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Justin Medved

Update to Google Forms with Images - 0 views

tech-in-school.blogspot.ca/...-google-forms-with-images.html

googleapps forms

shared by Justin Medved on 15 May 13 - No Cached
  • Justin Medved on 15 May 13
     
    Horray!! a hack to create forms with images!
garth nichols

Game Changers | Canadian Education Association (CEA) - 0 views

www.cea-ace.ca/...game-changers

Gaming

shared by garth nichols on 26 Nov 13 - No Cached
  • In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.
  • esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.
  • A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”
  • ...3 more annotations...
  • UTS Principal Rosemary Evans sees these as “unique learning experiences,” different for each student with each session of play. “What excites me is the experiential component,” she says. “The simulations lead to an authentic experience, where the game environment represents different points of view.”
  • Justin Medved , the Director of Instructional Innovation at The York School, likes to talk about “layers of learning” taking place in the best games. “To what extent does the game offer an experience that offers some critical thinking, decision making, complexity, or opportunity for discussion and debate?” says Medved. The content is the first layer the students interact with, but meta-content skills can take longer to teach. Medved looks for “any opportunity for players to go out and do some research and thinking before coming back to the game.” Many games, says Medved, are super-fast and he tries to intentionally slow them down to allow for deeper thinking. “We want some level of learning to be slow, to discuss bias or different perspectives. Over time you can see a narrative unfolding.”
  • The question of whether to game or not game in class is not one of technology. It is one of pedagogy that starts and ends with the teacher. It is our job to provide a framework for deciding which games can be used in which contexts, and to use the best of the game world to inspire our students to higher-order thinking.
  • Justin Medved on 26 Nov 13
     
    "Game Changers How digital games are creating new learning experiences Using games to teach discrete topics in the classroom is not a new phenomenon; however, games can also be used to teach higher-order thinking skills such as critical thinking, decision-making, creativity and communication. These so-called "long-form" games need to be contextualized by the teacher and woven into a robust curriculum of complimentary activities. Innovative educational gaming companies focus on developing high-quality digital content but also on the pedagogical implications of embedding the game in existing curriculum. Data collected from long-form digital games can be used to personalize instruction for students who are getting stuck on certain concepts or learn in a particular way. As games get more sophisticated, so must the teacher's understanding of the way students use them in the classroom."
  • garth nichols on 26 Nov 13
     
    For those interested in applying characteristics of gaming to their teaching.
anonymous

Create a Unique Google Forms URL for Each Student | Teacher Tech - 0 views

www.alicekeeler.com/...gle-forms-url-for-each-student

google forms tech feedback

shared by anonymous on 18 Oct 14 - No Cached
  • anonymous on 18 Oct 14
     
    Create a unique google form URL for each student
mardimichels

Educational Technology and Mobile Learning: google forms - 0 views

www.educatorstechnology.com/...google%20forms

Google Forms technology education

shared by mardimichels on 24 Oct 13 - No Cached
  • mardimichels on 24 Oct 13
     
    Tips and tricks for using Google Forms
lesmcbeth

Google Forms 301 - Add-Ons - #gafesummit Montreal | Emily Fitzpatrick's Blog - 0 views

emilyfitzpatrick.ca/?p=295

google forms

shared by lesmcbeth on 07 Dec 14 - No Cached
  • lesmcbeth on 07 Dec 14
     
    Forms Addons that will change your life
mmekraus

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 3 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment Wiggins formative

shared by mmekraus on 17 Oct 15 - No Cached
  • Expert coaches uniformly avoid overloading performers with too much or too technical information. They tell the performers one important thing they noticed that, if changed, will likely yield immediate and noticeable improvement ("I was confused about who was talking in the dialogue you wrote in this paragraph"). They don't offer advice until they make sure the performer understands the importance of what they saw.
  • I say "in most cases" to allow for situations like playing a piano piece in a recital. I don't want my teacher or the audience barking out feedback as I perform. That's why it is more precise to say that good feedback is "timely" rather than "immediate."
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      Interesting thoughts about the nature and speed of feedback. Connecting the ideas of coaching and learning new skills to in classroom learning.
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
  • ...10 more annotations...
  • eedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice,
  • Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Whether feedback is just there to be grasped or is provided by another person,
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning
  • Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • feedback is information about how we are doing in our efforts to reach a goal.
  • by teaching less and providing more feedback, we can produce greater learning
  • The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback.
  • Melissa Jolicoeur on 17 Oct 15
     
