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Derek Doucet

The Ultimate Guide to Gamifying Your Classroom | Edudemic - 0 views

www.edudemic.com/mate-guide-gamifying-classroom

pedagogy gamification technology edtech SAMR

shared by Derek Doucet on 31 Aug 15 - No Cached
  • Gamification is the process by which teachers use video game design principals in learning environments. The effects are increased student engagement, class wide enjoyment of academic lessons, and high levels of buy-in, even from your most reluctant learners.
  • Components of Gamifying the Classroom There are several aspects of video-game design that can be incorporated into the gamified classroom. Here are several:
  • Points: In video games, users gain points as the travel through their quests. The more time they invest in the game the more points they earn
  • ...12 more annotations...
  • Badges: Badges are public recognition of achievement, with each one designed with a specific achievement in mind.
  • Levels: As a game goes on, players progress through levels that get progressively more difficult. In the classroom, levels could be lessons, or even units of study.
  • Appointments: Thanks to the Internet, people playing a video game in the US can sign in and team up with players all over the world.
  • Bonuses: Most games have hidden, unexpected rewards. Bonuses help drive player loyalty and keep them playing day in and day out.
  • Infinite play: In many video games, players keep playing until they finish a level. They might lose points, or access to valuable items if they are attacked, but they are still able to keep playing.
  • How to Gamify Your Classroom
  • Backwards planning: Any teacher familiar with Understanding By Design has already got a leg up in gamification.
  • Use what’s available: Classcraft is a free, online educational role-playing game that teachers can personalize for their lessons.
  • Gamify one aspect: Rather than attempting to create an entire game with quests and hidden bonuses, start small.
  • Establish a marketplace: Allow students to buy, sell, swap, trade with each other and with you. Maybe students can swap a badge for an open-book test, or use points to purchase a homework-free night.
  • Allow leveling up: If a student has mastered the material in a lesson, offer fun and engaging extension wor
  • Just dive in: It can be difficult to know when your gamified classroom plan is ready for students, but the best advice is to just try it out.
  • Derek Doucet on 31 Aug 15
     
    A great intro to gamifying your classroom.
Derek Doucet

BLU - 0 views

www.blendedlearning.org/directory

SAMR blended learning edtech

shared by Derek Doucet on 17 Jun 15 - No Cached
  • The Christensen Institute maintains a Blended Learning directory, a rapidly growing, searchable catalog of K–12 blended-learning programs worldwide. Use this tool to search for K–12 blended-learning programs.
  • Derek Doucet on 17 Jun 15
     
    Here is a site that highlights schools in the US that are using Blended Learning to engage and enrich the learning for students.
su11armstrong

11 amazing Twitter chats for educators | eSchool News | eSchool News - 1 views

www.eschoolnews.com/...twitter-educator-chats-180

chats educators professional development cohort21 technology

shared by su11armstrong on 06 Jan 14 - No Cached
  • su11armstrong on 06 Jan 14
     
    "Some of the most engaging professional development and professional learning occurs on Twitter." A interesting assortment of ideas to follow... Su
  • garth nichols on 06 Jan 14
     
    Hi Sue, Thanks for adding this to the group! The Lakefield tradition of excellent Cohort members continue. Thanks for sharing this resource!
Derek Doucet

The Flipped Classroom Model: A Full Picture | User Generated Education - 2 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

Flipped flipped classroom edtech SAMR cohort21

shared by Derek Doucet on 08 Feb 14 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
  • compiled resource page of the Flipped Classroom (with videos and links) can be found at http://www.scoop.it/t/the-flipped-classroom
  • Cisco in a recent white paper, Video: How Interactivity and Rich Media Change Teaching and Learning, presents the benefits of video in the classroom: Establishes dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models.
    • Derek Doucet
      Derek Doucet on 17 Oct 14
       
