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Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Clint Heitz

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 - No Cached
  • 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.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • I even wrote the local computer recycling center to request a computer for my class.
Randy Schultz

Digital Photography Tips and Tutorials - 61 views

digital-photography-school.com/photography-tips-for-beginners

photography

shared by Randy Schultz on 08 Dec 09 - Cached
  • Randy Schultz on 08 Dec 09
     
    Below is just a selection of some of our digital photography tips and tutorials aimed more at the beginner photographer. We're always writing more beginner tips - so subscribe to DPS today to get all of our updates. Read more: http://digital-photography-school.com/digital-photography-tips-for-beginners#ixzz0Z6zO8aTX
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

www.newsweek.com/...the-creativity-crisis.html

shared by Marianne Hart on 13 Jul 10 - Cached
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
      Bill Genereux on 23 Aug 10
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
  • ...23 more annotations...
  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
      Ed Webb on 23 Jul 10
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • Christian Howd on 13 Jul 10
     
    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Dallas McPheeters

Online Discussions: Tips for Instructors - 56 views

cte.uwaterloo.ca/...ions_tips_for_instructors.html

online_education tips discussions resources

shared by Dallas McPheeters on 14 Dec 10 - No Cached
  • Online Discussions: Tips for Instructors Online discussions are much like face-to-face discussions: they require preparation and active management in order to facilitate student learning. However, added complexities exist in the online environment, such as getting students comfortable with the conferencing system and helping them to communicate clearly without the aid of nonverbal communication cues. This tips sheet outlines the benefits of online discussions, then provides tips for both planning and facilitating such discussions. Tips to pass on to your students are also included at the end.
  • Dallas McPheeters on 14 Dec 10
     
    Nearly complete and concise explanation with strategies for successful online discussions. Excellent resource. Needs only a rubric to round out fully.
Carol Ansel

The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views

www.washingtonpost.com/...gIQAYWSF8J_blog.html

wikipedia washintonpost daringlibrarian encyclopedia research

shared by Carol Ansel on 08 Sep 11 - No Cached
  • Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
  • 4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss  |  05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
  • Carol Ansel on 08 Sep 11
     
    Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

started by Jason Finley on 25 Oct 11 6 follow-ups, last by Jason Finley on 27 Oct 11
Roland Gesthuizen

14 Smart Tips for Using iPads in Class | MindShift - 9 views

blogs.kqed.org/...-tips-for-using-ipads-in-class

iPad teaching mlearning tips list

shared by Roland Gesthuizen on 14 Jul 12 - No Cached
  • HAVE FUN! Moving to an iPad program can be a blast for kids, teachers and administrators and has the potential to spark imagination and creativity.
  • Roland Gesthuizen on 14 Jul 12
     
    "For schools that are about to deploy the iPad as their main mobile learning device, there's wisdom to be learned from others who've gone down that road. At Marin Country Day School in Corte Madera, Calif., the first year of a pilot iPad program for sixth-graders has just ended, and some clear lessons have emerged. Here are some tips to help smooth the transition."
Peter Beens

Teacher Magazine: Stepping Aside: The Art of Working With Student-Teachers - 1 views

www.teachermagazine.org/...tln_norton_student_teach.html

education student teacher

shared by Peter Beens on 14 Sep 09 - Cached
  • Peter Beens on 14 Sep 09
     
    Stepping Aside: The Art of Working With Student-Teachers\n\nTeacher Leaders Network Although traditional teacher-education programs rely on veteran educators to invite student- or "practice-" teachers into their classrooms, many skilled professionals can be heard expressing some reluctance about sharing instructional responsibilities with green recruits. They may be concerned about their ability to mentor an inexperienced colleague effectively, or simply hesitant to relinquish control of instruction in an atmosphere of high-stakes accountability.\n\nIn a recent post to the Teacher Leaders Network Forum daily discussion group, veteran teacher Vicky expressed some reservations of her own about working with a student-teacher and asked for help.\n\nI may be getting the opportunity to work with a student-teacher. I was wondering about your ideas for starting the year off right, helping the student-teacher, and balancing the load of mentoring the student teacher and teaching the students myself. I'm excited about the possibility, but I'm also a pretty hands-on control freak kind of person, so I want to alternately challenge and excite the intern but not be unfair or scary. Tips?\n\nNancy, a veteran K-12 music teacher, replied:\n\nGreat questions, Vicky. My first suggestion would be adopting the perspective that you will learn as much as the novice teacher-about yourself, your beliefs, and your practice. The first step is probably building a relationship in which the novice teacher trusts you enough to share real information and opinion (and vice-versa).\n\nCreate a safe space to communicate honestly, in both directions. A student teacher who feels comfortable enough to share fears, anxieties, confusion, and frustration-and knows that he or she is not being judged, but honored as a learner by a veteran teacher who also has fears and frustrations-will be a student teacher who can grow.\n\nMy second thought is that from your students' perspective there should be two experts
C CC

