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Thieme Hennis

OpenClass - 78 views

www.openclass.com/...what

publishing open_access online education lms data learning analytics open-education api oer tools

shared by Thieme Hennis on 01 Dec 12 - No Cached
  • Thieme Hennis on 01 Dec 12
     
    This looks pretty fabulous! "Leading the Revolution in Education OpenClass is a dynamic, scalable, fully cloud-based learning environment that stimulates social learning and enables the distribution of content at massive scale to students wherever they are. And did we mention it's completely FREE? With OpenClass there are no hardware costs, licensing costs, or hosting costs. Why would we do that? Because "free" enables the widespread adoption of the most effective approaches to learning that encourage interaction within the classroom and around the world."
Martin Burrett

Busting the myths of AI in education - 10 views

ukedchat.com/...busting-myths-ai-edu

AI myths education

shared by Martin Burrett on 09 Oct 18 - No Cached
  • Martin Burrett on 09 Oct 18
     
    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
Nigel Coutts

Why we fear data and how our perception can change. - The Learner's Way - 4 views

thelearnersway.net/...-how-our-perception-can-change

data learner change education teaching learning

shared by Nigel Coutts on 25 Nov 18 - No Cached
  • Nigel Coutts on 25 Nov 18
     
    Data occupies a somewhat curious place within education. Mention it to teachers and you tend to get one of two responses. One group will roll their eyes and with great sarcasm how data is "so exciting". The other group responds with something akin to "actually I quite like data" indicating that experience has shown them that they are members of a small group. The question is why do some people find data to be a useful and fascinating tool while others see it as a good method for inducing sleep? 
Martin Burrett

Teaching vs. Everything Else - 17 views

ukedchat.com/...teaching-vs-everything-else

wellbeing work-life balance UKEdChat

shared by Martin Burrett on 15 Feb 18 - No Cached
  • Martin Burrett on 15 Feb 18
     
    "Teaching, if you let it, will take over your life. Too many of us can think of times when family were put into second place behind our teaching commitments, not to mention our health, diet and sleep. Despite all the talk of wellbeing, a culture of 'look how hard I work' pervades our profession. Not surprising when this is often encouraged and rewarded. In this UKEdChat we will discuss the merits and pitfalls of navigating this difficult balance and, together, find some solutions."
Martin Burrett

Book: Making every maths lesson count by @MccreaEmma via @CrownHousePub - 4 views

ukedchat.com/...maths-lesson-book

book review

shared by Martin Burrett on 07 Jun 19 - No Cached
  • Martin Burrett on 07 Jun 19
     
    "Making Every Maths Lesson Count is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and presents 52 high-impact strategies designed to streamline teacher workload and ramp up the level of challenge in the maths classroom. Throughout this book, Emma McCrea (through extensive research and practice) explores how to manage mathematical misconceptions with practical ideas on many areas of the required curriculum. The six pedagogical principles mentioned above form the heart of the book, with metacognitive questioning given space in developing cognitive strategies with pupils. "
Martin Burrett

4 Premium Productivity Apps to Support Teachers - 22 views

ukedchat.com/...premium-apps

shared by Martin Burrett on 10 Nov 17 - No Cached
  • Martin Burrett on 10 Nov 17
     
    "As the development of apps has evolved, including the platforms they operate on, the ability to ease the organisational challenges in life have become more refined. Whilst the apps featured in this article come at a premium, the features that they display make organising busy lives less complex, with clever design, features and functionality that will keep you ready for the daily trials of being a busy teacher. The apps mentioned in this article are mainly built for Apple devices (iPhone / iPad / Mac), with links directing to the relevant App Stores, unless otherwise indicated."
Martin Burrett

Retaining older teachers for secondary education - Lessons from Holland? - 21 views

ukedchat.com/...ining-older-teachers-secondary

retention Holland

shared by Martin Burrett on 18 Sep 17 - No Cached
Colin McKay liked it
  • Martin Burrett on 18 Sep 17
     
