Skip to main content

Home/ Chandler School/ Group items matching ""interactive sites"" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Jill Bergeron

Kids Fun Online: Interactive Weather Maker - 0 views

www.scholastic.com/weather

weather interactive science earth science

shared by Jill Bergeron on 08 Jan 14 - No Cached
  • Jill Bergeron on 08 Jan 14
     
    This is an interactive site whereby students can learn how different elements affect weather patterns.
Jill Bergeron

6 powerful interactive history sites - 1 views

seekoutlearning.blogspot.com/...interactive-history-sites.html

history interactive sites social social studies

shared by Jill Bergeron on 17 Mar 14 - No Cached
  • Jill Bergeron on 17 Mar 14
     
    Good for American history and modern world history as well as Western Civ.
Jill Bergeron

Annenberg Learner - Teacher Professional Development - 1 views

www.learner.org

science history social studies english spanish math art pd lesson plans

shared by Jill Bergeron on 14 Feb 14 - Cached
  • Jill Bergeron on 14 Feb 14
     
    This site is full of lesson plans, interactives, and professional development for teachers of all grades and disciplines.
Jill Bergeron

Free Technology for Teachers: Five Good Online Tools for Creating Infographics - 0 views

www.freetech4teachers.com/...online-tools-for-creating.html

infographics interactive posters technology

shared by Jill Bergeron on 06 Dec 13 - No Cached
  • Jill Bergeron on 06 Dec 13
     
    Based on the terms of service and privacy policies of the these five sites, I would recommend Infogr.am and easel.ly for teachers with students under 13.
Jill Bergeron

4 Big EdTech Trends Spotted At BETT 2014 - Edudemic - 0 views

www.edudemic.com/dtech-trends-spotted-bett-2014

grit character social learning blog web2.0

shared by Jill Bergeron on 22 Apr 14 - No Cached
  • To name a few, the national curriculum now includes coding, schools should now be teaching character, or ‘grit’ alongside subjects,
  • social learning - the use of peer review through social-media like sites where students can learn from and help each other through peer-review.
  • Find, Filter, Apply – Students no longer need to know everything, just how to find it, how to filter to get the most relevant info, and to apply it.
  • ...3 more annotations...
  • Sonic Pi teaches coding through music. Students basically build a synthesiser, thus accidentally learn concepts such as logic, sequencing, iteration and conditionals while doing something creative and imaginative.
  • when they found other people commenting on the blogs, they were even more engaged.
  • These social learning activities do not just aid learning through student motivation, they can also help to build the social skills or ‘grit’ that UK schools are now compelled to teach. When interacting online students learn that it is important to emphasise positives, celebrate success, to be constructive and also learn how to take criticism thus they learn conscientiousness, teamwork and resilience.
Scott Nancarrow

How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning

shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
  • ...9 more annotations...
  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
1 - 7 of 7
Showing 20▼ items per page