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Rachel Hinton

Nine Ways to Improve Class Discussions - 144 views

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    "I once heard class discussions described as "transient instructional events." They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don't take notes; and then the discussion ends-it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that. So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses."
Glenn Hervieux

"Lions, Tigers and Frozen Frogs: Using Video to Spark Classroom Conversation" - 54 views

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    Three strategies for using videos to engage students in conversation and inquiry
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…
Michele Rosen

Kahoot! | Game-based blended learning & classroom response system - 133 views

shared by Michele Rosen on 31 Oct 13 - No Cached
  • A game-based classroom response system For schools, universities, & businesses
  • Ask thought provoking questions
  • Easy-to-use, inclusive & highly engaging
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  • Students, take control of your own learning
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    This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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    A fun online interactive, gamebased way to give quizzes. You can also do discussions and survey. Here is a short youtube video on how to use it, www.youtube.com/watch?v=BfoyDG8HG6A&list=UUaW4ssrzSaQeAZbA3mo73DQ
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    An easy and fun way to give quizzes. You can also do discussions and surveys. Here is a short youtube video on how to use it, www.youtube.com/watch?v=BfoyDG8HG6A&list=UUaW4ssrzSaQeAZbA3mo73DQ
onepulledthread

Branch - 34 views

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    newly available resource for having online conversations.
onepulledthread

Shaping a Culture of Conversation: The Discussion Board and Beyond | Academic Commons - 42 views

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    excellent tips for helping students claim the discussion space as real learning space.
Mary Beth  Messner

Creating a Sense of Time in Online Courses | Faculty Focus - 62 views

  • While we all agree that the five-year-old unnarrated PowerPoint is a dangerous and ineffective piece of content in an online course, we would also all agree that we can’t redo each narrated piece of content each semester. How do we strike a balance between creating content that is fresh (more on that in a moment) and being able to reuse content that is valuable?
    • Amy Cohen
       
      Addressing issues in reusing online course content
  • For teachers it makes them participate in the content, revisit the content they created in the past, and make it delivered in a “present” time for the students. For students it tells them that the teacher “was just here,” and that this stuff is happening now. It makes the content seem more relevant, and helps build a sense of community in the course.
  • By creating content that has elements of real time associated with it, instructors can generate a sense of presence and freshness that are often missing in online courses.
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  • Lastly, keep the flowers fresh.
  • A sense of time is created in discussion boards because they have only that week to complete the work and there is an understanding that the conversations happen in time. But often asynchronous discussions have wide gaps of time between student interactions. One way to bring time closer to the students is to allow them to subscribe to forum threads they are involved in. You can do this in most LMS solutions. Students get an email alerting them to activity in the thread they are active in and it brings them closer “in real time” to the events happening in the class. While this can be overwhelming in larger courses, in a class of 20 or 30 students it usually does not amount to an unreasonable amount of email notifications. One of the most effective ways to bring timeliness to an online course is do a quick recap of previous week, as well as provide a preview of what is expected for the current week. Using screen capture software to go through the course and set expectations is a great way to not only share a bit of yourself with students, but it is a pre-emptive way to answer questions students commonly ask.
Dallas McPheeters

Online Discussions: Tips for Instructors - 56 views

  • Online Discussions: Tips for Instructors Online discussions are much like face-to-face discussions: they require preparation and active management in order to facilitate student learning. However, added complexities exist in the online environment, such as getting students comfortable with the conferencing system and helping them to communicate clearly without the aid of nonverbal communication cues. This tips sheet outlines the benefits of online discussions, then provides tips for both planning and facilitating such discussions. Tips to pass on to your students are also included at the end.
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    Nearly complete and concise explanation with strategies for successful online discussions. Excellent resource. Needs only a rubric to round out fully.
Greg Limperis

Technology Integration in Education - Seamlessly integrating technology into the K-Coll... - 0 views

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    Great New Professional Network focusing on sharing free webinars, useful mp3s, videoas and pictures for professional development, great groups for networking. Be part of this site in its growing stages and help to mold it into a site useful for you. Link up with professionals from companies aroung the world and join the larger group on Linkedin.
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