    "Not all teachers succeed in staying happy with their work until the end of their career. Dissatisfied older teachers will tend to quit before reaching retirement age. Work overload, low status of the profession, disruptive student behaviour, and a poor relationship with students are reasons often mentioned for the declining job satisfaction of older teachers."
Martin Burrett

Humour in Education - 12 views

ukedchat.com/...humour-education

shared by Martin Burrett on 17 Sep 19 - No Cached
  • Martin Burrett on 17 Sep 19
     
    "It can be a funny old game this teaching lark and many of us survive the day-to-day stresses by laughing, rather than crying. As a social species, humour is a fundamental part of developing group cohesion, yet I have never seen it mentioned in teaching or in insets, although perhaps I don't get invited to that kind of party! But can a teacher 'learn' humour or is it something innate, and how can humour be deployed to enhance relationships and learning?"
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
mrshedrick678

Lori's Latest Links - 153 views

www.lorislatestlinks.com

shared by mrshedrick678 on 13 Jan 13 - No Cached
    • mrshedrick678
      mrshedrick678 on 13 Jan 13
       
      I met Lori at a conference in Columbus. She was doing a workshop that was part of a conference I attended. She gave so many awesome tips and tricks. I try to check back at her site at least once a month because she always has new stuff.
  • Featured Freebies
  • Faves
  • ...3 more annotations...
    • mrshedrick678
      mrshedrick678 on 13 Jan 13
       
      I can always find good things here
    • mrshedrick678
      mrshedrick678 on 13 Jan 13
       
      This is great section to find good stuff!
  • I like carrying them around, folding down the corner of the pages to mark my spot, and the way they look stacked on my nightstand. Sorry Kindle, Nook, and iPad... I'm just not that into you
  • Meredith Johnson on 14 Jan 13
     
    Thank you for sharing her site! She mentioned something called Chatzy and it might be the perfect solution for a communication challenge I have at work each day. I hope it can be past the school's security.
Larissa Wright-Elson

Teaching 'The Crucible' With The New York Times - NYTimes.com - 42 views

learning.blogs.nytimes.com/...ucible-with-the-new-york-times

shared by Larissa Wright-Elson on 29 Oct 12 - No Cached
    • Larissa Wright-Elson
      Larissa Wright-Elson on 29 Oct 12
       
      used for essay test
  • g so often the hardest thing? What is the true meaning of integrity?
  • opening to lukewarm, if not downright hostile, reviews, Arthur Miller’s play “The Crucible” continues to be mounted and taught worldwide because it speaks to universal fears of social isolation and the unknown – fears especially present in a rapidly changing world, not to mention in the topsy-turvy social order of school.
  • ...1 more annotation...
  • What is “The Crucible” telling audiences now? How have fears about terrorism created modern-day “witches”? What is it about human nature that makes such hysteria possible? How and why does John Proctor embody the American tragic hero? What does it take to do the right thing? Why is doing the right thin
Javier E

Why Girls Tend to Get Better Grades Than Boys Do - The Atlantic - 40 views

www.theatlantic.com/...2

girls boys success conscientiousness habits self-control academic

shared by Javier E on 19 Sep 14 - No Cached
  • Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
  • girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts.
  • boys approach schoolwork differently. They are more performance-oriented. Studying for and taking tests taps into their competitive instincts. For many boys, tests are quests that get their hearts pounding. Doing well on them is a public demonstration of excellence
  • ...3 more annotations...
  • “The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”
  • It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades.
  • it appears that the overwhelming trend among teachers is to assign zero points for late work. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that.
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english

SDW reading conferences literacy high school sdwwl conferring 21daysSDW

shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

www.weareteachers.com/...-student-classroom-discussions

6th grade Response to Literature Evidence student classroom strategies discussions

shared by Jennifer Diaz on 15 Nov 14 - No Cached
  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
  • ...14 more annotations...
  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
  • Jennifer Diaz on 15 Nov 14
     
    Great ideas for 6th grade response to literature discussion and writing.
  • Tanya Kolkema on 18 Nov 14
     
