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As a teacher or school staff member, there are things you can do in the battle against online bullying. Support: Provide the person being bullied with support and reassurance. Tell them that they did the right thing by telling. Encourage the child to get help from parents, the school counsellor, principal or teachers. Ensure they know that there is support there for them Evidence: Help the child keep relevant evidence for investigations. This can be done by taking screenshots or printing web pages. Do not allow the deletion of phone messages Inform: Give the child advice for making sure it does not happen again. This can include changing passwords, contact details, blocking profiles on social networking sites or reporting abuse online No Retaliation: Ensure that the young person does not retaliate or reply to the messages Privacy: Encourage the child to keep personal information private on the internet Investigation: The cyberbullying claim needs to be investigated fully. If the perpetrator is known, ask them to remove offending remarks or posts. All records should be kept as part of the investigation. Report: Abuse on social networking sites or through text messaging needs to be reported to the websites and mobile phone service providers Guidelines: Your school will have a number of policy documents which you can refer to. These include the Acceptable Use Policy, Anti-bullying policies and Behaviour and Disciplinary Policies

Create digital citizens.

Educate yourself.

Discuss Bullying

social media can also be used to enhance teaching and learning and it includes varied online technology tools that allow people to communicate easily via the internet to share information and resources.

demonstrations focused on contrasting cases help students achieve expert-like differentiation

Start small. Find one movie, song, or news source and incorporate it into your class. Expand once you are comfortable. Provide a clear link between what you want your students to learn and the media. Care must be taken provide the proper learning context. It takes time to integrate media effectively into a course. This is not edutainment, it is the conscious use of media to enable students to learn more. Use the subtitles feature for visual media. This is especially useful in focusing student attention on the words being said. Be prepared. Technology does not work 100% of the time so have a back up plan. If the media equipment does not work, go to plan B and continue on with your class without missing a beat. Evaluate student understanding. Students respond to incentives. If you require them to write a reaction paper, take a quiz, or place questions on your exams that relate to the media content they will pay more attention and learn more in the process. Stay legal. View the copyright information on the cautions page.

In the HyFlex course design, students can choose to attend face-to-face, synchronous class sessions or complete course learning activities online without physically attending class.

Hyflex can provide student engagement at the time they see/hear the material.

Students can choose to attend face-to-face meetings and earn weekly participation points or complete equivalent work online and earn participation points.

As is common on many social media platforms, videos can be ‘liked’ or ‘hearted’ to show agreement or approval.

This can lead to competitiveness, with the confidence of some students potentially dented if a video receives fewer views or likes than others. (This feature can be deactivated if the tutor so desires.)

sub-collections

Adding voice over to existing PowerPoint slides can be a great way to turn slides you’ve used for years into stand-alone flipped content

An Introduction

If you’re using new technology, give it a trial run. It’s hard to imagine anything less engaging for students than sitting around waiting while you try to load that video over a poor internet connection or figure out all the glitches with that awesome online game.Do your trial and error ahead of time, before you’re demonstrating media to the class.

And one of the best ways to access them is with an innovative tool called FluentU.

The book is an excellent summative text for the course because it brings together the historical, ideological, philosophical, and artistic viewpoints that students had engaged with throughout the semester. 

At first glance, this might seem like a simple assignment, but it requires higher order thinking. It required students not just to understand the story of the character in question, but also to apply this understanding by retelling the story in their own (German) words. Students did not just demonstrate reading comprehension; the assignment forced them to identify key details in the story in order to make the story fit the limited number of panels available.

crear los diálogos, poner la voz del narrador, contar la historia en pasado

debatir en niveles altos sobre nuestro modo de vida, si vivimos para trabajar o trabajamos para vivir.

contraste de pasados