    Learning from coaching and learning in other situations to giving feedback in classrooms.
  • ...2 more comments...
  • alainarobcon on 17 Oct 15
     
    How to effectively feedback to students
  • Andrew McNiven on 17 Oct 15
     
    Great article to see the value of formative assessment and feedback
  • mmekraus on 17 Oct 15
     
    Useful for all teachers!
  • Ryan Archer on 19 Oct 15
     
    Worth checking out. Worth buying the journal.
Andrew McNiven

Education World: Consider Digital Badges for Kids - 0 views

www.educationworld.com/...-students-digital-badges.shtml

badges formative

shared by Andrew McNiven on 17 Oct 15 - No Cached
  • Andrew McNiven on 17 Oct 15
     
    digital badges, formative feedback
garth nichols

Sugata Mitra: Build a School in the Cloud - YouTube - 2 views

www.youtube.com/watch

school cloud Cohort21 education

shared by garth nichols on 28 Feb 13 - No Cached
  • garth nichols on 28 Feb 13
     
    Sugata Mitra...again! A great summary of where education came from and where it came. "A global computer made up of people" to the Internet, a more democratic form of the bureaucratic administrative machine, to how we, at Cohort 21 are envisioning the future...
  • Domenica Michela on 03 Mar 13
     
    Excellent talk.
garth nichols

Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The At... - 1 views

www.theatlantic.com/...276976

whole-child Boys_Education

shared by garth nichols on 02 Jul 13 - No Cached
  • The authors of this study conclude that teacher bias regarding behavior, rather than academic perfor
  • 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.
  • 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.
  • ...2 more annotations...
  • Split the class into groups of four and spread them around the room. Each team will need paper and pencils. At the front of the room, place copies of a document including all of the material that has been taught in some sort of graphical form--a spider diagram, for example. Then tell the students that one person from each group may come up to the front of the classroom and look at the document for thirty seconds. When those thirty seconds are up, they return to their group and write down what they remember in an attempt to re-create the original document in its entirety. The students rotate through the process until the group has pieced the original document back together as a team, from memory. These end products may be "graded" by other teams, and as a final exercise, each student can be required to return to his desk and re-create the document on his own.
  • Rather than penalize the boys' relatively higher energy and competitive drive, the most effective way to teach boys is to take advantage of that high energy, curiosity, and thirst for competition. While Reichert and Hawley's research was conducted in all-boys schools, these lessons can be used in all classrooms, with both boys and girls.
  • garth nichols on 02 Jul 13
     
    Great article on Boys' Education
Justin Medved

http://www.jostens.com/students/content/files/students_guide_to_publishing.pdf - 0 views

www.jostens.com/...udents_guide_to_publishing.pdf

publishing blogging blogging_guidlines

shared by Justin Medved on 21 Oct 12 - No Cached
  • Justin Medved on 21 Oct 12
     
    Melody linked to this in her recent blog post. What is Personal Publishing? Publishing is the process of producing and publicly distributing information. You can publish a variety of content, including your ideas, experiences, stories, observations, or  opinions. Additionally, you can publish the pictures you take, videos you produce, or other  forms of art you create. Publishing your work allows you to share your life and obtain feedback from others as well as preserve long-lasting memories for years to come.
Justin Medved

The 3D Classroom - 0 views

www.nais.org/...The-3D-Classroom.aspx

tech_sessions

shared by Justin Medved on 15 Sep 13 - No Cached
  • Justin Medved on 15 Sep 13
     
    "A three-dimensional (3D) classroom integrates one, some, or all of the following suggested elements: self-reflection, peer instruction, content creation, ideation (the process of forming ideas or images), interdisciplinary learning, and collaboration. "
Justin Medved