Pedagogical Advent Calendar - 111 views

uked.careers/2015advent

ideas education edtech Pedagogy

shared by C CC on 06 Dec 15 - No Cached
  • Martin Burrett on 06 Dec 15
     
    Open the virtual door to get a teacher tip, resource or idea each day up to Christmas.
  • ...1 more comment...
  • Martin Burrett on 06 Dec 15
     
    Open the virtual door to get a teacher tip, resource or idea each day up to Christmas.
  • Clint Heitz on 10 Dec 15
     
    A new idea with images and explanations revealed over 12 days. 10 currently accessible and two more coming!
  • C CC on 12 Dec 15
     
    A fun, and helpful pedagogical advent calendar, sharing different tips and ideas each day to help teachers and classroom practice.
Roland Gesthuizen

10 Tips for Using Evernote Effectively - ReadWrite - 180 views

readwrite.com/...10-tips-for-using-evernote-eff

Evernote productivity advice list

shared by Roland Gesthuizen on 12 May 13 - No Cached
  • Roland Gesthuizen on 12 May 13
     
    "Evernote is a tool for keeping track of, well, everything. At least everything as far as digital information goes, or information that can be digitized. Evernote comprises a Web-based service and clients for Windows, Mac OS X, mobile devices, and extensions for Web browsers. It's a service I've been using for years, and over that time I've picked up a few tips and tricks for getting the most out of the tool."
Peter Beens

10 Twitter Tips for Teachers | PlanbookEdu Blog - 50 views

www.planbookedu.com/...10-twitter-tips-for-teachers

twitter tips teachers education list

shared by Peter Beens on 02 Nov 09 - Cached
  • Peter Beens on 02 Nov 09
     
    Using Twitter is a brilliant way for teachers to connect to their students, classroom parents, and the global community. If you are a teacher, you can use Twitter in a variety of ways, from staying updated on new trends in education to encouraging idea sharing in the classroom. The following list of tips can help you get the most out of your Twitter experience.
  • Michael Surran on 02 Nov 09
     
    I recently had a teacher declare that Twitter was "a waste of time" during one of our meetings. It's good to see resources that will help our teachers understand the value of tools like Twitter.
N Carroll

Tips for iPads in Classroom - 189 views

wwwatanabe.blogspot.com/...ps-for-ipads-in-classroom.html

ipad tips wwwatanabe

shared by N Carroll on 11 Aug 12 - No Cached
  • N Carroll on 11 Aug 12
     
    Great tips for care and use of class sets of iPads
Betty Powell

10 Things You Might Not Know About Photoshop Elements 7 - 0 views

graphicssoft.about.com/...10tipspse7.htm

digital images photography PSE tips

shared by Betty Powell on 09 Sep 09 - Cached
  • Betty Powell on 09 Sep 09
     
    Even if you have used Photoshop Elements for some time, you may have missed some of its features. Here are 10 tips to help you work more efficiently in Photoshop Elements 7! While some of these tips work in previous versions of Elements, changing interface brightness, the Smart Brush tools, and the Action Player are brand new in Photoshop Elements 7.">IE=8
Ralf Appelt

