     
    "In the past I have shared Google Drawing templates for students to create drag-and-drop "magnetic" poetry with a winter-theme as well as for Valentine's Day. "This time I have updated the template for Springtime. Just like before, doing this activity with technology such as Google Drawings provides many benefits: " No limit on the quantity of words provided. Just copy and paste more of them as needed. Great tech skills practice with dragging and dropping and copying and pasting. Ability to edit the words provided if needed. Ability to add your own words. Easy collaboration with others. Easy to share or download your final creation. No pieces to get lost. It's free! "See below to get your free copy of the Springtime Magnetic Poetry template to use with your students (or yourself) however you want, as well as directions on how to use it." A template and instructions follow. T/h to Eric Curts blog, Control Alt Achieve
TESOL CALL-IS

How Innovative Teachers Are Using Skype In Their Classrooms - 4 views

www.findingdulcinea.com/...Skype.html

listening speaking pedagogy adult-learners young-learners teacher-training VSL

shared by TESOL CALL-IS on 23 Apr 13 - No Cached
  • TESOL CALL-IS on 23 Apr 13
     
    "Skype gives students and teachers the ability to connect with the outside world without leaving the classroom, allowing them to meet face-to-face with the subjects of their learning or with students from other cultures. Teachers across the world have already arranged many enlightening and unforgettable conferences, demonstrating the extraordinary potential of Skype in the classroom." Lots of good ideas for using Skype to practice authentic language with authentic audiences. Also points to Skype' "in the classroom" page that helps teachers connect with experts and other classes looking for exchanges.
TESOL CALL-IS

How Educators Are Using Learnist | MindShift - 1 views

blogs.kqed.org/...w-educators-are-using-learnist

Web2.0 adult_learners tools teachers pedagogy VSL

shared by TESOL CALL-IS on 21 Jul 12 - No Cached
  • TESOL CALL-IS on 21 Jul 12
     
    "Learnist, as many have already pointed out, works much like Pinterest - a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site's "learning boards" look quite a bit like Facebook's timeline feature, and Facebook membership is required to use Learnist at this point. In its current closed beta form, Learnist, launched by Grockit, is still very much in its infancy, but some curious teachers have already jumped on the wagon. Time will tell whether educators will stick with Pinterest, or migrate to Learnist because of its association with Grockit, which already has a large and loyal following as a social learning tool." Nice article on how educators are using Learnist. Hope this one makes it past Beta.
TESOL CALL-IS

Is this another fine mess we've got ourselves into? | Tayloring it… - 0 views

tayloringit.com/...e-mess-weve-got-ourselves-into

blogs teachers pedagogy mobile_tech teacher-training VSL

shared by TESOL CALL-IS on 05 Jun 12 - No Cached
  • TESOL CALL-IS on 05 Jun 12
     
    "During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. with a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of 'mobile learning', which actually translated as the "shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device". Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner 'learning' something from it, as opposed to the worker 'enhancing' their performance from it (Hell, who needs to learn the London Underground routes if you've got the app in your pocket?) And this is where I think we have got it wrong again!"
TESOL CALL-IS

Study Shows Students Are Addicted to Social Media | News | Communications of the ACM - 2 views

cacm.acm.org/...fulltext

Web2.0 multimedia pedagogy VSL research

shared by TESOL CALL-IS on 26 Apr 10 - Cached
  • TESOL CALL-IS on 26 Apr 10
     
    An interesting article on student "addiction" to social media: ""The students did complain about how boring it was [to] go anywhere and do anything without being plugged into music on their MP3 players," says Moeller. "And many commented that it was almost impossible to avoid the TVs on in the background at all times in their friends' rooms. But what they spoke about in the strongest terms was how their lack of access to text messaging, phone calling, instant messaging, email and Facebook, meant that they couldn't connect with friends who lived close by, much less those far away." "Texting and IM-ing my friends gives me a constant feeling of comfort," wrote one student. "When I did not have those two luxuries, I felt quite alone and secluded from my life. Although I go to a school with thousands of students, the fact that I was not able to communicate with anyone via technology was almost unbearable." The student responses to the assignment showed not just that 18-21 year old college students are constantly texting and on Facebook-with calling and email distant seconds as ways of staying in touch, especially with friends-but that students' lives are wired together in such ways that opting out of that communication pattern would be tantamount to renouncing a social life."
TESOL CALL-IS

