CEFR and the DELF - 0 views
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The CEFR
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was developed to promote language learning, to facilitate educational and occupational mobility, and to support plurilingualism and multiculturalism.
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The CEFR is organized into six reference levels
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7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views
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7 Essential Tools for a Flipped Classroom
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The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
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Google Docs
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Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The At... - 1 views
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The authors of this study conclude that teacher bias regarding behavior, rather than academic perfor
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mance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores from teachers, and those scores affect teachers' overall perceptions of boys' intelligence and achievement.
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The most effective lessons included more than one of these elements: Lessons that result in an end product--a booklet, a catapult, a poem, or a comic strip, for example. Lessons that are structured as competitive games. Lessons requiring motor activity. Lessons requiring boys to assume responsibility for the learning of others. Lessons that require boys to address open questions or unsolved problems. Lessons that require a combination of competition and teamwork. Lessons that focus on independent, personal discovery and realization. Lessons that introduce drama in the form of novelty or surprise.
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7 Ways to Hack Your Classroom to Include Student Choice - 3 views
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Giving students choice in testing is not something you see in many classrooms.
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You might also consider adding a variety of question types, like constructed response, multiple choice with multiple correct answers, true/false and yes/no items. In doing so, you are giving students even more choice and modeling your classroom tests after Common Core assessments, especially if you build your tests online.
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Letting students make choices in the classroom makes them feel like stakeholders in the classroom.
5 Strategies to Deepen Student Collaboration | Edutopia - 2 views
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One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.
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We have to help students understand the what, why, and how of collaboration. We can do this in several ways:
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Google Glass - 0 views
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Google Glass is a hands-free video camera, translator, list displayer, map, clock, and much more all rolled into something you can wear like glasses. You can even share pictures and video taken through Google glass with others. I don't know if any educational applications have been advertised by Google yet but I can see how it could make lessons and assessment much easier (provided it all works properly).
The AP50 experience - YouTube - 3 views
Newman's prompts - 1 views
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The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.1. Please read the question to me. If you don't know a word, leave it out.2. Tell me what the question is asking you to do.3. Tell me how you are going to find the answer.4. Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.5. Now, write down your answer to the question.These five questions can be used to determine why students make mistakes with written mathematics questions.
Harvard Education Publishing Group - Home - 1 views
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Teachers can use the QFT at different points: to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
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Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Question Institute have developed called the Question Formulation Technique (QFT)
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In health care, for example, research funded by the National Institutes of Health has shown that the QFT produces dramatic increases in levels of patient activation and improved patient-provider communication. In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
Geddit - A new student feedback tool - 6 views
An Edtech Bill of Rights | EdSurge News - 0 views
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Edtech Priorities for Educators: No Shiny Toys! In addition to the above issues, educators clearly stated that the purpose of edtech should never be to replace a teacher. Instead, edtech products should: Relieve administrative burdens; Increase the efficacy of teachers; Deepen the relation among students and teachers; Embed assessment directly into daily learning experience; Amplify the reach of effective teachers; Empower students to become creators; And ultimately, keep the humanity in education and create more equality of opportunities.
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Here’s a combined list from all 18 groups: The best interests of students must always be first and foremost. Tools should fill a REAL need for teaching/learning (not solutions in search of a problem). Ask teachers and talk to administrators at every stage of the design process. Have open, balanced conversations among all stakeholders. The introduction of edtech should include ongoing targeted meaningful staff development that is preferably teacher led. Student data must be secure: edtech companies should be open and clear about their use of data and information. Education technology should continually be tested in classrooms. The larger community should be included in the selection and implementation of edtech. If solutions claim to be research-based, they need to be truly research based. We need to know more about what works based on real data. Access should be reasonable and appropriate for all stakeholders. Compensate teachers who are product developers for their works. Similarly, compensate educators for providing extensive feedback and help with product development. Structure the ways teachers can provide feedback and interact with new tools as forms for professional development. Research should include recommendations that address the socio-emotional implications of using technology products. Districts should provide thought leadership on their theory of learning to help drive appropriate product development that aligns with district priorities.
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Everything should revolve around the learner.
New Study Reveals Trends in Professional Learning - Getting Smart by Guest Author - Inn... - 1 views
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The study found few examples of compulsory classroom-style training. Instead, professional learning “is incentivized through recognition and sometimes tangible rewards, usually within a culture of high expectations.”
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Learning is integrated
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How To Implement Blended Learning | Edudemic - 1 views
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Blended learning can be a great way to make use of whatever technology tools you do have, rather than needing specific technology that you don’t have. Blended learning doesn’t require you to have a 1:1 classroom, a certain number of iPads, or particular software, though you can put any and all of those things to use as you choose. Thus, blended learning covers a lot of ground – and in the process it helps to make learning more engaging, effective, and efficient.
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Careful planning and a strong understanding of blended learning will help make the transition much more smooth. Enter: the handy infographic below. It takes a look at how to set up a blended learning environment, some of the features of a great blended learning program, and some other tidbits of information. Keep reading to learn more!
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Content and apps are aligned with CCSS Standards aligned performance and assessment tasks Comprehensive learner profiles including student portfolios Consideration of learning level, student performance, and best learning modality Good reporting functionality
The chasm between high school and university - 0 views
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Let's start with the secondary system. As this level of education becomes significantly student focused, there are many of us in the system who fear we are coddling students in the extreme and not preparing them at all for the realities of the work world or college/university. Here are samples of policies, largely instituted by the Ministry of Education, that added together, have lead to concerns re: coddling.
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•Late work: Student work is not penalized for lateness. Late work is viewed as a behavioural issue, not an academic one. •Plagiarism: This is also seen as a behavioural issue, and usually does not result in any academic penalty, even in a grade 12 University level course. •Evaluation: Policies are moving away from grades being derived from an average of all student assignments in favour of a more general approach that reflects "most recent and/or most consistent" achievement. •Lower limits: Students getting failing grades are assessed by this policy which requires teachers to give a mark of 30 to students who are, on paper, achieving anywhere from 1-29 per cent. This is designed to 'give them hope' of success. •Credit rescue/recovery: A policy designed to give students who fail a course the opportunity to make up key missed work with the goal of achieving a passing grade. •Memorization: The idea of students actually memorizing material is viewed as "old fashioned" and is rejected in favour of "inquiry based learning'." The world of the university student is decidedly different, as evidenced by their policies. •Late work: Most courses do not accept late work. Period. •Plagiarism: This is viewed as academic dishonesty, and harsh academic penalties are in place. •Evaluation: Most courses feature few evaluations that are weighted heavily, and grades are based on the average of all assignments. •Evaluation: The move toward knowledge-based evaluation is epidemic. Exams, even in courses like literature studies and philosophy, are commonly multiple choice and short answer exams.
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•If students are trained for the 14 years they attend school that there really are few consequences to academic problems, how will they fare in the much more rigorous world of post-secondary education? A history professor recently asked me what we (high school teachers) were doing to our kids.
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Cool Tools for 21st Century Learners: Flubaroo: Automated Google Docs Self-Grading Quizzes - 1 views
Life in a 21st-Century English Class | MindShift | KQED News - 4 views
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Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
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My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account. They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
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A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students.
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An article about some ways technology can be used to help an inquiry-based high school English class...
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Hey Tony - I think you'd be really interested in TPACK - a tech integration framework that looks at pedagogical knowledge, content knowledge and tech knowledge. For more info check out tpack.org! We'll be looking at these in our third face to face but it sounds like you're ready to delve!
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