      Students need to be shown how to make connections to these experts... 
  • ...9 more annotations...
  • Experiential Engagement: The Activity
  • he Flipped Classroom Model
  • The cycle often begins with an experiential exercise.  This is an authentic, often hands-on learning activity that fully engages the student. 
  • They explore what the experts have to say about the topic.  Information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings.
  • Conceptual Connections: The What
  • Meaning Making: The So What
  • Learners reflect on their understanding of what was discovered during the previous phases.  It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
  • Demonstration and Application: The Now What
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.  This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating - whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts).  A list of technology-enhanced ideas/options for the celebration of learning can be found at: http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-learning/
garth nichols

If School Leaders Don't Get It, It's Not Going to Happen | Eric Sheninger - 2 views

www.huffingtonpost.com/...leaders-dont-ge_b_6214906.html

CAIS Leadershipt Edtech

shared by garth nichols on 01 Dec 14 - No Cached
  • For those educators and schools that are either resistant to or unsure about using social media, I challenge you to move from a fixed to a growth mindset to create schools that work better for kids and establish relevance as a leader in your district, school, or classroom.
  • Begin to strategically utilize an array of free social media tools such as Twitter and Facebook to communicate important information (student honors, staff accomplishments, meetings, emergency information) to stakeholders in real-time. Consistency aligned with intent is key.
  • Take control of you public relations by becoming the storyteller-in-chief to produce a constant stream of positive news. If you don't share your story someone else will and you then run the chance that it will not be positive. Stop reacting to public relations situations you have limited control of and begin to be more proactive. When supplying a constant stream of positive news you will help to mitigate any negative stories that might arise.
  • ...4 more annotations...
  • Establishing a brand presence should no longer be restricted to the business world when schools and districts now have the tools at their fingertips to do this in a cost-effective manner. Simply communicating and telling your story with social media tools can accomplish this. When you do, the brand presence develops solely based on the admirable work that is taking place in your district, school, or classroom.
  • Connect with experts, peers, and practitioners across the globe to grow professionally through knowledge acquisition, resource sharing, engaged discussion, and to receive feedback. This will not only save you time and money, but will open up your eyes to infinite possibilities to truly become a digital leader. Who would not want to tap into countless opportunities that arise through conversations and transparency in online spaces? Don't wait another second to start building a Personal Learning Network (PLN).
  • If you are an administrator, stop supporting or enforcing a gatekeeper approach and allow educators to use free social media tools to engage learners, unleash their creativity, and enhance learning. Hiding behind CIPA is just an excuse for not wanting to give up control. If you want students that are real world or future ready, they must be allowed to use the tools that are prevalent now in this world.
  • Schools are missing a golden opportunity and failing students by not teaching digital responsibility/citizenship through the effective use of social media. We need to begin to empower students to take more ownership of their learning by promoting Bring Your Own Device (BYOD) and the use of mobile learning devices if schools do not have the means to go 1:1. By BYOD I don't mean just allowing kids to bring in and use their own devices in the hallways and during lunch. That is not BYOD. Real BYOD initiatives allow students to enhance/support their learning experience, increase productivity, conduct better research, and become more digitally literate.
  • garth nichols on 01 Dec 14
     
    Administrators in Education...please read!
Justin Medved

Digital Citizenship Week: 6 Resources for Educators | Edutopia - 1 views

www.edutopia.org/...tizenship-resources-matt-davis

digital citizenship digitalcitizenship

shared by Justin Medved on 28 Oct 14 - No Cached
  • Justin Medved on 28 Oct 14
     
    "This year, in conjunction with October's Connected Educator Month, Common Sense Media is sponsoring Digital Citizenship Week from October 19 through October 25. Here, educators can find ways to get connected, activities to do with students and ideas for engaging parents. Really, the week is a perfect time to discuss digital responsibility, safety, and citizenship with students, and there are plenty of valuable events and resources for educators and students to use. Here are six of my favorites:"
Justin Medved

Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html

skills 21stcenturyskills

shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
garth nichols

An innovative pilot project in Alberta asks …"Do credit hours equal learning?... - 1 views

www.cea-ace.ca/...Cdo-credit-hours-equal-learnin

credit learning education

shared by garth nichols on 28 Feb 13 - No Cached
  • Many years ago we might have been able to argue that schools were organized in ways that fit with conventional knowledge about how young people learn. Our knowledge about learning has grown immensely since the turn of the twentieth century and yet the school day, especially in high schools, looks very much the same as it did 100 years ago.
  • Outcomes of the project will likely be available in 2013, but regular updates will be posted on the project website where you can also find a copy of the literature review written to stimulate thinking about innovative practices for high school redesign including, Increasing learning opportunities for students; Enhancing engagement of students in their learning; Addressing diverse learning needs of students; Enhancing relationships in the school community; and, Enhancing teacher collaboration.
  • garth nichols on 28 Feb 13
     
    Do credits = hours?
Derek Doucet

7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views

gettingsmart.com/...-tools-for-a-flipped-classroom

flipped classroom personalized learning

shared by Derek Doucet on 09 Mar 13 - No Cached
  • 7 Essential Tools for a Flipped Classroom
  • The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
  • Google Docs
  • ...13 more annotations...
  • The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
  • Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
  • YouTube
  • Ideal for first-time flippers
  • Teachem
  • Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
  • The Flipped Learning Network
  • A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
  • Camtasia Studio
  • Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
  • Edmodo or Schoology
  • eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
  • iscussion and collaboration features, and grading and assessment options.
  • Derek Doucet on 09 Mar 13
     
    7 Essential Tools for a Flipped Classroom - nothing earth shattering but a nicely compiled list. 
garth nichols

Advent of Google means we must rethink our approach to education - 0 views

m.guardian.co.uk/...ng-curriculum-education-google

google education cohort21 technology

shared by garth nichols on 18 Jun 13 - No Cached
  • If we did that to exams, the curriculum would have to be different. We would not need to emphasise facts or figures or dates. The curriculum would have to become questions that have strange and interesting answers. "Where did language come from?", "Why were the pyramids built?", "Is life on Earth sustainable?", "What is the purpose of theatre?" Questions that engage learners in a world of unknowns. Questions that will occupy their minds through their waking hours and sometimes their dreams.
  • We don't need to improve schools. We need to reinvent them for our times, our requirements and our future. We don't need efficient clerks to fuel an administrative machine that is no longer needed. Machines will do that for us. We need people who can think divergently, across outdated "disciplines", connecting ideas across the entire mass of humanity. We need people who can think like children.
  • garth nichols on 18 Jun 13
     
    Google's impact on thinking and teaching
Marcie Lewis

Exploratorium: the museum of science, art and human perception - 1 views

www.exploratorium.edu

education science museum interactive resources

shared by Marcie Lewis on 05 Jan 13 - Cached
  • Marcie Lewis on 05 Jan 13
     
    The Exploratorium is a museum of science, art, and human perception in San Francisco. The website offers a place where students can explore their curiosity through videos, reading, educational games, and other activities. There is a wealth of scientific information that is engaging for young people!
vcivan

Making Innovation Routine | Garth Nichols - 1 views

cohort21.com/...making-innovation-routine

innovation cohort21teaching routines

shared by vcivan on 17 Oct 15 - No Cached
  • The idea is to understand the challenges facing teachers and students today, and to design solutions and share them
  • making innovation routine by providing engaging questions both in class and out, and providing a space, resources and inspiration to pursue and explore answers to these questions.
    • vcivan
      vcivan on 17 Oct 15
       
      What strategies and/or tools have you used to develop innovative routines to your everyday classroom?
  • vcivan on 17 Oct 15
     
    Innovative ideas around routines
James Trood

3 Ways to Be Less Boring | Edutopia - 6 views

www.edutopia.org/...be-less-boring-jonathan-eckert

Class Engagement

shared by James Trood on 22 Oct 16 - No Cached
Derek Doucet and jmoodey liked it
  • Use Wait Time Two
  • Try "Do Not Call On Me" Signals
  • Enjoy Your Students
  • James Trood on 22 Oct 16
     
