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Elizabeth Resnick

How Tech Will Transform the Traditional Classroom| The Committed Sardine - 3 views

www.fluency21.com/blogpost.cfm

technology_integration

shared by Elizabeth Resnick on 17 Apr 12 - No Cached
  • While it may seem obvious, all the iPads in the world are useless without fast WiFi and plenty of power outlets. What’s more, many schools forget that teachers need their own iPads, and must become avid users, too. Speirs reminds educators, “You have to think through how it is to actually live with this device.” Finally, Speirs cautions teachers not to be intimidated by parent and faculty expectations, to gradually introduce the iPad rather than rushing in. Teachers and school administrators may wish to refer to Ruben Puentedura’s excellent argument for tech in education and to the NMC Horizon Report. And look for inspiration in existing iPad pilots.
  • While it may seem obvious, all the iPads in the world are useless without fast WiFi and plenty of power outlets.
  • For instance, one might suggest that more efficient classrooms through the use of technology could allow for a shortened or staggered school day to serve more, smaller classes. But, according to Brovey, “It is difficult for us to imagine a school structure where [class time] becomes more fluid.”
  • ...2 more annotations...
  • Twitter is the undisputed channel for everything from breaking news to political and cultural debates. How long can schools block access to it before they become completely irrelevant? The important thing when deciding school online policies, says Brovey, is that “you have to show that you’re exercising due diligence.”
  • allow teachers to bypass those filters, and to have a simple, fast whitelisting process, ideally from the page that appears when a user visits a blocked site.
  • Elizabeth Resnick on 17 Apr 12
     
    good apps list but leaves out Reflection: show your iPad/phone on the Mac screen.
Elizabeth Resnick

Building Good Search Skills: What Students Need to Know| The Committed Sardine - 9 views

www.fluency21.com/blogpost.cfm

research search_skills

shared by Elizabeth Resnick on 17 Apr 12 - No Cached
  • “What do students really need to know about online search to do it well?”
  • Search competency is a form of literacy, like learning a language or subject.
  • inquiry,
  • ...7 more annotations...
  • literature review,
  • evidence-gathering,
  • build the evidence for new conclusions.
  • What students need to be competent at is identifying the kind of source they’re finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.
  • construct tighter or deeper searches
  • They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.
  • how to carry out excellent research online.
  • Elizabeth Resnick on 17 Apr 12
     
    the hallmarks of a good online search education
Kate Moreland

The Role of Technology in the Teaching and Learning of Mathematics - 81 views

www.nctm.org/...content.aspx

shared by Kate Moreland on 17 Mar 12 - No Cached
  • The use of technology cannot replace conceptual understanding, computational fluency, or problem-solving skills.
  • Programs in teacher education and professional development must continually update practitioners’ knowledge of technology and its classroom applications.
  • All teachers must remain open to learning new technologies,
  • Kate Moreland on 17 Mar 12
     
    From NCTC - National Council of Teachers of Mathematics. Brief statement in support of the use of technology in teaching math.
Sara Stanley

BUILDING THE FOUNDATION - A Suggested Progression of Sub-skills to Achieve the Reading ... - 83 views

www.centeroninstruction.org/he-common-core-state-standards

resources CCSS literacy

shared by Sara Stanley on 04 Aug 12 - No Cached
  • Sara Stanley on 04 Aug 12
     
    This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K-5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
Steve C

WHEN OLDER STUDENTS CAN'T READ - 27 views

www.cdl.org/...older_read.php

reading teaching moats

shared by Steve C on 21 Jul 10 - Cached
  • Alternate oral reading of passages in small groups, reading with a tape-recording, choral reading of dramatic material, and rereading familiar text can all support text reading fluency. Above all, however, students must read as much as possible in text that is not too difficult in order to make up the huge gap between themselves and other students.
  • Teachers deliberately use new words as often as possible in classroom conversation.
  • They reward students for using new words or for noticing use of the words outside of the class. Such strategies as using context to derive meanings, finding root morphemes, mapping word derivations, understanding word origins, and paraphrasing idiomatic or special uses for words are all productive. If possible, word study should be linked to subject matter content and literature taught in class, even if the literature is being read aloud to the students.
  • Steve C on 21 Jul 10
     
    How to teach reading to older students
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Amy Marlow

Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell - 77 views

books.heinemann.com/...formsResources.html

Education Reading Language Arts and Literacy fountas and pinnell

shared by Amy Marlow on 16 May 10 - Cached
  • Amy Marlow on 16 May 10
     
    Forms to use while teaching reading
Chris Betcher

Ten Ideas for Interactive Teaching| The Committed Sardine - 242 views

www.21stcenturyfluency.com/blogpost.cfm

teaching interactivity learning 21centuryskills fluency

shared by Chris Betcher on 23 Jul 11 - No Cached
  • Chris Betcher on 23 Jul 11
     
    In this article from ESchool News, Florida professor and author Kevin Yee offers up 10 great suggestions for incorporating effective interactive learning approaches in the classroom.
  • Marsha Ratzel on 23 Jul 11
     
    I liked the idea of the Twitter summarizer. This would be a great way to help get the year rolling.
Maureen Greenbaum

Five Things Students Say They Want From Education| The Committed Sardine - 88 views

www.fluency21.com/blogpost.cfm

education

shared by Maureen Greenbaum on 23 Aug 11 - No Cached
  • 1. Real-world application and relevancy
  • 3. Innovation
  • 5. Interactive technology
  • ...8 more annotations...
  • 4. Teacher mentors
  • 2. Choice
  • make the class a welcoming place instead of a dreaded one.
  • more time to reflect on what they learn
  • The teachers [who] are still using overhead projectors should be run out of town!
  • more practical, hands-on experience and not just lectures and homework
  • where they can experiment, discuss, and reflect on what they observed, and then redo the activity.
  • teacher who engages them in learning rather than constantly ‘telling’ them what they should learn, and a curriculum that explains the ‘what’ and ‘why’ and connects it to their lives.”
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Matthew Callison

Name Podcast using GarageBand: A Great Back to School Activity - 3 views

www.bluesofamedia.com/...-name-podcast-using-garageband

garageband ell podcast literacy fluency esl

shared by Matthew Callison on 24 Jun 11 - No Cached
  • Matthew Callison on 24 Jun 11
     
    This simple, yet powerful project allows students to share a little bit about themselves at the beginning of the year. At the same time it allows students to jump into some simple audio recording and editing using GarageBand.
Nancy White

Game-Based Learning Units for the Everyday Teacher BY ANDREW MILLER 9/26/11| The Commit... - 157 views

www.fluency21.com/blogpost.cfm

inquiry Game-Based learning

shared by Nancy White on 11 Oct 11 - No Cached
  • One common myth about GBL is that it requires high-level technology. Another is that it is simply using games, whether physical or on the web, in the classroom. These ideas are not entirely true. Yes, GBL can be more rockstar when using technology, but it is not a requirement.
Carmen Marty

100 iPad Apps Perfect For Middle School | The Committed Sardine - 21 views

www.fluency21.com/blogpost.cfm

ipad apps middleschool tools

shared by Carmen Marty on 15 Mar 12 - No Cached
  • Carmen Marty on 15 Mar 12
     
    Middle School IPad Apps
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