Skip to main content

Home/ Diigo In Education/ Group items tagged classroom blogging

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Serene Pleasant

Five-Minute Film Festival: Flipped Classrooms | Edutopia - 78 views

www.edutopia.org/...ilm-festival-flipped-classroom

Flippedclassroom edtech flipped_classroom classroom

shared by Serene Pleasant on 29 Oct 13 - No Cached
    • Serene Pleasant
      Serene Pleasant on 29 Oct 13
       
      Mary Beth Hertz's excellent blog: differentiating instruction with video in the flipped classroom
    • Serene Pleasant
      Serene Pleasant on 29 Oct 13
       
      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"
Wayne Holly

Should You Flip Your Classroom? | Edutopia - 207 views

www.edutopia.org/...pped-classroom-ramsey-musallam

Flipped flipped classroom flipclass edutopia strategy

shared by Wayne Holly on 27 Oct 11 - No Cached
  • different forms of instructional video published online for students
  • primarily by Salman Khan's TED talk
  • obtaining core content prior to coming to class
  • ...9 more annotations...
  • 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
  • inquiry learning cycle.
  • Kirstie Truluck on 28 Oct 11
     
    I like this concept - read more. Works against teacher as delivery system to be ignored.
  • Wayne Holly on 19 Mar 12
     
    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.
Rachael Hodges

Five Best Practices for the Flipped Classroom | Edutopia - 186 views

www.edutopia.org/...m-best-practices-andrew-miller

flipped classroom best practices learning teaching practices

shared by Rachael Hodges on 20 Apr 12 - No Cached
  • 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.
  • ...8 more annotations...
  • 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
Florence Dujardin

Assessing the effects of interactive blogging on student attitudes towards peer interac... - 2 views

onlinelibrary.wiley.com/...abstract

blogging student peer interaction learning motivation

shared by Florence Dujardin on 23 Jun 11 - No Cached
  • Florence Dujardin on 23 Jun 11
     
    Blogs have been increasingly used to supplement traditional classroom lectures in higher education. This paper explores the use of blogs, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments feature, and when students are encouraged to read and comment on each other's work. We contrast two ways blogs affect learning engagement: (1) solitary blogs as personal digital portfolios for writers; or (2) blogs used interactively to facilitate peer interaction by exposing blogging content and comments to peers. A quasi-experiment was conducted across two semesters, involving 154 graduate and undergraduate students. The result suggests that interactive blogs, compared with isolated blogs, are associated with positive attitudes towards academic achievement in course subjects and in online peer interaction. Students showed positive motivation to learn from peer work, regardless of whether blogs were interactive or solitary.
Sharin Tebo

4 Steps to Empower Student Voice | The Remind Blog - 39 views

blog.remind.com/empower-student-voice

voice student instructional personalizedlearning personalized

shared by Sharin Tebo on 05 Nov 14 - No Cached
  • The term “student voice” refers to the input and perspectives of students, and describes how their voices and actions affect what happens in the classroom. Through developing their own questions, seeking out their interests, and driving their own learning, students become more involved in their education. With this involvement comes empowerment, as students are able to use their knowledge to contribute to the greater community.
  • 1. Inclusion When students feel that they matter and are included in the classroom community, they are much more likely to open up and share their perspectives.
  • 2. Integration Begin to integrate student voice into your daily lessons by creating more opportunities for students to contribute. This can come in the form of whole classroom discussion, small group activities, input on writing activities, and more
  • ...3 more annotations...
  • At the transformational level, teachers can draw on student input to shape curricular goals for the class.
  • Student empowerment enables students to use their knowledge to contribute to the classroom and greater outside community. When students feel comfortable sharing their voices, they grow into positions of leadership.
  • Resources Encourage student voice in your classroom and school community with some of these helpful resources: Student Voice: Student Voice has toolkit filled with classroom resources, student voice stories, and more that will allow you to transform your classroom into one where students can thrive. Edutopia: Check out some of these great articles and resources for highlighting student voice in your classroom. Students at the Center: Motivation, engagement, and student voice activities. MindShift KQED: From student voices, learn what students say about being trusted partners in learning.
  • Sharin Tebo on 05 Nov 14
     
    Voice and Choice--Encouraging it in 4 steps to personalize the learning experience.
Misha Miller

