Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
About diigo.com
page
Details and Tags
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About diigo.comDiigo or
Digest of Internet Information, Groups and Other stuff is a social bookmarking
site that allows its users to bookmark and tag websites. Users are also able to
highlight information and put sticky notes directly on the webpage as you are
reading it. Your notes can be public which allows other users to view and
comment on your notes and add their own or it can be private. Sites can be saved
and stored for later reading and commenting. Users can also join groups with
similar interests and follow specific people and sites. Teachers can register for an educator account that allows
a teacher to create accounts for an entire class. In an education account,
students are automatically set up as a Diigo group which allows for easy sharing
of documents, pictures, videos, and articles with only your class group. There
are also pre-set privacy settings so only the teacher and classmates can see the
bookmarks and communications. This is a great way to ensure that your students
and their comments are kept private from the rest of the Internet community.
Diigo is a great tool for teachers to use to have students interact with
material and to share that interaction with classmates.
Best Practices for using Diigo tools
Tagging
Tool
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students. This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.Highlighting Tool
Diigo
highlighting tool allows the teacher or
student to
highlight in an article or a web page
.
1The key
concepts or vocabulary words could be
highlighted
to check for understanding.
Some students have problems determining
what
should be highlighted in an article or passage.
Teachers could use this tool to
demonstrate
how to correctly highlight and find the key points.
Sticky Notes
Tool
The sticky note tool is a great addition to the
tools of diigo. Students may add sticky notes to a passage as they are reading
it. The sticky notes could be used to make notes or ask questions by the
students.
Teachers could postition the sticky notes in
the passage for students to respond to various ideas as they are reading.
Students could use sticky notes to peer edit
and make comments on other student's work through Google docs.
These are just a few ideas of how to
apply the diigo tools to your teaching practices. Both students and teachers
benefit form using these tools. The variety of uses or practices give both
groups a hands on way of dealing with text while making it more efficient.
Bookmark/Snapsho
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Sunday,
7:53 pm
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revisions
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About
diigo.com
Diigo or
Digest of
Internet Information, Groups and Other stuff is a social bookmarking
site
that allows its users to bookmark and tag websites. Users are also able
to
highlight information and put sticky notes
directly on the webpage as you are
reading it.
Your notes can be public which allows other users to view and
comment on
your notes and add their own or it can be private. Sites can be saved
and
stored for later reading and commenting. Users can also join groups with
si
Diigo or Digest of Internet Information, Groups and
Other stuff is a social bookmarking site that allows its users to bookmark
and tag websites
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
The key concepts
or vocabulary words could be
highlighted
to check for understanding
Diigo highlighting tool allows the teacher or
student to highlight in an article or a web page.
The key concepts or vocabulary words could be
highlighted to check for understanding.
Some students have problems determining what
should be highlighted in an article or passage. Teachers could use this tool to
demonstrate how to correctly highlight and find the key points.
Diigo highlighting tool allows the teacher
or
student to highlight in an article or a web
page.
Teachers or students can tag a website that
they want to bookmark for future reference.
Teachers can research websites or articles that
they want their students to view on a certain topic and tag them for the
students.This tool is nice when
researching a certain topic. The teacher can tag the websites that the students
should use eliminating the extra time of searching for the sites that would be
useful and appropriate for the project.
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15.
05.04.15
TIME OF PUBLICATION: 7:00 AM.
7:00 AM
INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION
Click to Open Overlay Gallery
Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED
SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it.
At the same time, you're thinking: this school is kind of weird.
On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about.
Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say.
And so, if you are truly fed up with the school stat
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
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Table of Contents
Synopsis:
A little Disclaimer:
Introduction and
Background:
Bloom's Domains of
learning
The Cognitive Domain - Bloom's
Taxonomy
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy Sub
Categories
Bloom's as a learning
process.
Is it important where you start?
Must I start with remembering?
Bloom's Digital Taxonomy
Bloom's Digital Taxonomy Summary
Map
Bloom's Digital Taxonomy and
Collaboration.
Resources:
Web 2.0 Tutorials
Acknowledgements:This is the introduction to
Bloom's Digital Taxonomy. The different taxonomical levels can be viewed
individually via the navigation bar or below this introduction as embedded
pages.
