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Clif Mims

Into the Book: Teaching Reading Comprehension Strategies - 0 views

reading.ecb.org/index.html

Reading Literacy Teaching Language-Arts Lesson-Plans HOTS Resources Elementary Audio Video Images=Photos Visualization Professional-Development

shared by Clif Mims on 16 Jan 09 - Cached
  • Clif Mims on 16 Jan 09
     
    A reading comprehension resource for K-4 students and teachers. Focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Watch the engaging 15-minute videos and try the online interactive activities. "Behind the Lesson" provides teachers with information and teaching resources for each strategy. Watch the 10-minute professional development videos, and explore the Web site for lesson plans, video and audio clips, downloads, and more.
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
Roland O'Daniel

Activities that Promote Discussion - 5 views

www.coe.uga.edu/...es_that_Promote_Discussion.htm

dialog contentliteracy

shared by Roland O'Daniel on 11 Mar 10 - Cached
  • Roland O'Daniel on 11 Mar 10
     
    A compilation of read/write/speak-listen activities from the internet. A couple of which push the envelope on acceptability for use in the classroom, so be sure to preview.
felicitygs

English grammar and vocabulary for kids | LearnEnglish Kids - British Council - 0 views

learnenglishkids.britishcouncil.org/grammar-vocabulary

idt3600 grammar spelling reading writing vocabulary

shared by felicitygs on 15 Feb 22 - No Cached
  • felicitygs on 15 Feb 22
     
    This website is designed to make it easy for kids to learn grammar, writing, reading, and spelling through videos, activities, and games.
Dean Mantz

Computer Lab Favorites | Scholastic.com - 0 views

teacher.scholastic.com/...index.htm

SocialStudies education scholastic.com activities Reading math computer elementary

shared by Dean Mantz on 23 Feb 09 - Cached
  • Dean Mantz on 23 Feb 09
     
    50 1 stop learning activities that take about 15-30 minutes each.
drew polly

ABC Leaves mimio activity - 1 views

www.mimioconnect.com/...ABC%20Leaves.ink

mimio mimioconnect mimioconnect.com k-2ela reading kindergarten

shared by drew polly on 25 Jul 09 - No Cached
  • drew polly on 25 Jul 09
     
    Mimio activity for K and 1st grade. Practice matching upper and lower case letters and identifying letters of the alphabet
Clif Mims

Story Starters | Scholastic.com - 0 views

teacher.scholastic.com/...storystarter1.htm

2.0 Lesson-Plans Literacy Reading Writing Early-Childhood Elementary Resources

shared by Clif Mims on 02 Dec 08 - Cached
  • Dean Mantz on 02 Dec 08
     
    Story Starters - daily writing activities.
  • Clif Mims on 18 Aug 09
     
    "Hundreds of creative combinations that take the writer's block out of creative writing. Set young writers loose with prompts that focus on character (who the story is about), plot (what happens in the story), and setting (where or when the story happens)." You can also pick the story format (notebook, letter, newspaper or postcard).
Clif Mims

Interactives - 0 views

www.learner.org/interactives

Middle Secondary Math Language-Arts Reading Science Arts Social-Studies Visualization Games Virtual

shared by Clif Mims on 09 Mar 09 - Cached
  • Dean Mantz on 09 Mar 09
     
    Interactives for the classroom ranging from elementary to AP high school classes.
  • Clif Mims on 05 Apr 10
     
    "...strategies, content, and activities that can enhance and improve students' skills in a variety of curricular areas. "
drew polly

Big Books - 0 views

www.mape.org.uk/...index.htm

k-2ela 3-5ela reading big-books

shared by drew polly on 13 Feb 09 - Cached
  • drew polly on 13 Feb 09
     
    Online Big Books free for use....books with audio.
Dean Mantz

Reading, Math, Science, Social Studies, Music, Art and PE Interactive Sites - 0 views

www.globalclassroom.org/...javamath.html

interactive activities math resources education iwb science mathematics

shared by Dean Mantz on 18 Dec 08 - Cached
  • Dean Mantz on 18 Dec 08
     
    Interactive websites and resources for all curriculum areas.
Dean Mantz

LessonPlanZ.com - Lesson Plans & Lesson Plan Resources for Teaching Math, Science, Soci... - 1 views

www.lessonplanz.com

LessonPlans education plans lesson resources LessonPlanning lessonplanz Lessons

shared by Dean Mantz on 17 Jul 09 - Cached
  • Find online lesson plans and teaching resources more easily... More lesson plans are being added each week!
jwcurlin

Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities, Projects, Ide... - 1 views

www.sciencekids.co.nz

education teaching resources learning

shared by jwcurlin on 10 Feb 19 - Cached
  • Science facts Enjoy a wide range of information and fun science facts that are sure to surprise and amaze you. Technology facts Check out our cool technology facts featuring robots, cell phones, computers, the Internet and more. Animal facts Animals are an endless source of amazing facts. Find out what makes sharks, dogs and other animals so special. Chemistry facts Learn more about metals, atoms, elements, solids, liquids and gases with our range of interesting chemistry facts. Earth facts Our earth is a fascinating place that is home to such wonders as volcanoes, rivers, deserts and more. Scientist facts Find out more about the scientists who changed the world we live in thanks to their research and discoveries. Space facts Enjoy our space facts and learn the truth behind some of the mysteries that relate to distant stars and galaxies. Planet facts Focus on the planets that share our solar system, read amazing facts about Mars, Jupiter, Saturn and more. Funny facts Relax and enjoy the funny side of science with some crazy facts and information that will bring a smile to your face.   Experiments are an awesome part of science that allow students of all ages to engage in fun and exciting hands on learning experiences that they are sure to enjoy. Experiment with different things an
  • jwcurlin on 10 Feb 19
     
    Fun for all ages not just kids/students.
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