Make sure you are on Glogster EDU. You will need to sign up for an account. It is FREE and easy to use. Your students can utilize this resource to create engaging and interactive posters for various classroom projects!
Description: Glogs are online, interactive posters. "A valuable teaching tool that integrates diverse core subjects including math, science, history, art, photography, music and more for individual learner portfolios, unique alternative assessments, and differentiated instructional activities." From Glogster EDU
Description: Glogs are online, interactive posters. "A valuable teaching tool that integrates diverse core subjects including math, science, history, art, photography, music and more for individual learner portfolios, unique alternative assessments, and differentiated instructional activities." From Glogster EDU
Really is a powerful tool in the classroom, with so many ways to implement it for any subject. Also, teachers can set up student accounts and monitor activity.
Glogster EDU Premium is a collaborative online learning platform for teachers and students to express their creativity, knowledge, ideas and skills in the classroom.
Answer explanation is almost as important as mathematic problem solving. If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation. Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
Wow! I think the concept of doing less of something in order to make time for experimentation is a fabulous idea! Do you mean there are different aspects of student assessment and testing beyond a bubble sheet? :)
Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
Finland's successful practices are something they learned here in the U.S. So, why aren't our teachers here in the U.S. employing those same practices successfully?
Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
in an ideal classroom, pupils speak more than the teacher
the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways.
it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
Alternative assessments! Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
Sadness Abounds! We are teaching folks what works best. Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
culture of learning” instead of a “culture of earning.”
Creating that kind of culture isn’t easy, but Bull continually goes back to formative assessment as the key.
“I find that formative assessment tends to be the most important aspect of a learning assessment plan,” he said. “It has the most impact on a student’s learning.”
grade-less report card, where words like “outstanding” or “needs improvement” are used in place of letter or number grades.
digital or paper portfolios that display a collection of student work. “It’s a very reflective process,” said Bull. It works best if students analyze their own body of work
If you go to the Web page of the Association of American Colleges and Universities and click on “assessment,” you will find a dazzling array of experiments that institutions are running to figure out how to measure learning.
Some schools like Bowling Green and Portland State are doing portfolio assessments — which measure the quality of student papers and improvement over time. Some, like Worcester Polytechnic Institute and Southern Illinois University Edwardsville, use capstone assessment, creating a culminating project in which the students display their skills in a way that can be compared and measured.
The challenge is not getting educators to embrace the idea of assessment. It’s mobilizing them to actually enact it in a way that’s real and transparent to outsiders.
There's an atmosphere of grand fragility hanging over America's colleges. The grandeur comes from the surging application rates, the international renown, the fancy new dining and athletic facilities. The fragility comes from the fact that colleges are charging more money, but it's not clear how much actual benefit they are providing.
In the book, "Literacy is Not Enough," the authors talk about media fluency and the fact that students need to be able to communicate with multimedia as well as they do with text.
We are seeing this trend in so many places, and this site offers some great examples in "visual resumes." Sample projects like this take the digital portfolio so many schools have developed to the next level.
Their responsibilities include learning new technologies (often at a deep level), assisting staff with technology needs, and developing additional eLearning opportunities.
Create and nurture a culture where technology-embedded instruction is an integral part of the everyday learning in ALL classrooms.
Explore the appropriate role and use of personal technology devices in and out of the school environment.
"Learning- even "self-directed learning"- is an inherently social activity.
The Open Master's is a global community of small groups for self-directed learners, offering each other the structure, accountability, relationships, and sense of forward direction that are often hard to find outside formal programs and institutions.
These groups are using and building on an open source framework of shared practices to help us:
Master the art of social, self-directed learning
Be more intentional about our learning journeys
Take bolder risks in our journeys of becoming
Discover and share our unique gifts
Ensure that our short-term learning goals feed into our longer-term vision for transformation for ourselves and the world
We invite any existing community, organization, or even groups of friends or colleagues to use the Open Master's framework to make their own learning process more intentional. You can do that simply by:
Mapping out a personal plan or curriculum, including a clear statement of purpose and some intentions for your own learning journey, and sharing them on a personal website or blog
Bringing the rhythm of semesters back into your life, including regular opportunities for evaluation and reflection
Developing deeper relationships with study buddies, mentors, and advisers
Starting an Open Master's group with a clear commitment to study together, support each other, and share your work
Offering a presentation or organizing a study group on a topic that interests you
Maintaining a portfolio of learning projects (including professional work) you've completed and reviewed with peers and mentors
We also invite you to link up with the broader global community of Open Master's groups by joining regional or global events to spotlight members, mix with members across groups, and cross-pollinate ideas or strategies that are working in different contexts."