    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
Della Gordon

argumentintherealworld - home - 25 views

argumentintherealworld.wikispaces.com

digital media literacy infographic argumentation

shared by Della Gordon on 09 Nov 16 - No Cached
  • Della Gordon on 09 Nov 16
     
    Resources for Argument in the Real World Kristen Hawley Turner and Troy Hicks Published by Heinemann, November 2016 Welcome to the companion wiki for our upcoming Heinemann book, Argument in the Real World. You will find here links to resources that are mentioned in the book, as well as additional tools to help you and your students develop their argument skills. We also hope that you will connect with us on Twitter @teachKHT and @hickstro). ~ Kristen and Troy Chapter 1: The Nature of Argument in a Digital World Chapter 2: Analyzing Arguments that are Born Digital Chapter 3: The Moves of Argument in Web-based Text Chapter 4: The Moves of Argument in Infographics Chapter 5: The Moves of Argument in Video Chapter 6: The Moves of Argument in Social Media Chapter 7: Coaching Students' Work with Digital Arguments
atisinger

Effects of Technology on Classrooms and Students - 8 views

www2.ed.gov/...effectsstudents.html

shared by atisinger on 17 Apr 12 - Cached
  • student satisfaction with the immediate feedback
    • kris james
      kris james on 17 Apr 12
       
      What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
Roland Gesthuizen

What is a PLN? Or, PLE vs. PLN? » open thinking - 77 views

educationaltechnology.ca/...1156

PLE PLN socialnetworking web2.0 edtech twitter learning PD

shared by Roland Gesthuizen on 22 Apr 12 - Cached
  • I thought it was appropriate to ask the question to my PLN (or what I perceive as my PLN) via Twitter. I asked if anyone had a definition for a PLN, or if they knew the difference between a personal learning network and personal learning environment (PLE). I received varied responses, and the majority of these are pasted below.
  • I believe that is what a PLN is all about…To act as a source AND catalyst for this sort of thought-provoking conversation and authentic experience mentioned above that leads us to a point where are required to engage, to reflect, and ultimately to contribute instead of just consuming.
  • Roland Gesthuizen on 22 Apr 12
     
    "I thought it was appropriate to ask the question to my PLN (or what I perceive as my PLN) via Twitter. I asked if anyone had a definition for a PLN, or if they knew the difference between a personal learning network and personal learning environment (PLE). I received varied responses, and the majority of these are pasted below."
trisha_poole

The Sad Reality Of Education Technology | Edudemic - 100 views

edudemic.com/...eality-of-education-technology

phd edtech technology social learning social networking social media EML515

shared by trisha_poole on 05 Sep 12 - No Cached
  • This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
  • The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
  • we need to teach them how to find information and more importantly what to do with the information that they find
  • ...4 more annotations...
  • It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
  • The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
  • This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
  • With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
  • Nick Schlotter on 07 Sep 12
     
    I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
Terie Engelbrecht

Googling Towards ePortfolios- Educational Collaborators - 178 views

educollaborators.com/...googling-towards-eportfolios

education ePortfolios

shared by Terie Engelbrecht on 21 Jan 12 - No Cached
  • Kate Pok on 22 Jan 12
     
    Something that is not often mentioned when touting the advantages of ePortfolios is how much work they entail on the part of instructors. I've used ePortfolios and they ARE worthwhile, but they took A LOT of time. EPortfolios essentially allow one on one engagement with students at a very focused level-- that type of work is VERY time consuming. Great for smaller classes but last semester I had 80+ students and I think I was ready to burn my computer... I'm interested in others' experiences?
clconzen

*An Introduction to Technologies Commonly Used by College Students - 101 views

blog.reyjunco.com/...Chapter1.pdf

#edtech

shared by clconzen on 19 Jul 12 - No Cached
  • Ann Lusch on 20 Jul 12
     
    The best advice here is to talk to students, because it seems that patterns of use change fairly quickly. My high school students talk a lot about Twitter, not even mentioned here, and probably not popular at all when these studies were done.
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