Synopsis:
This is an
update to Bloom's Revised Taxonomy which attempts to account for the
new
behaviours and actions emerging as technology advances and becomes more
ubiquitous.
Bloom's Revised Taxonomy
accounts for many of the traditional c
This is an update to Bloom's Revised Taxonomy which attempts to account for the
new behaviours and actions emerging as technology advances and becomes more
ubiquitous.
with complete confidence. Our online trainings show you how.
More about
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research.
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Turn wired students into great digital citizens
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Parent Media Education Program. The relevant, ready-to-use instruction helps you
guide students to make safe, smart, and ethical decisions in the digital world
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connect with like minds or spill ... read more
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Common Sense announces di
gital driver's
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Common Sense Media announced plans to create a digital driver’s license, an
interactive online game that will teach kids the basics of how to be safe and
responsible in a digital world.
Read
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modules
Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
Clase invertida (flipped classroom) ventajas y desventajas
La clase invertida propone que
el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo
pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial
ya que los estudiantes pueden aprender desde sus casas mediante juegos,
presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como
estudiantes interactúan para resolver problemas. Esto denota un consumo menor
de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo
compartirles las ventajas y desventajas de la Clase invertida:
Ventajas:
1.
Adaptabilidad de la clase se adapta al ritmo del
estudiante.
2.
Mejora significativamente el ambiente de trabajo
en el aula.
3.
Incrementa la atención educativa a cada estudiantes
4.
Empata el estilo de aprendizaje de cada
estudiante.
5.
Transforma la clase en un espacio de
interactividad
6.
Incluye a todos los miembros de la comunidad educativa
en el proceso de aprendizaje.
7.
Promueve la creatividad y el pensamiento
crítico.
8.
Facilita la entrega de tareas y su revisión.
9.
Disminuye el riesgo del incumplimiento en clase.
10.
Permite la reusabilidad del material propuesto.
11.
Origina el ahorro de tiempo extra para el
profesor.
12.
Promueve la interacción social.
13.
Incentiva a la resolución de problemas en clase.
14.
Mejora la actitud de los estudiantes hacia la
materia.
15.
Incrementa el interés el interés y la motivación.
16.
Genera la satisfacción de toda la comunidad
educativa al estar inmersos en el proceso.
17.
El feedback se genera de manera inmediata.
18.
Acerca a los estudiantes al conocimiento de
manera simple.
19.
Evalúa no solo el resultado, si no, el proceso
entero.
20.
Los estudiantes son responsables de su propio
aprendizaje.
21.
Permite la regeneración de contenidos las veces
necesarias.
Desventajas
1.
Se debe estructura el plan en mejora de la
metodología.
2.
Se enfoca en los recursos más que en la
metodología en sí.
3.
No toma en cuenta la brecha digital existente.
4.
Los vídeos en casa deben ser asistidos por algún
representante, demandando tiempo.
5. &nbs
Back to article
Apple vows iBooks 2 will ‘reinvent’ school textbooks
Enlarge this image
Vote: Is technology a boon or burden in the classroom?
Published Monday, Nov. 28, 2011 12:00AM EST
Last updated Monday, Nov. 28, 2011 2:29PM EST
Globe and Mail visual graph: Is technology a boon or burden in the classroom? As the world becomes increasingly digital, school boards are trying to negotiate technology's role in the classroom. Some have embraced digital tools, enhancing their classrooms with Smartboards, cell phones and social media. Others have favoured tradition, claiming technology is a distraction and a nuisance. Where do Globe readers stand? Each dot on this graph represents one person's response colour-coded by age group.
For example (to the tune of Bohemian Rhapsody)Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
For example (to the tune of Bohemian Rhapsody)
Each week I will post a fun activity to try if you would like. Anyone in the school can complete the task! Send your final product to Ms. Kelly: meghan.kelly@springsschool.org and a winner will be chosen and featured on my website!YOUR TASK: Create a "Parody" of a song that describes what is happening right now in the world. Take a song and re-write the words to talk about social-distancing/ staying at home/however you are feeling. Make a video of you singing, dancing, and send the words and video to Ms. Kelly. One winner will be chosen. Good luck!