    How can we help those who never put up there hands?
  • lesliemtys on 16 Nov 16
     
    Lately I have tried something where I tell the students I will be asking at least 21 questions (the number of students in my class) and for them to choose the question they will answer. Some of the questions were simple yes/no, but it got those who never say anything, putting their hand up and answering a question. I even got a smile from some of them.
Carolyn Bilton

Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners | Edutopia - 3 views

www.edutopia.org/...eractive-video-tools-resources

film interactive video tools teaching technology flipped classroom

shared by Carolyn Bilton on 02 Feb 14 - No Cached
  • Carolyn Bilton on 02 Feb 14
     
    8 sites/apps to help create/curate/add notes etc to video!
  • Carolyn Bilton on 02 Feb 14
     
    8 sites/apps to help create/curate/add notes etc to video!
mardimichels

10 tips for engaging pupils and parents in e-safety and digital citizenship | Teacher N... - 1 views

www.theguardian.com/...zenship-esafety-pupils-parents

digital citizenship tips Technology education educational technology

shared by mardimichels on 24 Nov 13 - No Cached
  • mardimichels on 24 Nov 13
     
    10 great tips for teachers (and parents) to help kids understand digital citizenship.
garth nichols

How Should Schools Navigate Student Privacy in a Social Media World? | EdTech Magazine - 2 views

www.edtechmagazine.com/...ent-privacy-social-media-world

policy cohort21 social media

shared by garth nichols on 10 Dec 13 - No Cached
  • Most projects and social networks encourage users to upload a personal ID or photograph. Student safety, however, is paramount to shelter identities. Clever and quirky avatars, therefore, can help students distinguish their profiles and still remain incognito. An avatar is a customized online icon that represents a user's virtual self. A signature avatar can give a child great pride in his or her masterpiece. Among the many cartoony or creative avatar generators available on the web, many require accounts or email addresses or are not safe for school. To take advantage of all that the Web affords, workarounds can be used to protect privacy but still allow for a personalized identity. A few ways to do this include generating avatars, setting-up username conventions, creating email shortcuts, and screencapping of content.
  • The education-approved social networks and cartoon avatars will work on elementary and perhaps some middle school students, but high school kids are a whole different ballgame. Yes, content-filtering solutions can prevent students from accessing social media while they’re connected to school networks, but once they’re on their personal devices, it’s out of the school’s hands.
  • In the article, Cutler outlines five questions that he advises his students to ask themselves when engaging in social media activity: Do I treat others online with the same respect I would accord them in person? Would my parents be disappointed in me if they examined my online behavior? Does my online behavior accurately reflect who I am away from the computer? Could my online behavior hinder my future college and employment prospects? How could my online behavior affect current and future personal relationships?
  • garth nichols on 10 Dec 13
     
    IN our last Cohort 21 session, there was a lot of discussion around how our schools manage, or don't, social media when integrating it into the classroom. Here is a great look at this issue
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...s-larry-rosenstock-rob-riordan

project based learning staff_development learning projectbasedlearning

shared by garth nichols on 11 Apr 14 - No Cached
  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
  • ...2 more annotations...
  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
su11armstrong

Better Ways to Learn - NYTimes.com - 2 views

well.blogs.nytimes.com/...better-ways-to-learn

cohort21 learning engagement studying brain

shared by su11armstrong on 09 Oct 14 - No Cached
  • su11armstrong on 09 Oct 14
     
    "One way to signal to the brain that information is important is to talk about it. Ask a young student to play "teacher" based on the information they have studied. Self-testing and writing down information on flashcards also reinforces learning."
Bart van Veghel

Using SAMR to Teach Above the Line - Getting Smart by Susan Oxnevad - 1:1 program, Appl... - 5 views

gettingsmart.com/...g-samr-to-teach-above-the-line

SAMR

shared by Bart van Veghel on 11 Nov 13 - No Cached
  • Using SAMR to Teach Above the Line
  • Justin Medved on 11 Nov 13
     
    "The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.  Dr. Puentedura has included Questions and Transitions Ladders  with the SAMR model to help teachers make transitions to each level.  Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom."
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