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mardimichels

Teaching Writing with Google Docs - 1 views

www.fractuslearning.com/...teaching-writing-google-docs

google docs writing

shared by mardimichels on 23 Oct 13 - No Cached
  • mardimichels on 23 Oct 13
     
    I've used Google Docs for a collaborative writing project in Grade 6 French and can't say enough good things about it!
Elissa Gelleny

STEM and Writing: A Super Combination | Edutopia - 1 views

www.edutopia.org/...ination-heather-wolpert-gawron

stem edutopia writing

shared by Elissa Gelleny on 22 Nov 14 - No Cached
  • Elissa Gelleny on 22 Nov 14
     
    Read how a quantum physicist, who was a guest speaker in a language arts classroom, inspired the imagination and writing of the middle school students.
Marcie Lewis

Write About » Galleries - 1 views

www.writeabout.com/...141

writing

shared by Marcie Lewis on 10 Jan 15 - No Cached
  • Marcie Lewis on 10 Jan 15
     
    visual writing prompts
  • Marcie Lewis on 10 Jan 15
     
    VIsual writing prompts
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.
sallymastro

Mobile Tech in Classrooms Boost English Learners - New America Media - 0 views

newamericamedia.org/...-english-learners-a-leg-up.php

shared by sallymastro on 27 Oct 12 - No Cached
  • when a student asked Nieto if he could bring his iPod to class, Nieto agreed, and neither teacher nor student has looked back since.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Whether iphone or ereaders...allowing students to use technology to enhance the learning process is something I am starting to approach with a more open mind.
  • said mobile devices are particularly useful because of the many learning applications and basic language tools, such as spell check and grammar check, which increase the speed of learning. Rather than view the mobile applications as learning shortcuts tantamount to cheating, Nieto sees them as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback. It’s a perspective most of his students seem to share.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Instant feedback is what I am looking for in the English classroom. I want to be able to provide constructive criticism more immediately, so the students can edit at the moment as opposed to waiting a day or two days to receive my comments on a writing piece.
  • as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback.
    • sallymastro
      sallymastro on 27 Oct 12
       
      When I indicated to my students that they could use kindles, kobos or ireaders/iphones for the ISU novel study unit, they were quite excited and quickly retained copies of ISU via this means. I am still using paper copies of the books as well, but I want to be able to have choice in their methods of acquiring texts and engaging in the reading process.
  • ...5 more annotations...
  • Project Tomorrow survey of roughly 300,000 K-12 students, 42,000 parents, 38,000 teachers and librarians, and 3,500 administrators from over 6,500 public and private schools, on how they are using—and would like to be using —new technologies in the classroom.
  • The results show that while the majority of students—and, perhaps surprisingly, parents—are in favor of using mobile devices for learning as long as the school allows it, most school administrators remain opposed
  • “I know the main reasons mobile technology is not welcome in the classroom are fear and misunderstanding about the structure that it gives the learning,” said Reina Cabezas, a teacher at Cox Elementary in Oakland, Calif., who is also doing masters thesis research on the topic of mobile devices in the classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Currently my students are participating in their ISU novel study. They are currently reading and annotating their novels. I have indicated to my students that ireaders or ereaders are the quickest means to accessing a text as opposed to waiting one to two weeks for a book if it has had to be ordered. With the ireaders and ereaders they can now annotate and highlight important or interesting passages as they read. I would like to be able to have the students bring these technology tools to class. I have indicated that this is the direction in which I am going with ISU study, and so far, my Director has indicated he will back in allowing the kids to bring ereaders/ireaders to class. Fingers crossed it will bring positive and engaging results.
  • “But I don't think we stop living because of fear, right? No, we educate ourselves and learn about the security measures, expectations of all stakeholders, and apply principles of successful models of mobile devices in the classroom. Most importantly, we realize that technology is a tool of efficacy for the teacher, not the teacher's replacement. Lastly, technology only engages and motivates students when teachers know how to use them strategically to keep the hook. Overuse of anything is never good.”
    • sallymastro
      sallymastro on 27 Oct 12
       
      I am hoping that I will be able to show my Director and Head of School the successful incorporation of ereaders/ireaders into the English classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Ongoing concern within my school is the use of personal mobile devices in the classroom. Policy at our school is mobile phones are in the lockers and not used on school premises.
  • sallymastro on 27 Oct 12
     
    You should read this article because, like me, if you have been skeptical about the use of iphones in the classroom, you will be enlightened about how to proceed in a way that will make technologies in the classroom understandable to and meaningful for all stakeholders:administrators, teachers, parents and students. Stay tuned for my blog on incorporating ireaders/ereaders in the English classroom. 
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
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."
Justin Medved

How I reverse-engineered Google Docs to play back any document's keystrokes «... - 0 views

features.jsomers.net/reverse-engineered-google-docs

googledocs writing

shared by Justin Medved on 15 Nov 14 - No Cached
  • Justin Medved on 15 Nov 14
     
    "If you've ever typed anything into a Google Doc, you can now play it back as if it were a movie - like traveling through time to look over your own shoulder as you write."
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!
Justin Medved

