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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

How Do I Differentiate Through Project-Based Learning? - TeachThought PD - 3 views

wegrowteachers.com/...-a-project-based-learning-unit

PBL

shared by Justin Medved on 21 Nov 16 - No Cached
  • Justin Medved on 21 Nov 16
     
    "There are many opportunities to differentiate from the start of a PBL unit to its climactic conclusion. In my book, So All Can Learn: A Practical Guide for Differentiation (February 2017), I explain that the key is to think of Differentiation as a lens that's used to view lessons and units for planned opportunities of supports that meet all learner needs. For PBL units, as with traditional units, lesson planning is where the learning experiences take shape. Here are some PBL strategies that can be differentiated to bring out the power of meeting learner needs, so all can learn. Strong PBL units include standard elements that make for rich experiences. They include: Authentic Purpose Entry Event Need to Know protocol Checkpoints Student Voice"
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.
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
Rita Pak

Lesson plans about our Digital Footprint - Common Sense Media - 1 views

www.commonsensemedia.org/...scope-and-sequence

digital footprint media literacy social

shared by Rita Pak on 22 Nov 12 - No Cached
  • Rita Pak on 22 Nov 12
     
    Excellent resources and lessons to teach students about the following topics (separated by grade level) - Privacy * Security - Digital Footprint & Reputation - Cyberbullying - Creative Credit & Copyright - Information iteracy - Internet Safety
Justin Medved

Make'em Curious With Your Video Lessons - Metta.io - 1 views

www.metta.io

flipped classroom

shared by Justin Medved on 01 Sep 14 - No Cached
  • Justin Medved on 01 Sep 14
     
    "Metta, a video learning platform that allows them to create and share engaging video lessons in their groups and also track the progress."
garth nichols

SAMR.jpg (2480×1754) - 3 views

ictevangelist.com/...SAMR.jpg

SAMR infographic framework edtech

shared by garth nichols on 27 Feb 14 - No Cached
  • Tim Rollwagen on 27 Feb 14
     
    Are you where you think you are?
  • garth nichols on 27 Feb 14
     
    Great WorkThrough of SAMR and how you can use it design lessons or assess them. Thanks to Tim from Lakefield for the link!
garth nichols

3 ways to weave digital citizenship into your curriculum - 0 views

blog.iste.org/digital-citizenship-curriculum

digitalcitizenship digitalfootprint digital literacy

shared by garth nichols on 20 Mar 14 - No Cached
  • Fortunately, in a classroom where students already use technology, it’s a simple matter to incorporate a digital citizenship component into any lesson — all while meeting both the ISTE Standards and the Common Core. For example, teachers have the opportunity to address digital citizenship whenever students: 1. Create digital presentations
  • 2. Study historical figures or literary characters Prompt students to think about how they present themselves online — and what it means to leave a digital footprint — by creating fake social media profiles for the characters they’re studying in history or English classes. “If Lincoln had a Twitter feed, what would he tweet? Get students to think about how these characters might present themselves online,” Mendoza said. “Reframe social media to look at how the characters might have exemplified themselves in a digital world and how it might have impacted them.” Add another dimension to this activity by using characters that have two very distinct sides to their personalities, such as Jekyll and Hyde. “It helps them think about how sometimes people present themselves online in a whole different way than they really are in person and why we might share things about ourselves that might not really be in line with who we are in person.”
  • Anytime students create content to share online, teachers can supplement the lesson with an age-appropriate discussion about copyright and fair use. Mendoza suggests going beyond simply showing students how to properly cite ideas and images. “Flip the tables on them. When they’re creating and sharing their work with the world online, ask them: How do you want other people to use your work? Would you want other people to make a profit off it, share it or alter it? That’s when it really hits home,” she said.
  • ...1 more annotation...
  • 3. Research a project If a project requires students to perform research online, help them develop information literacy skills by introducing effective search strategies and discussing how to determine whether a website is credible.
alanmacinnis

http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf - 0 views

www.heinemann.com/...introandchapter1.pdf

argument persuasive writing pdf

shared by alanmacinnis on 14 Nov 13 - No Cached
  • alanmacinnis on 14 Nov 13
     
    Great intro and lesson plan idea for writing argument
Justin Medved

EDpuzzle - A new flipped classroom tool. - 4 views

www.edpuzzle.com

flipped classroom

shared by Justin Medved on 31 Oct 13 - No Cached
  • Justin Medved on 31 Oct 13
     
    "Find a video and use only what you need. Make it to the point. Explain it with your voice Change the audio of the video to explain it with your own teaching approach. Record audio notes at any time to add clarifications, remarks, an introduction, conclusions, you name it. Add quizzes along the video Add questions at any time during the video to check your students' understanding. Get individualized statistics of your students, and check the effectiveness of your lesson."
lesmcbeth