RONLine - Suite of questionnaire, role-play, debate, etc. tools - 3 views

elrond.scam.ecu.edu.au/...welcome.htm

tools surveys testing quizzes drama teachers pedagogy adult_learners young_learners teacher-training VSL

shared by TESOL CALL-IS on 06 Jun 12 - Cached
  • TESOL CALL-IS on 06 Jun 12
     
    "This suite of tools has been designed to support online teaching and learning. They are available to authorised users for use in educational institution and classrooms. Edith Cowan University does not guarantee or provide any warranty for the tools. "Teachers wishing to use the tools simply need to register with their name and email. The tools can then be accessed with these details. ... The site is managed and maintained by Ron Oliver who can be contacted with queries if the need arises. The site is a development site and has new tools in development and fixes being made to existing tools." Looks to be a very interesting set of online tools with modest interfaces. Suggestions for uses with students are pedagogically sound.
TESOL CALL-IS

CALL IS Virtual Software List - 47 views

Tagging is really important to creating a useful, searchable database. Please read these over and make any suggestions for additions, edits, etc. This is a list of suggested tags, but plea...

VSL

started by TESOL CALL-IS on 13 Apr 09 1 follow-up, last by TESOL CALL-IS on 14 Apr 09
TESOL CALL-IS

If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...mooc-open-education-resistance

Freire MOOC cMOOC educational_reform pedagogy constructivism VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • Our pedagogical imperative is to let a course unfold according to the whim and determination of the group — to replace teacher-as-content with learning-community-as-content-maker.
    • TESOL CALL-IS
      TESOL CALL-IS on 09 Aug 15
       
      Doesn't this replace the content-as-authority with the random knowledges of various members of the group? How does "whim" become "content"? Wouldn't it be better to start with actual, factual knowledge?
  • This is at the heart of what Freire calls “co-intentional education,” in which “Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge.” The collective knowledge of a group of students will almost always exceed the expertise of one instructor.
    • TESOL CALL-IS
      TESOL CALL-IS on 09 Aug 15
       
      The last sentence is misleading -- not what Freire says. If the teacher is not included as part of the task, the knowledge of the group of students probably doesn't exceed the instructor's expertise.
  • TESOL CALL-IS on 09 Aug 15
     
    Our pedagogical imperative is to let a course unfold according to the whim and determination of the group - to replace teacher-as-content with learning-community-as-content-maker. Doesn't this replace the content-as-authority with the random knowledges of various members of the group? How does "whim" become "content"? Wouldn't it be better to start with actual, factual knowledge? on Dec 09, 14 - Edit - Remove This is at the heart of what Freire calls "co-intentional education," in which "Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge." The collective knowledge of a group of students will almost always exceed the expertise of one instructor. The last sentence is misleading -- not what Freire says. If the teacher is not included as part of the task, the knowledge of the group of students probably doesn't exceed the instructor's expertise.
TESOL CALL-IS

Problem-Based Learning in Language Instruction: A Constructivist Model. Eric Digest. - 0 views

www.ericdigests.org/...problem.htm

project-based constructivism content-based pedagogy research teachers VSL

shared by TESOL CALL-IS on 21 Apr 09 - Cached
  • The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).
  • TESOL CALL-IS on 21 Apr 09
     
    Article on PBL: The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).
TESOL CALL-IS