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf - 1 views

www.edu.gov.on.ca/...CBS_ThirdTeacher.pdf

learning_spaces

shared by Justin Medved on 21 Apr 13 - No Cached
  • Justin Medved on 21 Apr 13
     
    Designing the Learning Environment for Mathematics and Literacy, K to 8 Imagine the ideal learning environment for today's learner. What would it look like? Think about how much the world has changed in the last three decades and how rapidly it will continue to change in the years to come. How do we ensure that the instruction we provide is responsive to the shifting demands of the 21 st century? Researchers and practitioners in a wide range of disciplines - early childhood and developmental education, psychology and cognitive science, school architecture and design - maintain that the key to learning in today's world is not just the physical space we provide for students but the social space as well(Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010). The learning environment, they suggest, is "the third teacher" that can either enhance the kind of learning that optimizes our students' potential to respond creatively and meaningfully to future challenges or detract from it. Susan Fraser, for example, writes: "A classroom that is functioning successfully as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible and then fosterfurtherlearning and engagement." (2012, p. 67)
amacrae

The Third Teacher - 1 views

DIIGO_FILE_HOME/5qz9p/5nc2

shared by amacrae on 19 Nov 16 - No Cached
  • 2Getting Started with the Physical EnvironmentOVERALL ...It is both an art and a science to design (as opposed to decorate) a learning environment that responds to our ultimate goal as educators – to develop independent and rigorous thought. Therefore, if we want to foster discovery and reflection, dialogue and the sharing of ideas, the overall physical environment should include:•A large gathering space for whole-group work and discussions, located near whiteboards, easels and/or projector screens.•A gathering space for small-group and whole-group discussions – where students can see clearly the representations of learning that are posted on boards or screens and hear classmates as they share ideas.•Flexible and reconfigurable space for small-group collaborative work and inquiry – space must allow for groupings of various sizes, such as pairs, triads and groups of four or more.•Desks and tables configured to facilitate discussion by allowing eye contact with peers and teacher, the unencumbered flow of traffic and enough space for students to write collaboratively.•Active areas for inquiry, investigation and wonder and quiet areas for thinking and exploring technology – all areas need to be accessible to students for communicating and documenting their own learning (e.g., computers, computer software, tablets, digital cameras and video recorders, document cameras, interactive white boards).•Instructional materials organized in such a way as to provide easy selection and access for all students – materials may include computer software, educational web sites and applications, found materials, graphic organizers, newspapers and other media, resource texts, etc.FOR MATHEMATICS ...Mathematically literate students demonstrate the capacity to “formulate, employ and interpret mathematics” (OECD, 2012, p. 4); they view themselves as mathematicians, knowing that mathematics can be used to understand important issues and to solve meaningful problems, not just in school but in life. By extension, the physical environment for mathematics learning should include: •Spaces where students can use manipulatives to solve problems and record their solutions.•Board and/or wall space to display student solutions for Math Congress and Bansho – student solutions should be easily visible from the group gathering space.•Space to post co-created reference charts such as glossary terms and past and current summaries of learning that specifically support the development of the big ideas currently under study.•Instructional materials organized in such a way as to provide easy selection and access for all students; may include mathematics manipulatives, calculators and other mathematical tools, mathematical texts, hand-held technology.FOR LITERACY ... Today’s literate learners experience “a constant stream of ideas and information” – they need strategies for interpretation and making sense and lots of practice in identifying meaning, bias and perspective (Ontario Ministry of Education, 2009, 2006). By extension, the physical environment for literacy learning should include: •Spaces where students can talk, listen, read and write.A place for wonder, mystery and discovery ...“We need to think about creating classroom environments that give children the opportunity for wonder, mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning for exploration is a classroom where children are passionate about learning and love school.” (Heard & McDonough, 2009)
  • maintain that the key to learning in today’s world is not just the physical space we provide for students but the social space as well (
  • A large gathering space
  • ...1 more annotation...
  • mall-
mrdanbailey61

Educational Leadership:Relationships First:Fox Taming and Teaching - 1 views

www.ascd.org/...Fox-Taming-and-Teaching.aspx

relationships teaching

shared by mrdanbailey61 on 04 Dec 16 - No Cached
  • Little Prince asks the fox to play with him—to enter his world. "I cannot play with you," says the fox. "I am not tamed."
  • The curious traveler asks what it means to be tamed.
  • "You become responsible, forever, for what you have tamed."
  • ...5 more annotations...
  • that's the essence of "real" teaching—the transformative kind that sends a young person forward on a journey they understand to be their own
  • It's about a teacher intending to see beauty—what is invisible to the eye—in the child who passes by.
  • It's about knowing that establishing ties must start the learning journey
  • John Hattie (2009) points to positive teacher-student relationships as one of the most potent catalysts for student achievement.
  • ne of the great satisfactions of teaching is that those of us who teach are the primary beneficiaries of the process. We are re-made each year
  • mrdanbailey61 on 04 Dec 16
     