Learning Creative Learning - 0 views

learn.media.mit.edu/...index.html

DesignThinking community

shared by lesmcbeth on 16 Jul 14 - No Cached
  • lesmcbeth on 16 Jul 14
     
    Learning Creative Learning - a community focusing on learning as a means to expand the range of how people design, create, and learn. Online lessons, activities and resources and a platform for you to engage with other creative educators.
Adam Caplan

Technology Integration Matrix - 7 views

fcit.usf.edu/matrix.php

shared by Adam Caplan on 22 Nov 14 - No Cached
    • Derek Doucet
      Derek Doucet on 22 Nov 14
       
      Take a minute to make a group shared comment sharing a lesson you did and where it would fall on the matrix.
  • The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
    • Derek Doucet
      Derek Doucet on 22 Nov 14
       
      I hosted a Hangout to plan a shared experience with a francophone from Cameroon who writes for Thot-Cursus and is a part of Global Voices en français. He spoke to my class about social media and tech in the classroom. My students posed questions based on his articles. Later in the unit, students were let loose with a framework and they were able to choose the best tech to achieve the learning outcomes. And I forever have a network at Global Voices en français who will be making regular appearances in my courses.
  • ...2 more annotations...
    • Tia Chambers
      Tia Chambers on 22 Nov 14
       
      the students in grade one collaboratively corrected some "sick letters" at the "printing clinic" on a SmartBoard document during a printing lesson. 
    • Adam Caplan
      Adam Caplan on 22 Nov 14
       
      Students were asked to create a finance spreadsheet for a hypothetical bakery and create formulas to help generate averages and other automatic, referenced calculations in Excel.  Even though the process of discovering the formula and function equations was based in individual inquiry, none of the girls runs a bakery, so the content was not especially authentic. This part of the activity's Tech Integration can be rated at Entry. 
  • Derek Doucet on 22 Nov 14
     
    For use in Option 1 during TIM exploration
lesmcbeth

EDpuzzle - 1 views

edpuzzle.com

tools

shared by lesmcbeth on 06 Dec 14 - No Cached
  • lesmcbeth on 06 Dec 14
     
    Turn any video into an interactive lesson with Ed Puzzle
garth nichols

great technology requires an understanding of the humans who use it - 0 views

us2.campaign-archive1.com/?u=bc04df008d4705e4e77c2eb35&id=a5ff5e74dc&e=352a91d6c3

edtech cohort21

shared by garth nichols on 17 Jul 14 - No Cached
  • Clearly, MIT BLOSSOMS (the name stands for Blended Learning Open Source Science Or Math Studies) isn’t gaining fans by virtue of its whiz-bang technology. Rather, it exerts its appeal through an unassuming but remarkably sophisticated understanding of what it is that students and teachers actually need. It’s an understanding that is directly at odds with the assumptions of most of the edtech universe.
  • For example: BLOSSOMS is not “student-centered.” In its Twitter profile, the program is described as “teacher-centric”—heresy at a moment when teachers are supposed to be the “guide on the side,” not the “sage on the stage.” The attention of students engaged in a BLOSSOMS lesson, it’s expected, will be directed at the “guest teacher” on the video or at the classroom teacher leading the interactive session.
  • All this is blasphemy in view of the hardening orthodoxy of the edtech establishment. And all this is perfectly aligned with what research in psychology and cognitive science tells us about how students learn. We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We know that students do not learn deeply or lastingly when they have a world of distractions at their fingertips. And we know that students learn best not as isolated units but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.
  • ...3 more annotations...
  • The creators of BLOSSOMS also candidly acknowledge that many teachers are threatened by the technology moving into their classrooms—and that they have reason to feel that way. Champions of educational technology often predict (with barely disguised glee) that computers will soon replace teachers, and school districts are already looking to edtech as a way to reduce teaching costs. The message to teachers from the advocates of technology is often heard as: Move aside, or get left behind.
  • Should the creators of educational technology care so much about the tender feelings of teachers, especially those inclined to stand in the way of technological progress? Yes—because it’s teachers who determine how well and how often technology is used.
  • Edtech proponents who think that technology can “disrupt” or “transform” education on its own would do well to take a lesson from the creators of BLOSSOM, who call their program’s blend of computers and people a “teaching duet.” Their enthusiasm for the possibilities of technology is matched by an awareness of the limits of human nature. 
  • garth nichols on 17 Jul 14
     
