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Roland O'Daniel

wchsread [licensed for non-commercial use only] / WCHS READS - 2 views

wchsread.pbworks.com

web2.0 wiki wchsread comprehension write2learn write2pub

shared by Roland O'Daniel on 17 Sep 10 - No Cached
  • Roland O'Daniel on 17 Sep 10
     
    Washington County Library/reading wiki. Lisa Burkhead has done a fantastic job of integrating the wiki into her literature course and her library work. There is lots of student voice and apparently a lot of reading going on at Washington County High School!
Roland O'Daniel

nuIDEAS / Mathematics Classrooms - 2 views

nuideas.pbworks.com/Mathematics-Classrooms

math resources interactive algebra geometry

shared by Roland O'Daniel on 26 Apr 10 - Cached
  • Roland O'Daniel on 26 Apr 10
     
    Some nice online resources that might be useful in your classroom. I haven't investigated them all as of yet, but will be looking into them to make more specific recommendations. 
Roland O'Daniel

jlwagner / MoreThanWordles - 1 views

jlwagner.pbworks.com/...MoreThanWordles

wordle resources vocabdev vocabulary

shared by Roland O'Daniel on 31 Dec 10 - No Cached
  • Roland O'Daniel on 31 Dec 10
     
    Some interesting wordle resources. 
Roland O'Daniel

guessthewordle / FrontPage - 0 views

guessthewordle.pbworks.com/FrontPage

wordle web2.0 write2learn write2pub vocabdev

shared by Roland O'Daniel on 02 Sep 09 - Cached
  • Roland O'Daniel on 02 Sep 09
     
    Wordle is a great tool for using in the classroom, and this is just another example of how it can be used. I want to point out several aspects of this site- - it uses a wiki as the hosting site (easy to create) - is centered on using a tool called wordle - embeds wordles within the wiki - uses a Google form (go to "Today's Wordle" page) to have people submit information - has created a twitter account to advertise/keep participants up to date with information - has created an RSS for those who want to follow new wordles daily
Roland O'Daniel

Teaching with Technology / Index - 0 views

ipt286.pbworks.com/Index

web2.0 instruction

shared by Roland O'Daniel on 20 Aug 09 - Cached
  • Roland O'Daniel on 20 Aug 09
     
    List of resources. Lots of options. Always good to look around and find any new resources I'm not familiar with.
Roland O'Daniel

digitalresearchtools / FrontPage - 0 views

digitalresearchtools.pbworks.com/FrontPage

research web2.0 assessment data analysis

shared by Roland O'Daniel on 15 May 09 - Cached
  • Roland O'Daniel on 15 May 09
     
    This wiki collects information about tools and resources that can help scholars (particularly in the humanities and social sciences) conduct research more efficiently or creatively. Whether you need software to help you manage citations, author a multimedia work, or analyze texts, Digital Research Tools will help you find what you're looking for. Not all the software is free, but it does provide an extensive list of software for use.
Amber Ylisto

SRTrainingSummer09 / Chapter 6- Group 1 - 0 views

srsummer08.pbworks.com/Chapter+6-+Group+1

shared by Amber Ylisto on 07 Aug 09 - Cached
  • seen pages
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      typo
  • kids need to read the whole book to understand the main ideas
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      This is so not true. Targeted reading can provide students essential content and save time for other activities.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      I'm glad to know this is acknowledged and acceptable
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      Also, this is a must with semester long courses
  • ...42 more annotations...
  • Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      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.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      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?
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      Finding these fencepost ideas is always difficult in a department where each person feels different topics require more coverage than others.
  • beyond the classroom
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      definately a key to motivating readers. They need to know why it matters to them.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      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.
    • Hannah Cook
      Hannah Cook on 07 Aug 09
       
      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.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      This is the step some students seem to miss: application of knowledge.
  • In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      Do we have any framework for the new KY tests? Like...standards, core content...?
  • But what are the right fenceposts for your subject, your course?
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      good question
  • Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality
    • Elizabeth Cloyd
      Elizabeth Cloyd on 07 Aug 09
       
      This book must have been written during the Bush admin.
  • So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      good point
  • 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.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      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.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      love this
  • What’s Really on the State Test?
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      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.
  • roe of textbooks
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      typo
  • only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      not surprised
  • Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      Sounds really boring.
  • NAEP tells us
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      what is NAEP?
  • cussedness
  • 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.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      very true
  • 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?
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      i like these questions?
  • 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.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      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.
  • Jigsawing
    • Paul Rodrigues
      Paul Rodrigues on 07 Aug 09
       
      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.
  • giving students support before and during reading
  • Make more selective assignments
  • Greek to the kids
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      Especially if you teach a course in Greek. LOL. ;)
  • Choose wisely. Make more selective assignments
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      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.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      these are the best kind!
  • 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.
    • Josh Yost
      Josh Yost on 07 Aug 09
       
      This does require students to be trained in how to do effective jigsaw strategies.
  • assigning fewer pages
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      Especially important for students in regular-pace and more slowly-paced groups. Do reading in class, alongside practice.
  • focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      i like this statement
  • websites
    • Jamie Poff
      Jamie Poff on 07 Aug 09
       
      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.
    • Lyndsey Timoney
      Lyndsey Timoney on 07 Aug 09
       
      very true
  • similarities
  • 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.
    • Amber Ylisto
      Amber Ylisto on 07 Aug 09
       
      Likes this.
Jackie Miller

SRTrainingSummer09 / Chapter 6- Group 2 - 0 views

srsummer08.pbworks.com/Chapter+6-+Group+2

shared by Jackie Miller on 07 Aug 09 - Cached
  • This way, each kid reads every fifth chapter, all the way through the book.
    • stephanie stobaugh
      stephanie stobaugh on 07 Aug 09
       
      I a little scared about this so far...:( I tried something like this once with not so great results...but let's keep reading.
    • Jackie Miller
      Jackie Miller on 07 Aug 09
       
      I felt the same way b4 starting Lit Circles
  • the expert for each chapter recounted the key elements of the chapter to the rest of the kids, who hadn’t read it After this round of highlights from each chapter, the groups transitioned into general discussion about the five-chapter segment of the novel.
  • (recognizing that reading doesn’t necessarily guarantee remembering)
    • Abby Dobie
      Abby Dobie on 07 Aug 09
       
      OK Students need to engage with the text in order to remember.
  • ...30 more annotations...
    • Denise Hamilton
      Denise Hamilton on 07 Aug 09
       
      ok confirms what I thought
  • Chapter 8 in MacDougal-Little’s The Americans covers 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
  • she did want them to sample Dickens’ voice and pick up some cultural background from the era.
    • Abby Dobie
      Abby Dobie on 07 Aug 09
       
      T-S i have had this same issue
  • under tough requirements to “cover” material
    • Jon Edwards
      Jon Edwards on 07 Aug 09
       
      OK, students become bored quickly with large reading assignments.
  • Tom’s Cabin, that connects the movements of the period in a vivid, powerful way.
    • Denise Hamilton
      Denise Hamilton on 07 Aug 09
       
      T-T connection =similar to something
    • Matthew Albertson
      Matthew Albertson on 07 Aug 09
       
      Ms. Hamilton is right on!
  • Or for teachers who worry, sincerely, whether hearing an oral summary from other students is as good as reading an expert’s version in print.
  • Jigsawing
    • David Underwood-Sweet
      David Underwood-Sweet on 07 Aug 09
       
      I have not heard this term before
  • leapfrogging” jigsaw groups
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      ?: I wonder if this is effective for the majority
  • having every student read every page in the textbook may not be the only alternative
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      OK: i agree...reading is not always comprehension
  • Are kids actually working, thinking, and engaged with the text we assign- or are they just imitating a sentient life form while remaining functionally unconscious?
  • But textbooks frequently can be easily subdivided
    • Jon Edwards
      Jon Edwards on 07 Aug 09
       
      OK, Often true for my text.
  • is covering material the same as understanding it?
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      !: very important question to ask when decided to go with this method
  • the language was just too hard for her kids to plow through.
    • Paul Webster
      Paul Webster on 07 Aug 09
       
      I see this with R & J and Odyssey
    • stephanie stobaugh
      stephanie stobaugh on 07 Aug 09
       
      I think this would be really good with The Odyssey. Plus some art work.
  • But textbooks frequently can be easily subdivided.
    • Josh Corman
      Josh Corman on 07 Aug 09
       
      OK - allows students to become teachers to other students, a role at which a lot of them excel.
  • Are kids actually working, thinking, and engaged with the text we assign- or are they just imitating a sentient life form while remaining functionally unconscious?
  • Or for teachers who worry, sincerely, whether hearing an oral summary from other students is as good as reading an expert’s version in print
    • David Underwood-Sweet
      David Underwood-Sweet on 07 Aug 09
       
      Some students may have difficulty in summarizing or in conveying the key points.
  • Textbook Jigsaw Sheet
  • Textbook Jigsaw Sheet
  • whether hearing an oral summary from other students is as good as reading an expert’s version in print.
    • Jon Edwards
      Jon Edwards on 07 Aug 09
       
      !, learning from similar others has many advantages.
  • The Guide-O-Rama
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      New: Sounds like a useful tool for this process
  • it is much harder to “fake it”
    • Abby Dobie
      Abby Dobie on 07 Aug 09
       
      X I'm not sure I agree. Often with jigsaw when the "experts" get together students are more interested in "getting the answers" than truly engaging with that text (ie. asking questions, making inferences, etc) I suppose it depends on the follow-up activity and HOW they go about sharing their info.
  • imitating a sentient life form
  • The parents think the textbook is the subject,
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      :) interesting observation
  • activate their prior knowledge
    • Paul Webster
      Paul Webster on 07 Aug 09
       
      !
  • The Guide-O-Rama lets you informally coach, support, and chat with kids as you steer them along.
    • Jon Edwards
      Jon Edwards on 07 Aug 09
       
      ? I wonder if mixing in questions with the guide will help ensure that students follow the guide.
  • the author is there to answer questions and talk to the students.”
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      :) good point
  • when you have to read, write, talk, and listen, it is much harder to “fake it” than it is to slide through a textbook assignment without understanding.  
  • “What’s on the Prairie State exam.”
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      = teaching to the test
  • real-life examples
  • No Secrets Education
    • Jessica Slaton
      Jessica Slaton on 07 Aug 09
       
      NEW: interesting
Roland O'Daniel

Wonderful Web 2.0 Tools / FrontPage - 1 views

techitupwebtools.pbworks.com

instruction web2.0 wiki blogging

shared by Roland O'Daniel on 24 Aug 09 - Cached
  • Roland O'Daniel on 24 Aug 09
     
    Yet another list of web resources. Relatively up to date and comprehensive. Worth looking at if you want choices for tool usage.
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