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

eduratireview.com/...oups-effectively-10-principles

collaboration groups pedagogy

shared by Misha Miller on 20 May 13 - No Cached
  • Misha Miller on 20 May 13
     
    "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
Peter Beens

What to "Look-For" in Classroom Walkthroughs > Eye On Education - 2 views

www.eyeoneducation.com/...-For-in-Classroom-Walkthroughs

education classroom walkthrough

shared by Peter Beens on 27 Aug 12 - No Cached
  • Peter Beens on 27 Aug 12
     
    What are Classroom Walkthroughs? Classroom walkthroughs have been a standard practice for school administrators and other instructional leaders to improve their school for years. The common elements of a classroom walkthrough are as follows...
Karen Balnis

Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views

chronicle.com/...29888

shared by Karen Balnis on 28 Jul 11 - No Cached
  • 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:
  • S B on 29 Jul 11
     
    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.
Wolverhampton CLC

How to create a free classroom website - 69 views

www.howto101.co.uk/how-to-create-a-website.html

weebly website free classroom website ks3 ks4 blog

shared by Wolverhampton CLC on 19 Mar 12 - No Cached
  • Wolverhampton CLC on 19 Mar 12
     
    Having a classroom website can benefit everyone involved including the students, the teacher, and the parents. Classroom websites are great places to post news, pictures, homework instructions and teaching resources. This guide explains how to create a free classroom blog or website using weebly.com
Lee-Anne Patterson

Cell Phones as Audio Recorders | ISTE's NECC09 Blog - 1 views

www.isteconnects.org/...cell-phones-as-audio-recorders

blog Wes Fryer cellphones teaching 21st Century Classroom

shared by Lee-Anne Patterson on 08 Feb 09 - Cached
  • Lee-Anne Patterson on 08 Feb 09
     
    Cell Phones in education - blog post by Wes Fryer at www.isteconnects.org
  • Lee-Anne Patterson on 08 Feb 09
     
    Presentations about the uses of cell phones to support learning both inside and outside the traditional classroom have been popular as well as contentious at educational technology conferences in the past year. I first become aware of the wide variety of constructive ways cell phones can be used to support learning through Liz Kolb's presentation for the 2007 K-12 Online Conference, "Cell Phones as Classroom Learning Tools." Liz is the author of the blog "From Toy to Tool: Cell Phones in Learning," and published the book "Toys to Tools: Connecting Student Cell Phones to Education" with ISTE in 2008. This past week, at the eTechOhio conference in Columbus, I heard Ohio technology director Ryan Collins' outstanding presentation "Cellphones in the classroom? Yes way!" In his session Ryan identified seven different ways cell phones can and are being used to support learning:
Jennie Snyder

Implementing Blogging in the Classroom | Langwitches Blog - 61 views

langwitches.org/...ting-blogging-in-the-classroom

blog writing student Literacy student blogs blogging classroom

shared by Jennie Snyder on 15 Jan 13 - No Cached
  • Jennie Snyder on 15 Jan 13
     
    Awesome site with lots of information on how to implement blogging in the classroom. 
Bob Rowan

Steve Hargadon: Thoughts on Social Networking in Education - 46 views

www.stevehargadon.com/...s-on-social-networking-in.html

social networking education classroom20

shared by Bob Rowan on 02 Mar 11 - Cached
  • the act of blogging, and becoming a part of the blogging conversation, were important for teacher professional growth
  • blog "to the empty room" for 9 months
  • It would take away the personal benefit of the journeys that they had been on to get where they were
  • ...8 more annotations...
  • "I don't know anyone here."
  • threaded discussion forum
  • On a blog, the main author is on a pedestal, and blogs tend to favor posts which reflect the self-importance of the blogger or comments which tend toward extremism
  • What makes social networking for professional development so powerfu
  • not geographically or physically bounded
  • takes place 24X7
  • llows for asynchronous contribution
  • contribution by those who would never previously have written an article for a journal or made a formal presentation
  • Bob Rowan on 02 Mar 11
     
    Comments on the founding of Classroom 2.0 and how teachers who were not previously participating in online social networking were more comfortable using the Classroom 2.0 site than maintaining and otherwise participating in blogs
  • Bob Calder on 03 Mar 11
     
    NSDL recently underwent a reorganization into discipline subsections with intense work by degree candidates. One of them from WCU was denied credit for work and publication because there were no page numbers. The head of the project called her advisor and fixed the problem, but they rethought the model and added separate online journals for contributors. At this point, the chemistry portal is a model of how the whole thing should turn out. http://chemdl.org It has moodle modules, a textbook, lessons, virtual labs. I will link to a google spreadsheet with all URIs in a few days. Right now my kids are putting it together. ;-) Bob
Jennie Snyder