    A very important message to all who are trying to integrate Tech into their school...
Justin Medved

Is the flipped class model here to stay? | eduCanon's blog - 0 views

blog.educanon.com/...flippedclassmodel

flipped classroom

shared by Justin Medved on 28 Nov 14 - No Cached
  • Justin Medved on 28 Nov 14
     
    "A recent SpeakUP survey (study here) of 403,000 educators, students, and parents found, among other results, that: 25 percent of administrators believe flipped learning has already had a "significant impact" on transforming teaching and learning in their school or district One out of six math/science teachers are already implementing a flipped learning model 16 percent of teachers are regularly creating videos of their lessons or lectures for students to watch Almost one-fifth of current teachers have "learning how to flip my classroom" on their wish list for professional development this year 66 percent of principals believe pre-service teachers should be learning how to create and use videos within their teacher training programs"
garth nichols

A Simple Idea That Just Might Revolutionize Education - Brilliant or Insane - 2 views

www.brilliant-insane.com/...t-revolutionize-education.html

assessment evaluation no-grades

shared by garth nichols on 20 Nov 14 - No Cached
  • Assessment 3.0 is today’s blackboard, and it can revolutionize teaching and learning. Best of all, it doesn’t require any inventions or manufacturing costs. Assessment 3.0 involves replacing traditional grades with conversation, self-evaluation and narrative feedback using SE2R or a similar model.
  • After many years of using traditional grading practices, I realized that my students needed more. “A” students were just good at manipulating an outdated system, and “F” students didn’t try, because they were convinced they couldn’t learn. What if we just talk about learning, I wondered. So, I threw out numbers, percentages and letters and stopped grading anything and everything my students ever did. Instead, I provided SE2R feedback: A one- or two-sentence Summary of what had been done. An Explanation of what I observed that students had mastered, based on lessons and guidelines and what still needed to be accomplished. When more learning needed to be demonstrated, I Redirected students to prior lessons and models. I asked for reworked items to be Resubmitted for further assessment. This is SE2R. It’s simple and can be used with any age in any class and delivered in a variety of ways, including through digital tools and social media. Best of all, SE2R creates conversation about learning.
  • garth nichols on 20 Nov 14
     
    A great graphic for how to know you're doing great assessment
lesmcbeth

Google Ventures: Your Design Team Needs A War Room. Here's How To Set One Up | Co.Desig... - 3 views

www.fastcodesign.com/...r-room-heres-how-to-set-one-up

DesignThinking Innovation collaboration

shared by lesmcbeth on 08 Oct 15 - No Cached
  • lesmcbeth on 08 Oct 15
     
    A great article on what a room needs in order to improve opportunities for collaboration and innovation. How can you apply these lessons to the physical design of your classroom?
  • garth nichols on 08 Oct 15
     
    THis is what our classrooms should be, but we need to change the pedagogy too!
garth nichols

How Teachers Can Run Classrooms Like 'Lean Startups' | EdSurge News - 0 views

www.edsurge.com/...-classrooms-like-lean-startups

DesignThinking

shared by garth nichols on 29 Oct 15 - No Cached
  • Do students recognize that they have a need or dearth that you are trying to fill or address? If there is a way to address that need, will students buy into it? Knowing what you know, can you fill that need?
  • These answers should help you decide on a hypothesis—which is eerily similar to a lesson objective, or a SWBAT (Students Will Be Able To) statement. Except, in this case, you’re adding an action (A) before the objective (B), in the form of “If I do A, then the student will be able to B.”
  • garth nichols on 29 Oct 15
     
    How can teachers behave like a "lean start up"?
lesmcbeth

Be Inspired, Be an Innovator! | Classroom Resources | PBS LearningMedia - 1 views

www.pbslearningmedia.org/...be-inspired-be-an-innovator

innovator classroom DesignThinking

shared by lesmcbeth on 28 Mar 16 - No Cached
  • lesmcbeth on 28 Mar 16
     
    PBS - Resources and lesson plans for using Design Thinking in the classroom.
  • Derek Doucet on 28 Mar 16
     
    This looks great! Thanks for the share Les!
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