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Leanne Grandjean

Extensions, Add Ons and Apps, Oh My! How to Utilize Google in Your Classroom | EdSurge ... - 104 views

www.edsurge.com/...ilize-google-in-your-classroom

extensions add ons apps google google tools

shared by Leanne Grandjean on 15 Oct 14 - No Cached
  • Google Chrome also has a library of special tools you can access through the browser called Apps, Extensions and Add-ons that can make your life in the classroom easier.
  • Extensions are mini programs that modify and enhance the functionality of the Google Chrome browser.
  • Add-ons are extra features within Google Drive that enhance its functions.
  • ...2 more annotations...
  • Google Chrome Apps are like desktop software programs you install on your computer, except that you use them directly within your browser.
  • it allows you to take one article and differentiate it in up to five different lexile levels, which Newsela does by changing vocabulary and sentence structure.
Kris Cody

Formative assessment - Google Drive - 182 views

docs.google.com/...edit

formative assessments resources

shared by Kris Cody on 10 Mar 13 - No Cached
  • Kris Cody on 10 Mar 13
     
    A great interactive formative assessment list of classroom techniques to check on understanding. Love that in includes details like simply noting body language.
Sharin Tebo

Creating a Culture of Inquiry | Edutopia - 78 views

www.edutopia.org/...lture-of-inquiry-andrew-miller

SDW SDWLIT literacy Culture inquiry SDWLeadership

shared by Sharin Tebo on 11 Nov 15 - No Cached
  • Inquiry
  • creating a culture of inquiry takes constant work. Teachers need to establish it from the first day in the classroom, and work to keep it vital throughout the year. Here are some important things to know about creating that culture, and some ideas that you might consider.
  • Culture
  • ...11 more annotations...
  • Questioning
  • When we make a change or set an expectation for how a classroom will operate, we begin to affect the climate. It takes time for something to become a part of the culture
  • culture of inquiry
  • Scaffold
  • A culture of inquiry will not happen overnight, but the right climate for it is much easier to establish.
  • Teachers should use a variety of strategies, such as structured protocols and question starters and stems, to support students in asking effective questions.
  • One great tool for building a culture of inquiry is essential questions that drive learning.
  • Rather than focusing on the answer, they should focus on the process of inquiry that begins when the question is asked.
  • we have to make sure that our assignments also mirror and honor inquiry
  • Do our assignments focus on complexity and justification? Do we honor student voice and choice in these assignments? Are students allowed choice in what they produce and voice in what the assignment will look like? Do we create assignments and assessments that allow students to investigate their own questions aligned to the content that we want them to learn?
  • A culture of inquiry can only become the classroom norm if there is commitment from all stakeholders -- parents, students, teachers, administration, and more. Simply saying that we are an inquiry-based classroom and doing an occasional inquiry-based activity is not indicative of a culture of inquiry.
trisha_poole

Education Week: Effective Use of Digital Tools Seen Lacking in Most Tech.-Rich Schools - 100 views

www.edweek.org/...21computing.h30.html

EMT502 technology effective edtech tools digital pedagogy digitallearning digital techintegration flexiblelearning blendedlearning fbl education elearning

shared by trisha_poole on 25 Feb 11 - No Cached
  • Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.
    • Adam Truitt
      Adam Truitt on 25 Feb 11
       
      Data drives decisions....or at least should
  • cut their photocopying and printing budgets in half.
    • London Jenks
      London Jenks on 26 Feb 11
       
      The "paperless classroom" or the "not so much paper as before" classroom
    • trisha_poole
      trisha_poole on 27 Feb 11
       
      This is similar to what is happening in Australia, particularly NSW, I think.
  • ...1 more annotation...
  • requires leadership,professional development, collaboration, and new forms of pedagogy and assessment
  • trisha_poole on 27 Feb 11
     
    Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.
Dallas McPheeters

Change and why we all see it differently - The Learner's Way - 14 views

thelearnersway.net/...-why-we-all-see-it-differently

education future

shared by Dallas McPheeters on 04 Feb 18 - No Cached
  • the rise of the ‘gig’ economy where freelance and short term contract work is common and training and retraining for new projects is the norm
  • it is more important to be able to learn than it is to be learned
  • If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity.
  • ...11 more annotations...
  • teaching children who have lived their entire lives in that very century
  • multiple reports that detail the skills and dispositions children will need
  • there are broad typologies which emerge along a continuum from those who actively seek to change to those who actively resist it. 
  • There are those for whom change is the next adventure
  • There are those who are open to change but need to be shown the evidence.
  • There are those who need to be show how the change will impact them
  • There are those who publicly embrace the change but in the privacy of the classroom continue as they have always done
  • There are those who are outright afraid of change
  • “A person’s sense of identity is partly determined by his or her values, which can mesh or clash with organizational values”
  • There are of course also those for whom the change is just wrong
  • Change is always complicated. A the least it involves people, personalities, cultures, beliefs, values, emotions and identity.
  • Nigel Coutts on 04 Feb 18
     
     If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
Martin Burrett

Bulk QR Code Generator - 33 views

ukedchat.com/...bulk-qr-code-generator

QR codes Google Drive Google Docs spreadsheet

shared by Martin Burrett on 20 Feb 18 - No Cached
  • Martin Burrett on 20 Feb 18
     
    "Like to create treasure hunts, audio feedback printables, easy links to video instructions and more? Use this Bulk QR code generator. Simply add the link or text to this spreadsheet and the QR code will pop up ready to print."
anonymous

Free Technology for Teachers - 125 views

www.freetech4teachers.com

technology Education teachers tieclass

shared by anonymous on 16 Jan 10 - Cached
  • skip to main | skip to sidebar Pages Free Downloads Job Board Google Tools Tutorials Video Creation Resources Develop a PLN Work With Me Advertise 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
  • ...3 more annotations...
  • Investopedia
    • anonymous
      anonymous on 27 Jun 17
       
      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.
    • anonymous
      anonymous on 27 Jun 17
       
      This is a great point!!
  • trisha_poole on 01 Jan 11
     
    Free resources and lesson plans for teaching with technology
  • Deborah McGIffin on 10 Mar 14
     
    Good blog about free technology teachers can access for education
Frederick Eberhardt

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views

www.edutopia.org/uiry-project-learning-research

Collaborative Learning Powerful Student as Researcher

shared by Frederick Eberhardt on 03 Oct 09 - Cached
  • In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
  • students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
  • developing inquiring minds
  • ...10 more annotations...
  • Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
  • design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
  • When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
  • Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
  • All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
  • groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
  • In successful group learning, teachers pay careful attention to the work process and interaction among students.
  • "It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
  • She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Interesting... worth checking out.
  • They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Frederick Eberhardt on 06 Oct 11
     
    Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Martin Burrett

Book: Release your @inner_drive - 11 views

ukedchat.com/...release-inner-drive

book review revise revision UKEdChat

shared by Martin Burrett on 05 Dec 17 - No Cached
  • Martin Burrett on 05 Dec 17
     
    This book is aimed at teenagers, but could be used by teachers to start class or individual discussions about life issues. Book focuses and provides great tips to revise and prepare for examinations. Accessible, colourful infographics throughout make content digestible.
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
Greta Oppe

Going Google at TCE - 96 views

Going Google at TCEA 2011   Amidst the freezing weather, teachers were amazed, astonished, and astounded by the things teachers and students can do using Google Apps. One of these Apps is ...

Google tcea apps education educational technology

started by Greta Oppe on 17 Feb 11 no follow-up yet
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