Google Scripts - New Visions CloudLab - 1 views

sites.google.com/...scripts

google_scripts

shared by Justin Medved on 05 Apr 14 - No Cached
  • Justin Medved on 05 Apr 14
     
    "Until March 11th, 2014 (the launch of Add-ons) Apps Scripts for Google Sheets were distributed in the "Script Gallery."  The tools below will remain useful for some time to come, as many of them perform functionality still not available - most specifically TRIGGERED EVENTS like form submit or time-based events.  Until the Add-ons framework supports triggers, we encourage users to choose when and where to use the OLD Google Sheets so they can continue to access the script gallery and use our legacy tools.  Use this link to launch yourself a copy of an "old" Google Sheet, where you will be able to access the script gallery.  "
garth nichols

WordSift - Visualize Text - 0 views

wordsift.com

cohort21 visual learning creative

shared by garth nichols on 06 Dec 14 - Cached
  • garth nichols on 06 Dec 14
     
    Use this to help data mind responses from Google Forms
Justin Medved

Great Resources to Teach Students about Plagiarism and Citation Styles ~ Educational Te... - 4 views

www.educatorstechnology.com/...s-to-teach-students-about.html

plagiarism

shared by Justin Medved on 10 Nov 14 - No Cached
  • Justin Medved on 10 Nov 14
     
    "One of my favourite sources for information and guidelines regarding referencing and citation styles is the Purdue Online Writing Lab (OWL). I have heard several professors (in the humanities, at least) recommend it to graduate students. But there are also several other resources student researchers and academics can draw on to hone in their research writing skills. This page from Plagiarism.org features a plethora of excellent materials and citation sources that are all available online or in the form of PDF documents , free to download and use. "
  • lauramustardscs on 14 Nov 14
     
    Thanks, Justin! This is really helpful. I refer students to the OWL at Purdue all the time. It seems to work better for them than our old-fashioned library handouts, or referring them to their style guides.
  • Christina Schindler on 16 Nov 14
     
    This is a great tool, Justin. Thanks for sharing it. I will forward this as a recommendation for the LC website at my school. This is a great tool for students & teachers to use as part of the ongoing conversation about plagiarism.
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

Cool Tools for 21st Century Learners: Flubaroo: Automated Google Docs Self-Grading Quizzes - 1 views

d97cooltools.blogspot.ca/...utomated-google-docs-self.html

learners assessment google docs

shared by garth nichols on 06 Mar 13 - No Cached
  • garth nichols on 06 Mar 13
     
    Sefl Grading Quiz through Google Forms
jenkinsmg77

Review of Grit: The Power of Passion and Perseverance - Scientific American Blog Network - 1 views

blogs.scientificamerican.com/...er-of-passion-and-perseverance

passion perseverance

shared by jenkinsmg77 on 15 Oct 16 - No Cached
  • exclusive focus on ability and potential can distract us from the importance of other variables important for success
  • focus on talent distracts us from something that is at least as important, and that is effort"
    • jenkinsmg77
      jenkinsmg77 on 15 Oct 16
       
      Authors and work to follow up on here.
  • ...1 more annotation...
  • , Brent Roberts has done a lot of work on "conscientiousness", Robert Vallerand has down a lot to advance our understanding of passion (both its "harmonious" and "obsessive" forms), Shane Lopez has done great deal of research on hope, and creativity researchers Joseph Renzulli and E. Paul Torrance have long discussed the importance of characteristics such as "task commitment" and "persistence".
Andrew McNiven

What Can Khan Academy Teach Corporate Training? - eLearning Industry - 0 views

elearningindustry.com/ademy-teach-corporate-training

badges formative Khan_Academy flipped classroom

shared by Andrew McNiven on 17 Oct 15 - No Cached
  • Andrew McNiven on 17 Oct 15
     
    Khan academy and the concept of the flipped classroom
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