Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach.
Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Diigo 101 - Student Learning with Diigo - 113 views
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"Three main navigation menus of Diigo are My Library, My Network, and My Group which are connected to the key principles of Diigo, explicitly, researching, sharing and collaborating. All information and items collected by users are entered into the My Library on the Diigo serve"
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We invite you to explore the various features of Diigo. Become educated and informed on the powerful use of Diigo for student learning. Learn how this research tool can enhance classroom instruction and promote higher levels of student collaboration. As you navigate through our site you will see examples of valuable lessons and resources, all displayed for your use.
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20 Questions To Guide Inquiry-Based Learning - 145 views
www.teachthought.com/...s-guide-inquiry-based-learning
inquiry-based inquiry information literacy education
shared by Matt Renwick on 12 Feb 14
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
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Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
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I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
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I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
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I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
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It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
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When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
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A Periodic Table of Visualization Methods - 22 views
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10 Signs You're in Trouble at College - US News - 24 views
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EdTech Toolbox: Web 2 Tools by Task - 33 views
edtechtoolbox.blogspot.com/...web-2-tools-by-task.html
web2.0 tools resources edtech toolbox education web 2.0 web technology social media
shared by Smith Shots on 23 Feb 12
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Eight Ways To Build Blended Learning Class Culture | EdSurge News - 60 views
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the following eight actions have a positive impact on the blended learning culture among our students.
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128 27 Romain Bertrand · May 15, 2014Eight Ways To Build Blended Learning Class CultureHow to get students to value and care about the work they do onlineRomain Bertrand
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Using Social Bookmarking in Schools and with your Students- Part Two | Silvia Tolisano-... - 17 views
langwitches.org/...nd-with-your-students-part-two
b social bookmarking education bookmarking socialbookmarking social students web2.0 Technology
shared by afager212 on 26 Feb 18
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Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
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need to evaluate and interpret information tag bookmarks (their own and/or the ones collected by their teacher) summarize bookmarks (their own and/or the ones shared by teacher) take advantage of “experts in the field” (by subscribing to their RSS for specific tags) learn to search for relevant information beyond “googling” collaborate with other members of a study group (local or global)
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a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.
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The Role of Learning Management Systems in Middle Schools - 14 views
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ll learning styles and levels can be met. Teachers can organize their classes and post different documents, assignments, tests, etc. for their students to work on without the students knowing they are receiving something that has been specifically developed for their own level.
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communication increases. Groups are developed within the system for sharing resources, sending messages, and connecting with staff and students.
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built-in reward system in which teachers can give badges to students for good attendance, participation, etc. to reinforce positive behaviors.
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FAQ - Diigo help - 44 views
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effectively utilize the vast array of information that resides on the internet and who are capable of processing the information collaboratively
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superior to traditional classroom teaching alone
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skills
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Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students. That way, there is less concern of mingling these.
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Bib 2.0: Before Blogs and Wikis: Three Tools to Enhance Collaboration - 6 views
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Diigo: Once they start their web-related search, Diigo, an add-on extension for Firefox and Internet Explorer, allows students to highlight text and post sticky-notes directly onto webpages, then share their comments within the group. Others can add their own comments to the note. Selected text is archived to a "my bookmarks" page, along with the comments and a copy of the website. Students can collaborate within the bookmarks site or on the individual websites. Diigo supports RSS feeds, allowing teachers to follow student progress. The more I use this tool, the more I'm convinced it ought to be integral to every research project. It allows students to actively connect with the information they're reading--to question, annotate and infer. All in collaboration with their group. How amazing is that???
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Education Week Teacher: How to Make the Most of Your Professional Learning Community - 33 views
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During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
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Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
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Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
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To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
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Distracted Minds: Why You Should Teach Like a Poet - 4 views
www.chronicle.com/...y-you-should-teach-like-a-poet
education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
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When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
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same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
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Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
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We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
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Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
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in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
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asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
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For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
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As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
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Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 106 views
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we need to ensure that we are implementing a series of factors that elevate our students' focus and level of concern.
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Your odds of keeping your students on task go up when you mix things up and keep the energy feeling fresh.
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Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.
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Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.
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