Group items tagged

#1) Use a normal, natural voice

#2) Speak only when students are quiet and ready

#3) Use hand signals and other non-verbal communication

Understanding YouTube and Digital Citizenship (6): YouTube’s online curriculum for secondary students is a perfect resource for Digital Citizenship Week. Teachers will find ten lessons, all of which take between 20-50 minutes to teach, and they cover extremely relevant topics like managing online reputation and protecting privacy online.

Digital Citizenship Learning Center from CyberWise (7): CyberWise produced an extensive list of digital citizenship resources, including videos, games and toolkits from a variety of sources.

It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.

But when does collaboration cross the line into plagiarism, out in the digital frontier of education?

At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.

This idea of applying gaming mechanics to non-game situations is known as gamification. What defines a game is having a goal or objective

What we learn from games is that adding narrative, storyline, a theme, or fun graphics to our lessons and activities can help students be more engaged.

Speak Up 2013 flipped learning findings include: One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.         16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.    45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.  37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use. While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential. 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.   75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.

Did I refer to the class as our class or my class?

8. If our class were a company, would it be out-of-business now?

9. Did students create and experience a great class or simply take a class and get credit?

Many teachers I encounter have decided that they need to crack down on — if not entirely eradicate — screen distractions in their classrooms. (A minority of teachers accept it as a form of 21st century doodling.)

If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.

The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever.