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Jeremy M.

23 Reasons Why Nothing Happens After a Brainstorming Session| The Committed Sardine - 58 views

    • Jeremy M.
       
      #23 is major...too often we feel that the "follow-up" will require too much additional work, when in fact, the follow-up is what often makes the biggest difference.
    • peter farrant
       
      If the follow up is considered work then the task is not engaging enough.
    • Jeremy M.
       
      #1...this is often due to poor preparation and even poorer presenting skills.
    • Jeremy M.
       
      #7...everyone is on board without realizing the amount of effort the project actually entails.
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    • Jeremy M.
       
      #8...too affraid to take a risk
    • Jeremy M.
       
      #10...communication, network, more communication, improved network--you get the idea.
    • Jeremy M.
       
      #12...there needs to be sufficient time to show measurable results before we can follow-up.
    • Jeremy M.
       
      #21...too many people are waiting for someone else to do it for them.
    • Jeremy M.
       
      #22...when success is celebrated, people notice, people feel appreciated, people want to work harder (generally speaking)
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    Everybody likes ideas that someone else has to follow up on...
Mary Beth  Messner

5 Fantastic Ways to Use Wallwisher in the Classroom - SimpleK12 - 138 views

  • 5 fantastic ways to use Wallwisher in the classroom: Writing activities – Wallwisher has a 160 character limit for each comment/post that you leave on the wall. Which is, in a way, a good thing! It allows for short story/collaborative projects, essay plans, note-taking, memos, poems, etc… the writing possibilities are endless! Brainstorming activities – This is a great ice breaker for the beginning of class! And better yet, it’s a great way to post a homework assignment/food for thought for that evening and then discuss it the next day. Vocabulary/Grammar Activities – You could easily use Wallwisher for practicing tenses, definitions, vocabulary matching (you can even use audio or video!), or even find a theme and have the students fill the sticky notes with their ideas for the vocabulary theme! Speaking activities – I was never one to love speaking in front of people so Wallwisher is a great way to create short speaking activities to help students feel more comfortable in front of a group of people. These activities could be to talk about a photo or video for X minutes, create a story based upon X number of photos, or even put debate topics on a sticky note for the student to create. Notifications – That is the original thought, right? You could use Wallwisher for orientation information, classroom rules, student profiles, daily/weekly plan, or even fun messages to other students who might be out sick or on trips with their families.
donnatmachado

TypeWithMe - 131 views

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    Collaborate with up to 16 different users within the one document. Great for Brainstorming or Group Work.
Patrick Higgins

Why Undergrads Aren't Writing Enough - Brainstorm - The Chronicle of Higher Education - 49 views

  • When it comes to writing-heavy courses, students don’t want to take them and teachers don’t want to teach them. When it comes to writing assignments in non-writing-oriented courses, students don’t like them to run too long and neither do teachers. Writing is just too much work for both sides. For every upper-division class in the humanities, 25 pages of finished out-of-class writing is a proper minimum. But for most students, that sounds like a daunting total—and an unjust one. For teachers handling three or more classes with 25 or more students, grading all those pages conscientiously (which means giving substantive feedback) keeps them up all night three weeks every semester. For those lucky teachers on a 2-2 load with 25 students or less per course, they feel the publish-or-perish mandate and all those pages of student prose turn into a road block.
    • Patrick Higgins
       
      This is an interesting section.  My feeling is that there has to be a way to increase what's viewed as "writing."  Does writing have to live solely in the 20+ page paper?  Can not the cumulative total of writing be considered?  
  • When it comes to writing-heavy courses, students don’t want to take them and teachers don’t want to teach them.
Lauren Rosen

Popplet - 64 views

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    Works for brainstorming as well as making a wall like wallwisher. Add photos, videos, draw or text.
anonymous

popplet - iPad Support - 85 views

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    Ideen sammeln, Art Mindmap, Brainstorm
Julia McKeown

Wikispaces - For Educators - 35 views

    • Kalin Wilburn
       
      Wikispaces allows you to create wikis specifically for educational purposes. A wiki allows your students to collaborate with you or each other on any number of projects. They simply edit and save without having to create anything new. Instead of brainstorming on paper have them brainstorming in a Wiki.
    • Nicky Stokes
       
      how do i create student accounts?
Michele Brown

Popplet - 225 views

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    Another way to present information visually. Very neat and easy to use.
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    Popplet is something between Wallwisher and a mindmap. Display images and text to organise your ideas and colaborate in real time. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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    create mind maps and diagrams with muitmedia content
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    A glorified graphic organizer that can store pictures, video, text and can be linked with other things.
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    story map for your ideas; demo tool for showing what you know.
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    Collect ideas, brainstorm, collaborate.  Easy to use site.
Misha Miller

Using Groups Effectively: 10 Principles » Edurati Review - 50 views

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    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
Amy Burns

Group Brainstorming Tools | Home - GroupMap - 73 views

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    I am really excited about this tool! Thank you for sharing. The templates are wonderful!
Christian King

Free Mind Mapping Software, Freeware, Create mindmaps for brainstorming, problem solvin... - 137 views

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    I've used many mind mapping tools and find them lacking in functionality (xmind) , expensive (inspiration) or very hard to use (Free Mind). Most of these tools will not allow you to have 2 main topics and create a double bubble map (like a venn diagram). Edraw Mind Map has a very easy to use ribbon interface similar to Word 2010 and tons of built in symbols and mind mapping templates. It is free for educational use and their site has tons of video tutorials that cover all the nifty features. It's the first mind mapping program where I felt like I wasn't fighting the interface.
Roland Gesthuizen

Haiku Starter - ReadWriteThink - 5 views

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    "This graphic organizer provides students the opportunity to brainstorm words about a given topic, count and record the syllables, and draft a haiku. "
trisha_poole

Where Does Google+ Fit In Education? - Edudemic - 99 views

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    Google's recent debut of its social networking platform Google+ was widely hailed as presenting unique possibilities for social interaction between students and teachers. Even though Google+ was an invitation-only service until just recently, over the summer many educators immediately began brainstorming ways to use Google+ for education everywhere from elementary school to online college.
Dorothy Minor

We're moving from Me to We | WeJIT - The Power in We - 2 views

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    From the site: "Gives birth to an instant, engaged community around any topic."
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    Ask a question, brainstorm, debate, prioritize at this site.
Teenie Reddeck

50 Free Collaboration Tools That Are Awesome for Education | Accredited Online Colleges... - 150 views

  • Thinkfree. The free services here include document creation and sharing, file sharing, collaboration, and more.
  •  Thinkfree . The free services here include document creation and sharing, file sharing, collaboration, and more.
  • students create real-time outlines collaboratively. Thinkature. Use this tool to collaborate, organize research and ideas, and prepare final projects.
  • ...2 more annotations...
  • ThinkFold. Perfect for the planning stages of a group project, ThinkFold helps  students create real-time outlines collaboratively.
  • wridea. A great way to keep brainstorming sessions documented and organized, this free tool is a must-have for groups working together.
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
       
      All classrooms?
    • John Dorn
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
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    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
mollyfanning

Student-created Public Service Announcement Videos - 54 views

shared by mollyfanning on 24 Jan 16 - No Cached
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    This is the end result of one of my favorite units I do with my 7th graders. This year students brainstormed various positive messages they thought would make our school community a better place or would reinforce some of the positivity that already exists. Our school TV news will broadcast these to our entire school over the next few months (one per day). Enjoy!
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
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  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
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    Great ideas for 6th grade response to literature discussion and writing.
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    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
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