    This article was referred to me by my colleague Nicole Davies as I was writing and thinking about making contact with students in more meaningful ways in the classroom. A neat metaphor...
Justin Medved

Sarah Bylsma » Blog Archive » Hard Times Calls for Educational Reform - 2 views

cohort21.com/...s-calls-for-educational-reform

criticalthinking

shared by Justin Medved on 13 Nov 13 - No Cached
  • Justin Medved on 13 Nov 13
     
    "Forbes Magazine recently released a survey by the American Management Association which found that knowledge in the three Rs (Reading, Writing and Arithmetic) is no longer sufficient for managers (Quast). It suggests "to ensure success in the workforce of the future, the three Rs need to be fused with the four Cs: Critical thinking and problem-solving skills, communication skills, collaboration skills and creativity and innovation skills" (Quast)."
mardimichels

A Teacher's Approach to Using Comic Books in the Classroom | Our Kids Blog - 1 views

www.ourkids.net/...ng-comic-books-classroom-26050

comic comic books writing creative writing

shared by mardimichels on 02 Dec 13 - No Cached
  • mardimichels on 02 Dec 13
     
    Using comic books in the classroom - one teacher's approach.
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."
Adam Caplan

The Balancing Act of Screen Time (Long Version) | Beth Holland - 1 views

brholland.wordpress.com/...ct-of-screen-time-long-version

edtech iPad screentime

shared by Adam Caplan on 09 Jan 14 - No Cached
  • “Today, if I were to lose the devices (iPads) that that my students have,” writes Shawn, “I would mourn the loss not of the technology but of the voices that my students have gained through having them.”
  • “Innovation shouldn’t look like a tablet or a laptop. It should look like a learning environment where students—with teachers at their side— choose their learning targets and aim to hit them.” writes Grant Lichtman (@GrantLichtman)
  • Adam Caplan on 09 Jan 14
     
    Another good discussion on the topic being called "screen time", from Beth Holland (my fav!). 
  • garth nichols on 09 Jan 14
     
    I really liked the idea of what goes into the iPad and not just what it can do... The school has an unconventional take on the iPad's purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students' creations. The teachers cared most about how the devices could capture moments that told stories about their students' experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it. - The Smart Way to Use iPads in the Classroom, April 15, 2013
garth nichols

What Students Will Learn In The Future - 0 views

www.teachthought.com/...dents-will-learn-in-the-future

21st Century Learning future

shared by garth nichols on 29 May 14 - No Cached
  • ust as advances in technology enabled the growth of science, the extremely rapid growth of technology we’re experiencing today is impacting our perspectives, tools, and priorities now. But beyond some mild clamor for a focus on “STEM,” there have been only minor changes in how we think of content–this is spite of extraordinary changes in how students connect, access data, and function on a daily basis.
  • What kind of changes might we expect in a perfect-but-still-classroom-and-content-based world? What might students learn in the future? Of course any response at all is pure speculation, but if we draw an arc from classical approaches to the Dewey approach to what might be next–factoring in technology change, social values, and criticisms of the current model–we may get a pretty decent answer. This assumes, of course a few things (all of which may be untrue): 1. We’ll still teach content 2. That content will be a mix of skills and knowledge 3. Said skills and knowledge will be thematically arranged into “content areas”
  • The Content Of The Future: 8 Content Areas For Tomorrow’s Students 1. Literacy Big Idea: Reading and writing in physical & digital spaces Examples of traditional ideas and academic content areas included: Grammar, Word Parts, Greek & Latin Roots, The Writing Process, Fluency; all traditional content areas 2. Patterns Big Idea: How and why patterns emerge everywhere under careful study Examples of traditional ideas and academic content areas include: Grammar, Literature, Math, Geometry, Music, Art, Social Studies, Astronomy 3. Systems Big Idea: The universe—and every single thing in it–is made of systems, and systems are made of parts. Examples of traditional ideas and academic content areas include: Grammar, Law, Medicine, Science, Math, Music, Art, Social Studies, History, Anthropology, Engineering, Biology; all traditional content areas by definition (they’re systems, yes?) 4. Design Big Idea: Marrying creative and analytical thought Examples of traditional ideas and academic content areas include: Literature, Creativity, Art, Music, Engineering, Geometry 5. Citizenship Big Idea: Responding to interdependence Examples of traditional ideas and academic content areas include: Literature, Social Studies, History; Civics, Government, Theology 6. Data Big Idea: Recognizing & using information in traditional & non-traditional forms Examples of traditional ideas and academic content areas include: Math, Geometry, Science, Engineering, Biology; 7. Research Big Idea: Identifying, evaluating, and synthesizing diverse ideas Examples of traditional ideas and academic content areas include: English, Math, Science; Humanities 8. Philosophy Big Idea: The nuance of thought Examples of traditional ideas and academic content areas include: Ethics, Literature/Poetry, Art, Music; Humanities
  • garth nichols on 29 May 14
     
    Great article to frame long term planning. What aspects of learning in the future do you already do? Set one as your goal for implementation next year...
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