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anonymous

Curriculum: Understanding YouTube & Digital Citizenship - Google in Education - 187 views

www.google.com/...index.html

youtube digital citizenship google curriculum Education

shared by anonymous on 21 Jul 12 - No Cached
  • We have devised an interactive curriculum aimed to support teachers of secondary students (approximately ages 13-17). The curriculum helps educate students on topics like: YouTube’s policies How to report content on YouTube How to protect their privacy online How to be responsible YouTube community members How to be responsible digital citizens We hope that students and educators gain useful skills and a holistic understanding about responsible digital citizenship, not only on YouTube, but in all online activity.
  • Andrew Sams on 21 Jul 12
     
    Series of digital-age citizenship videos produced by Google on Youtube.
  • Susan Harari on 26 Jul 12
     
    Google has devised an interactive curriculum of 10 lessons aimed to support teachers of secondary students (approximately ages 13-17). The curriculum helps educate students on topics like: YouTube's policies How to report content on YouTube How to protect their privacy online How to be responsible YouTube community members How to be responsible digital citizens
  • anonymous on 02 Aug 12
     
    We have devised an interactive curriculum aimed to support teachers of secondary students (approximately ages 13-17).
trisha_poole

Emerging Technologies Conference 2008 | Faculty of Education | University of Wollongong - 14 views

ro.uow.edu.au/etc08

conference technologies emerging ICT web2.0 web3.0 teaching&learning research journals PhD

shared by trisha_poole on 02 Mar 11 - No Cached
  • trisha_poole on 02 Mar 11
     
    Learning and teaching in higher education is experiencing rapid change, in part, as a result of the influences of emerging technologies. These proceedings are the refereed papers of the 2nd Annual Conference on Emerging Technologies conducted by the University of Wollongong's Centre for Educational Development and Interactive Resources (CEDIR) and the Faculty of Education's Research Centre for Interactive Learning Environments (RILE) between 18 - 20 June 2008. The conference provided a showcase for research into these technologies and an insight into the way they can be used to promote meaningful learning in the higher education sector. Papers have undergone a double blind peer refereeing process to Department of Education, Science and Training (DEST) standards. The papers have been assessed as providing information that increases the stock of knowledge and the use of this knowledge to devise new applications; they are original and have the potential to produce results; they represent substantial scholarly activity; and they have validity through a peer validation process. Further details of refereeing are included in the Conference Program available below.
Dennis Thomas

Great Teachers Don't Teach | Edutopia - 13 views

www.edutopia.org/...chers-do-not-teach-ben-johnson

teaching

shared by Dennis Thomas on 04 Dec 13 - No Cached
  • great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way.
  • great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning.
  • Students learn best when they are in control of their learning
  • ...4 more annotations...
  • great teacher devises learning experiences that force all the students to be engaged much like being in the deep end of the swimming pool. Then the lesson on arm and leg strokes becomes relevant. To learn, the students must do something. We call this performance-based learning.
  • Socrates had it right when he only answered a question with more questions and look what he produced -- some of the greatest minds that ever lived. We call this the Socratic method.
  • Yet what do we find in every public school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture.
  • One characteristic of an effective teacher is that they don't teach.
Martin Burrett

Mathematics with a Twist by @RTBCoaching - 15 views

ukedchat.com/...mathematics-twist

maths math Rubik's Cube

shared by Martin Burrett on 17 Jan 18 - No Cached
  • Martin Burrett on 17 Jan 18
     
    "I began my personal journey into the world of Cubing when I was attending Regis University in Denver, Colorado in 2009. My senior thesis project involved devising a cryptosystem using the Rubik's Cube to encode and decode messages. Although my involvement with the Rubik's Cube waned post-graduation, it was rekindled shortly after I became a secondary teacher of mathematics in 2014. I had several Rubik's Cubes in my possession from my college days and these decorated the shelves in my classroom. I recall these puzzles catching the eyes of many curious pupils. After months of traditional curriculum presentation, I determined that my students were in need of a novel lesson, one that would ignite a passion for problem-solving. This lesson would involve the colourful and alluring hexahedron puzzle on my desk: the Rubik's Cube."
Matt Renwick

