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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.
mardimichels

MERLOT II - Home - 0 views

www.merlot.org/index.htm

languages resources learning media Language langmedia culture

shared by mardimichels on 30 Mar 14 - Cached
  • MERLOT is a free and open peer reviewed collection of online teaching and learning materials and faculty-developed services contributed and used by an international education community.
  • mardimichels on 30 Mar 14
     
    "MERLOT is a free and open peer reviewed collection of online teaching and learning materials and faculty-developed services contributed and used by an international education community."
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/
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
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
mardimichels

LangMedia: Resources for World Languages - Five College Center for the Study of World L... - 1 views

langmedia.fivecolleges.edu/index.html

languages resources learning audio media Language langmedia culture

shared by mardimichels on 30 Mar 14 - Cached
  • mardimichels on 30 Mar 14
     
    This site presents information on culture and language in different regions of the world as well as videos and audio taken from the authentic regions. Transcripts in English and the target languages are included.
Derek Doucet

7 Homework Assignments That Guarantee Learning and the Secret Sauce That Makes Them Wor... - 0 views

www.brilliant-insane.com/...auce-that-makes-them-work.html

personalized learning homework pedagogy edtech

shared by Derek Doucet on 06 Nov 15 - No Cached
  • 1 – Read from a self-selected novel
  • With reading as our most important out-of-class activity, my average student read more than 25 books each year.
  • 2 – Read an article, blog post, or other content on a social network
  • ...4 more annotations...
  • What if teachers leveraged social media and other Internet content? Encourage students to read a bevy of items from their favorite online spaces. Steer them to content related to your class. Challenge them to locate something thought-provoking. Imagine the discussions that might ensue.
  • 3 – Talk about X on Twitter, Facebook, or Pinterest
  • 5 – Write a song, paint a picture, or design a building
  • 6 – Play a game
  • Derek Doucet on 06 Nov 15
     
    Making learning a normal part of their day...
tantoniades

Life in a 21st-Century English Class | MindShift | KQED News - 4 views

ww2.kqed.org/...n-a-21st-century-english-class

shared by tantoniades on 17 Nov 15 - No Cached
  • 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.
    • tantoniades
      tantoniades on 17 Nov 15
       
      This is where I need to get.  I'm still very much in the "tacking on" phase.
  • 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.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont know what half of these things are, but I'm going to find out - we do Beloved, which is really similar thematically, and my assessment for the unit is really similar (even if it's not tech-based...yet).
  • 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.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I find this really annoying.  
  • ...3 more annotations...
  • The Museum Box site allows you to build  an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Intriguing.  Go on...
  • My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont mean to be a crank, but this has everything to do with teaching, and nothing to do with technology.
  • Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. Instead, inquiry and technology are a natural part of our English classes.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Again, I know I'm being a cynical old grump, but you cannot use "technology" and "constructivist" like they're two parts of the same idea.  I think it's perfectly feasible to imagine a constructivist classroom that runs without tech, and vice versa.  Both of them running in harmony...that's the dream, all right.
  • tantoniades on 17 Nov 15
     
    An article about some ways technology can be used to help an inquiry-based high school English class...
  • Derek Doucet on 17 Nov 15
     
    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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