Knowmia - How To Create Video Lessons - 2 views

www.knowmia.com/howto

tools lesson-creation young-learners very-young-learners adult-learners VSL mobile-tech ipad

shared by TESOL CALL-IS on 15 Apr 13 - No Cached
  • TESOL CALL-IS on 15 Apr 13
     
    "Knowmia Teach http://itunes.apple.com/us/app/teach/id527216211?mt=8 Free; Designed specifically for teachers; Integrates directly into Knowmia.com (publish a lesson with the push of a single button); Organize lessons with steps/slides; Draw using shapes, multiple pens (with your finger), text tools, laser pointer and much more; Animate graphic elements on the screen by using two fingers (moving, scaling and rotating them); Integrate videos as part of a lesson (coming soon); The only iPad tool to allow face recording while capturing a lesson (coming soon); Imports images, drawings, and Adobe Acrobat files (coming soon); Integrates with Dropbox, Google Drive, Box.net and Gmail for transferring files (coming soon)" $2.99 Great tool for the iPad; see more info at the iTunes store.
TESOL CALL-IS

Writing Prompts: Story Ideas & Starters (Free Download!) | WritersDigest.com - 1 views

www.writersdigest.com/writing-prompts

writing adult-learners young-learners VSL

shared by TESOL CALL-IS on 21 Nov 13 - No Cached
  • TESOL CALL-IS on 21 Nov 13
     
    Nice ideas, and a downloadable sheet to get a free teaching aid: "At one time or another, most of us suffer from writer's block and have a terrible time coming up with story ideas. We stare at a blank page, unable to come up with clever story starters or generate ideas for stories to write. In a way it traps us and keeps us from doing the one thing we want to do most when we sit down with a paper and pen in hand or in front of a computer: write. The more time we waste and are unable to come up with ideas for writing stories, the more we get discouraged. That's why we have something to help kick-start your muse.In this free online download, you get two weeks worth of top-notch writing prompts designed to spark your mind and help you flex your creative muscles. From fiction prompts to poem starters to short stories ideas, you'll be able to generate creative story ideas based on a sentence or two of direction."
TESOL CALL-IS

Kidblog.org - Blogs for Teachers and Students - 1 views

kidblog.org/home.php

very_young_learners tools young_learners writing VSL blogs web2.0 content-based project-based

shared by TESOL CALL-IS on 21 Feb 10 - Cached
  • TESOL CALL-IS on 21 Feb 10
     
    "Kidblog.org is designed for elementary and middle school teachers who want to provide each student with their own, unique blog. Kidblog's simple, yet powerful tools allow students to publish posts and participate in discussions within a secure classroom blogging community. Teachers maintain complete control over student blogs. Set up your class with no student email addresses. Provide your students with an authentic, engaging, and interactive learning experience with Kidblog." Looks like a safe environment for elementary/middle school kids.
TESOL CALL-IS

Scitation: Physics Exams that Promote Collaborative Learning - 0 views

scitation.aip.org/...1.4849159

content-based assessment flipped-classroom classroom-management teacher-training VSL

shared by TESOL CALL-IS on 05 Jan 14 - No Cached
  • TESOL CALL-IS on 05 Jan 14
     
    This two-step exam process sounds like a great way to do online-exams: "The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods." The paper is from The Physics Teacher, AAPT.
TESOL CALL-IS

Using Visible Thinking Strategies to Develop Expert Learners | The Construction Zone - 1 views

theconstructionzone.wordpress.com/...ies-to-develop-expert-learners

thinking Bloom pedagogy learning-theory teacher-training VSL

shared by TESOL CALL-IS on 17 Nov 14 - No Cached
  • TESOL CALL-IS on 17 Nov 14
     
    "Back in the day-we usually referred to visible thinking as explicit thinking. But, as with many solid, worthwhile constructs, they are not readily adopted and so often reappear decades (or centuries!) later under a new name with new advocates and with a new dream that maybe this time things might stick and better the lives of students. "So it is with visible thinking. The basic idea is to uncover the implicit and inert thinking and to make that thinking discussable and perhaps available to others. For it is by objectifying knowledge that we can come to understand it." Talking through a project or the composition process is another way to make learning explicit. Explicit understanding of the process is part of Bloom's Taxonomy.
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