United Classrooms is a FREE platform that connects classrooms around the world. When a teacher signs their class up, students can log in to a secure classroom profile page where they can share content with their own teachers, classmates and parents AS WELL AS collaborate with other classrooms across the globe. It unites students from diverse backgrounds in the creation of a safe and dynamic global community where knowledge, experience and relationship are shared beyond the classroom walls.
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Monday, June 21, 2010
Measure
the Impact of Asteroids & Atomic Bombs
Carlos Labs, a data
architecture and data integration firm in Australia, has developed two Google
Maps-based widgets that demonstrate the range of atomic weapons and the size of
areas that could be affected by asteroid impacts.Ground
Zero
size of an area that
TimeMaps is best
described as a mash-up of encyclopedia
This is a cool article!!! I like to use exclamation points to show my enthusiasm!!!!!
the new version of Google Earth is now a core component of G Suite for Education. This means that your students will be able to use Google Earth with the same account that they use for Google Drive, Classroom, Keep, and other core G Suite components.
classroom space was then used for critical thinking and group problem solving.
spend more time in the classroom focused on collaboration and higher-order
thinking
lecture is still a poor mode of information transfer
Eric Mazur's talk Confessions of a
Converted Lecturer
hype
Good teaching, regardless of discipline, should always limit passive transfer of
knowledge in class, and promote learning environments built on the tenants of
inquiry, collaboration and critical thinking
pedagogical skills
The science teacher in me is deeply committed to the process of inquiry, and
arming my students with the skills needed to construct and test their own ideas.
The AP teacher in me fears sending my students off to their examination in May
having covered only a portion of all the content required
At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
Watch. Practice.
Learn almost anything for free.
With a library of over 2,400 videos covering
everything from arithmetic to physics, finance, and history and 125 practice exercises, we're on
a mission to help you learn whatever you want, whenever you want, at your
own pace.
feet wet, you may want to try some of the videos in the
"Algebra I Worked Examples" playlist.
Simple
Equations
Equations
2
Equations
3
Algebra: Linear
Equations 4
Algebra: Solving
Inequalities
Algebra: graphing lines
1
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. They are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World.
We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World.
"We are complementing Salman's ever-growing library with user-paced exercises--developed as an open source project--allowing the Khan Academy to become the free classroom for the World. "
Khan Academy is a widely know and used cross-curricular educational video site. While there is some content for younger students, most videos are for older students and adults.
http://ictmagic.wikispaces.com/Cross+Curricular
The Khan Academy is a not-for-profit 501(c)(3) with the mission of providing a world-class education to anyone, anywhere. Despite being the work of one man, Salman Khan, this 2100+ video library is the most-used educational video resource as measured by YouTube video views per day and unique users per month.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Using Diigo for Organizing the Web for your Class
31
07
2007
A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo.
My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006)
After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right?
Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what?
Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play.
Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class!
One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students.
The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman.
One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.
have been lucky
enough to have taught the full range of our freshman / sophmore undergraduate
offerings as both an onsite and online instructor. While I have
thoroughly enjoyed both formats - and very much so - I must admit that my
experiences online have been *much* more positive than onsite instruction. Let
me try and elucidate:1. While in the onsite classroom you have the
opportunity to think on your feet and challenge and be experiential on your feet
to reactions to the students who speak, in the online classroom, you are able to
meet *every* class member and challenge their minds and ideas. The students who
would normally be lost in a classroom of 35-40 are met and developed each day or
week at their level and pushed to consider ideas they might not have considered.
2. I am able to reach the entire class through multimedia exhibits in
each of the weekly units - journal articles, non-copyrighted film clips (and
many from our university's purchased collection under an agreement for both
onsite classroom and online classroom use), photography, art, patents, etc, that
the students would not see - or would otherwise ignore - in an onsite classroom.