Designing a Classroom Where Ithaca Students Can Learn Better and Longer - Ithaca Times ... - 41 views

www.ithaca.com/...15-11e3-974f-001a4bcf887a.html

designing classroom students

shared by Matt Renwick on 26 Feb 14 - No Cached
  • Nearly every surface in the model classroom is writeable, including the walls and the desks.
  • When the work on the wall is the kid’s thinking, they then become the teachers.
  • We weren’t built to sit all day.
  • ...4 more annotations...
  • Think blocks are a manipulative devise that allow kids to build ideas physically,” he said. “It allows students to think about their thinking
  • By changing the structure of the room we can change the behavior of the teachers and the behavior of the kids.
  • In terms of equipping the classroom, it’s not taking additional budget money because we have to periodically replace classroom furniture anyway; we’re just not replacing it with the traditional desks and chairs.
  • We heard deeper discussion about the texts they were working with
Veronica Dougherty

Is online learning for me? - 66 views

www.onlinelearning.net/...holwselfassess.html

online learning

shared by Veronica Dougherty on 30 Oct 10 - No Cached
  • the best way to judge if online learning is for you is to experience an online course for yourself
  • we have devised the following quiz to help you make a decent prediction.
Javier E

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 89 views

www.nytimes.com/...21memory.html

test knowledge education retrieval constructivism learning

shared by Javier E on 21 Jan 11 - No Cached
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.
  • the results “throw down the gauntlet to those progressive educators, myself included.”
  • “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
eileen tobin

Bloom's Taxonomy Blooms Digitally, Andrew Churches - 33 views

techlearning.com/8670

bloom's taxonomy sme digital pedagogy

shared by eileen tobin on 12 Jun 09 - Cached
  • In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund.
  • In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high.
    • eileen tobin
      eileen tobin on 15 Oct 10
       
      I like that the revised version is ongoing. Eileen Tobin
  • Bloom's digital taxonomy map
    • Eileen Tobin
      Eileen Tobin on 08 Jun 10
       
      This is a great tool for Level Questions
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  • Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making
  • Bloom's Revised Taxonomy
  • Michelle Lynn on 05 Dec 09
     
    Bloom's taxonomy as it relates to 21st century technology skills
  • Florence Dujardin on 11 Jan 10
     
    Bloom's Taxonomy Blooms Digitally - By Andrew Churches, April 1, 2008
mdeschamps67

Peer Wise - 47 views

https://peerwise.cs.auckland.ac.nz/ This is a fantastic double student driven learning tool. Just register (takes about 1 day) then assign you classes, students and topics and the students proceed...

tools

started by mdeschamps67 on 20 Oct 15 no follow-up yet
kscharaldi liked it
Sarah Scholl

Activity 4: Writing comments - What you need to know | Edublogs Teacher Challenges - 88 views

teacherchallenge.edublogs.org/...comments-what-you-need-to-know

writing comments blogging

shared by Sarah Scholl on 28 Jan 13 - No Cached
  • Teaching quality commenting skills
  • If commenting skills are not taught and constantly reinforced, students will limit their comments to things like “I like your blog!” or “2KM is cool!”. While enthusiasm is high with these sorts of comments, students are not developing their literacy skills or having meaningful interactions with other members of the blogging community. Conversations in the comment section of a blog are such rich and meaningful learning experiences for students. Conversations begin with high quality comments.
  • Check out improvements in student literacy skills through commenting here.
  • ...6 more annotations...
  • How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.
  • Activities for developing student commenting skills
  • own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide.  Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.
  • Create a commenting guideline poster (see poster example below) – develop your
  • “quality” comment on the post.
  • Create a commenting guideline for your blog.  Here’s an example.
  • onepulledthread on 28 Jan 13
     
    some good tips on helping students learn how to make appropriate comments on blogs
trisha_poole

A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

www.scotthyoung.com/...learn-faster-and-better

learning learningmanagement studyskills study criticalskills critical_thinking

shared by trisha_poole on 13 Jan 11 - No Cached
  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
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  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  • trisha_poole on 13 Jan 11
     
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
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