Three Classroom Blogging Tips for Teachers - The Tempered Radical - 102 views

teacherleaders.typepad.com/...logging-tips-for-teachers.html

blogging classroom tips

shared by Jennie Snyder on 18 Mar 13 - No Cached
  • Jennie Snyder on 18 Mar 13
     
    Great post by Bill Ferriter on classroom blogging. Practical tips for teachers.
Don Doehla

How to Trust Your Students via @Edutopia - 31 views

www.edutopia.org/...rust-your-students-todd-finley

education trust blog edutopia pedagogy management

shared by Don Doehla on 16 Sep 13 - No Cached
  • Don Doehla on 16 Sep 13
     
    "Education is catastrophically deficient in trust. Pro-accountability education reformers presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable teachers. Traditional instructors presume that, absent carrots and sticks, classrooms would be overrun with lazy and incapable students. Both viewpoints emerge from a noble desire to make classrooms high-performance spaces, but in actuality they suppress excellence."
  • Don Doehla on 16 Sep 13
     
    An excellent article - must read! via @Edutopia
Kathleen N

Wordle Blog: How to make Wordle safe for classroom use. - 0 views

blog.wordle.net/...wordle-safe-for-classroom.html

wordle filter internet safety

shared by Kathleen N on 21 Aug 09 - No Cached
  • Kathleen N on 21 Aug 09
     
    FROM the Creator/Owner of WORDLE: "I'm happy to announce that from now on, the Wordle front page will never feature images or links that are inappropriate for classroom use. It's now possible to configure an institution's "site-blocking" software to keep Wordle safe for classroom use." Simply have your networking administrator block the following base URLs1: * http://www.wordle.net/gallery * http://www.wordle.net/next * http://www.wordle.net/random
Liane St. Laurent

Rewards of teaching young children to blog SmartBlogs - 53 views

smartblogs.com/...s-teaching-young-children-blog

blog blogging classroom

shared by Liane St. Laurent on 09 Aug 12 - No Cached
  • Liane St. Laurent on 09 Aug 12
     
    Great example of blogging in a third grade classroom
  • Liane St. Laurent on 09 Aug 12
     
    Great example of blogging in a third grade classroom.
tapiatanova

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

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • 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
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      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
      Daniel Spielmann on 09 Nov 11
       
      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
      tapiatanova on 03 Jan 14
       
      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.
  • ...9 more annotations...
  • 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
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      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
      Daniel Spielmann on 09 Nov 11
       
      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.
  • Daniel Spielmann on 09 Nov 11
     
    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.
  • John Dorn on 09 Nov 11
     
    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.
  • tapiatanova on 03 Jan 14
     
    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.
Roland Gesthuizen

chemicalsams: There Is No Such Thing as THE Flipped Class - 74 views

chemicalsams.blogspot.com.au/...ch-thing-as-flipped-class.html

flipclass blog

shared by Roland Gesthuizen on 15 May 13 - No Cached
  • Roland Gesthuizen on 15 May 13
     
    "The term "Flipped Classroom" is being thrown around a lot lately in both positive and negative light. I think the term is a bit ambiguous and does not fully do justice to all that is being done under the guise of the Flipped Classroom. My colleague, Jon Bergmann, and I have a book coming out soon that I hope brings clarity to what most of us mean by "The Flipped Classroom." In the mean time, I hope to shed some light on some of the confusion, critique, and hype. "
Roland Gesthuizen

The Transformational Potential of Flipped Classrooms : Education Next - 3 views

educationnext.org/otential-of-flipped-classrooms

flipclass learning blog education edtech selfdiscipline motivation

shared by Roland Gesthuizen on 26 Aug 13 - No Cached
  • Roland Gesthuizen on 26 Aug 13
     
    "the flipped classroom is a form of blended learning in which students learn online at least part of the time while attending a brick-and-mortar school. Either at home or during a homework period at school, students view lessons and lectures online. Time in the classroom, previously reserved for teacher instruction, is spent on what we used to call homework, with teacher assistance as needed. How can this improve student learning? "
Jennie Snyder

Getting to Know Your Blog: A Beginner's How-To-Guide | Langwitches Blog - 74 views

langwitches.org/...-know-your-blog-a-how-to-guide

blog writing student Literacy student blogs classroom blogging

shared by Jennie Snyder on 15 Jan 13 - No Cached
  • Jennie Snyder on 15 Jan 13
     
    A beginners guide to setting up a classroom blog
1 - 20 of 436 Next › Last »
Showing 20▼ items per page