We incorporate this information into our discussions and make it part of the
larger whole of history.3. Each student and I - on the phone during
office hours or in e-mail - discuss the creation of their term papers - and
discuss midterm and final "anxiety" issues - and as they are used to the online
format, and regular communication with me through the discussion boards, they
respond much more readily than onsite students, whom I have found I have to
pressure to talk to me. 4. I am able to accommodate students from around
the country - and around the world. I have had enrolled in my class students
from Japan, Indonesia, India, England - and many other countries. As a result, I
have set up a *very* specific Skype address *only* for use of my students. They
are required to set up the time and day with me ahead of time and I need to
approve that request, but for them (and for some of my students scattered all
over the state and US), the face time is invaluable in helping them feel
"connected" - and I am more than happy to offer it. 5. As the software
upgrades, the possibilities of what I can offer become more and more amazing,
and the ease of use for both me - and for the students - becomes
astronomically better. Many have never known the software, so they don't notice
it - but those who have taken online courses before cheer it on. Software does
not achieve backwards. As very few of these issues are met by the onsite
classroom, I am leaning more and more toward the online classroom as the better
mode of instruction. Yes, there are times I *really* miss the onsite
opportunities, but then I think of the above distinctions and realize that yes,
I am where I should be, and virtually *ALL* the students are getting far more
for their money than they would get in an onsite classroom. This is the
wave of the future, and it holds such amazing promise. Already I think we are
seeing clear and fruitful results, and if academics receive effective - and
continuing - instruction and support from the very beginning, I cannot imagine
why one would ever go back. The only reason I can think of *not* doing this is
if the instructor has his or her *own* fear of computers. Beyond that - please,
please jump on the bandwagon, swallow your fears, and learn how to do this with
vigor. I don't think you will ever be sorry.PhD2BinUS
have
been lucky
enough to have taught the full range of
our freshman / sophmore undergraduate
offerings
as both an onsite and online instructor.
While I
have
thoroughly enjoyed both formats - and very
much so - I must admit that my
experiences online have been *much* more
positive than onsite instruction. Let
me try and
elucidate:
While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.
We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support.
If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason to know the content.
One of the best way to create the "need to know" is to use a pedagogical model that demands this.
Will you demand that all students watch the video, or is it a way to differentiate and allow choice
Will you allow or rely on mobile learning for students to watch it?
Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.
you must build in reflective activities to have students think about what they learned, how it will help them, its relevance
Students need metacognition to connect content to objectives
The focus should be on teacher practice, then tools and structures.
Ok, I'll be honest. I get very nervous when I hear education reformists and
politicians tout how "incredible" the flipped classroom model
(1), or how it will "solve" many of the problems of education. It
doesn't solve anything. It is a
Mary Beth Hertz's blog:"The Flipped Classroom". . . video use to differentiate in the classroom
Mary Beth Hertz's excellent blog published earlier this week, "The Flipped Classroom: Pro and Con" (1) -- one of the most concise and balanced views I've read on the buzz-wordy concept of flipping the classroom. Advocates say that "flipped classrooms"
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."
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.
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.
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.
While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
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."
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.
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.
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.
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.
Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
Great way to provide equitable access opportunities
Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
Why not flip it with podcasts that students can listen to while walking, driving, etc.
Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
“Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
“The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
“The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
Home › Parenting ADHD Children
More Classroom Tips for Teachers of ADD ADHD Students
in Parenting ADHD Children
ADHD Checklist for Classroom Teachers
Physical Arrangement of Room:
Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.
seated near the teacher, as close as possible without being punitive.
away from both the hallway and windows to minimize auditory and visual distractions
portion of the room free of obvious visual and auditory distractions
desk dividers
as a "privilege"
appropriate peer models next to ADHD child. Stand near the student when giving directions or presenting the lesson. Use the student's worksheet as an example.
Provide an outline, key concepts or vocabulary prior to lesson presentation.
variety of activities during each lesson
multisensory presentation
lessons brief o
involve the student during the lesson presentation.
instructional aid who is to write key words or ideas on the board
Encourage the students to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualizing the key material to be learned. Allow the students to make frequent responses throughout the lesson by using choral responding, frequently calling on many individuals, having the class respond with hand signals. Employ role-playing activities to act out key concepts, historical events, etc.
computer assisted instruction
self-correcting materials
cooperative learning
specific role or piece of information that must be shared with the group.
game-like activities
Use the student's name in your lesson presentation. Write personal notes to the student about key elements of the lesson.
Let ADHD students share recently learned concepts with struggling peer
use colored chalk to emphasize key words or information.
My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
