very interesting music creator. i'm not sure of it's value as a teaching tool (I don't know enough about music), but it is very cool, and there is a lot of math behind it.
Using the arts to teach biology. Stanford instructor records 5 raps that describe different aspects of his biology curriculum for his students. I'm not sure they are incredible examples, but they do set a tone that music can/will help students understand/remember the material more effectively. It's not for everyone, but is another example of differentiating instruction for those who need/want/like to receive information in different formats. Why does the format have to be lecture? (My pessimistic response is that the lecturer learns best by that modality therefore dictates that others should learn that way!)
MyBrainshark.com is the perfect solution for the shyer set. Audio narration can be added through this website, as well as some nice background music for effect.
Using music to make connections in content learning, most specifically social studies. The non-profit organization works to design lessons that get permission from artists for students to use their lyrics as the basis of their writing. I like the idea and think it fits well with the type of thinking we use at CTL so I'm sharing it!
NIce slideshare about digital storytelling and the use of voicethread to accomplish that. Slide 2 quote: "In educationeze, it's Multimodal Writing.
While any use of a computer to help present a story could be called digital storytelling, it's now a term of art for a presentation with a scripted voice-over narration which is illustrated by a series of mostly still images, sometimes with brief video clips, often with a musical background added."
A little not taking oneself too seriously with what I think is a good description of digital storytelling.
* "Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker.
Get the Math is a multimedia project about algebra in the real world. See how professionals working in fashion, videogame design, and music production use algebraic thinking. Then take on interactive challenges related to those careers.
Copyright-Friendly and Copyleft is a great site for CC licensed media. If you are having students create digital products this is where they (and you) need to start for images, audio, and video that is legal and ethical to use.
The Internet Archive is building a digital library of Internet sites and other cultural artifacts in digital form. Like a paper library, we provide free access to researchers, historians, scholars, and the general public.
I don't believe this at ALL. Quite possibly, I err on the opposite end fo the spectrum, where students don't know WHY they have a textbook. Perhaps, some of these new strategies can make in-class reading more productive and encourage more use of the book.
They need you, the teacher, to break the work into steps and stages, and to give
them tools and activities and work habits that help.
Scaffolding, vocabulary strategies really work well with breaking up text into manageable chunks for students.
Like the social studies teachers at Stagg High School, you could try to identify
the 12 or 16 absolutely key, “fencepost” concepts in every course you teach. You
might agree in principle that kids would do better to understand a dozen key
ideas deeply, that to hear 1,000 ideas mentioned in passing. But what are the
right fenceposts for your subject, your course?
Ah. The "selective abandonment" approach. Reminds me of my days teaching Arts & Humanities -- 25 pages of random facts in the Core Content about the progress of Western, non-Western, and other indigienous visual art, drama, dance, literature, music, religion, philosophy, from time immemorial to present...all in 18 weeks of block scheduling.
have to decide to teach a few things well and fully- let some other stuff slide.
what do you let slide and what to you cover? does each individual teacher decide this or is it done as a department?
Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly
This newer kind of test tries to determine not just whether students retain
factual information, but whether, given an authentic problem, they can reason
effectively.
Don’t leave kids alone with their textbooks We can harness the social power of
collaboration, having kids work in pairs, groups, and teams at all stages of
reading to discuss, debate, and sort-out ideas in the book.
I find this works well in social studies, especially with topics that apply to events in the world today.
Don’t leave kids alone with their textbooks
to remember ideas, learners must act upon them. Period. You can have
students move their noses above any number of pages, left to right, top to
bottom, but that is neither teaching nor learning.
in response to selective abandonment, I found in the A & H Core Content that most of it was unnecessary to do well on the test. Most of my students were able to perform at the Proficient/Distinguished level without a text...and without covering every single thing on the suggested list. Highly discouraging for a new teacher...effort, in a sense, wasted.
the content of any subject field has different levels of importance. There are
some anchor ideas we ant students to understand in a deep and enduring way,
others that are important to know about, and finally, some aspects where a
passing familiarity is sufficient.
1.Does
the idea, topic, or process represent a big idea having enduring value beyond
the classroom?
2.Does
the big idea, topic, or process reside at the heart of the discipline?
3.To
what extent does the idea, topic or process require uncoverage?
4.To
what extent does the idea, topic, or process have the potential for engaging
students?
the reform movements between1820-1850. There are four distinct strands which
emerged during this period- religious renewal, abolitionism, the early women’s
rights efforts, and workplace reform- each of which receives several pages of
coverage in the textbook
making sure your kids can think like a scientist, a mathematician, a historian,
or a writer.
Many books couldn’t be studied this way because information in earlier chapters
is crucial for understanding later ones. But textbooks frequently can be easily
subdivided.
Another way to subdivide the chapter is to have students divide in groups and present their information in a creative way to their classmates.
Have empathy. Remember, not only are you a grownup and a subject matter
expert, you have also read this textbook five or 10 times before. The material
may seem easy to you, but it may really be Greek to the kids.
You can also pair proficient and poor readers and do a parallel reading in a jigsam format for added differentiation and support for struggling readers.
This is particularly important for honors/excel students. Accelerated does not mean "do more of the same."
more are using constructed responses, items that present some data (a chart,
article, or problem) and then ask students to work with it. This newer kind of
test tries to determine not just whether students retain factual information,
but whether, given an authentic problem, they can reason effectively.
With jigsawing activities, when kids sit down to find the links between
movements like abolitionism and worker’s rights, they are coming pretty close to
“doing history,” not just dutifully accepting what the textbook says.
I finished a course last year by using my WJHS Wiki, a website with discussion forums you can build, ideas you can exchange, and digital copies of assignment lists, expectations, etc. it was pretty cool.
Have empathy.
The material may seem easy to you, but it may really be Greek to the kids.
laboring under tough requirements to “cover” material, having
ACCESS: Textbook Feature Analysis
Directions: Use this activity to better understand the
textbook in this class. Its purpose is to teach you how the textbook works by
showing you what it is made of and how these elements are organized.