10 Tips For Designing mLearning And Support Apps: Instructional Design and eLearning: T... - 95 views

theelearningcoach.com/...earning-and-support-app-design

mlearning elearning apps design

shared by Ralf Appelt on 08 May 11 - No Cached
  • Ralf Appelt on 08 May 11
     
    "10 Tips For Designing mLearning And Support Apps"
Marc Patton

26 Tips for Teaching with Google Apps | Google Gooru - 167 views

www.googlegooru.com/-for-teaching-with-google-apps

Google Teaching_Ideas

shared by Marc Patton on 19 Jan 14 - No Cached
  • Marc Patton on 19 Jan 14
     
    It is meant to acquaint you with Google Apps' major features and is loaded with best practices and lots of helpful, actionable tips to optimize your investment in Google Apps and improve your students' learning experience.
Wayne Holly

8 Tips To Use Personal Experiences In eLearning Course Design - eLearning Industry - 31 views

elearningindustry.com/iences-elearning-course-design

elearning resources

shared by Wayne Holly on 28 Jan 15 - No Cached
  • Wayne Holly on 28 Jan 15
     
    Chances are that you have a variety of insights and knowledge that you'd like to impart upon your learners. So, why not take full advantage of the wisdom and life experience you've earned, by applying your personal experiences in eLearning course design. Here are a few tips that will help you use your own experiences when creating memorable and powerful eLearning courses.
Josh Flores

Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views

www.parcconline.org/...content-frameworks-elaliteracy

PARCC commoncore framework tools resources

shared by Josh Flores on 12 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Quarterly Modules - but could be adjusted for your school's purposes.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Ingredients!
  • shape the content within the modules in any way that suit their desired purposes
  • ...54 more annotations...
  • re-order
  • order in which the four modules may be used is not critical
  • ocus and emphasis on the types of texts
  • What changes
  • is the
  • analytic reading
  • examining its meaning
  • read and reread deliberately.
  • understand the central ideas
  • supporting details
  • entails the careful gathering of observations
  • overall understanding and judgment
  • omparison and synthesis of ideas
  • drawing on relevant prior knowledge
  • suggests that educators select a minimum number of grade-level-appropriate short texts
  • as well as one extended text
  • in lower grades, chosen texts should include content from across the disciplines.
  • upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      The Nonfiction Split
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Elementary and Secodnary
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Selecting Multiple Texts
  • present their analyses in writing and speaking
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
  • all students need access to a wide range of materials on a variety of topics and genres
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      INTERNETS: Open Resource Revolution!
  • students improve both their reading comprehension and their writing skills when writing in response to texts.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      I knew it!
  • notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Examples of Writing Practices
  • hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
  • narrative story and narrative description
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      TWO TYPES OF NARRATIVE Writing
  • creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
  • include writing under time constraints
  • writing over multiple drafts
  • generate writing pieces in response to teacher-provided prompts and to their own prompts
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      LEVEL Qs: Teach students to generate Academic Questions to explore
  • For reading and writing in each module
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Essential READING & WRITING Skills
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      for ELA/Literacy
  • Understand and apply grammar:
  • Cite evidence and analyze content
  • Understand and apply vocabulary
  • Conduct discussions and report findings:
  • grades 3-5
  • two standards progression charts for each grade level
  • Writing
  • peaking and Listening
  • Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
  • suggests both the number and types
  • Students
  • offer one way of organizing the standards
  • quarterly modules
  • reflects the integrated nature
  • four sections
  • to express an opinion/make an argument or to inform/explain
  • write
  • citing evidence
  • analyzing
  • grammar
  • vocabulary
  • discussions
  • reporting
Maggie Tsai

The Classroom » Using Diigo for Organizing the Web for your Class - 13 views

theclassroom.ca/...anizing-the-web-for-your-class

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
Sharin Tebo

5 Research-Based Tips for Providing Students with Meaningful Feedback | Edutopia - 85 views

www.edutopia.org/...gful-feedback-marianne-stenger

21daysSDW feedback W4L assessment feedforward Edutopia

shared by Sharin Tebo on 27 Oct 15 - No Cached
  • providing students with meaningful feedback can greatly enhance learning and improve student achievement.
  • feedback
  • here are five research-based tips for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they've learned.
  • ...9 more annotations...
  • feedback is most effective when it is given immediately
  • researchers suggest taking the time to provide learners with information on what exactly they did well, and what may still need improvement. They also note that it can be helpful to tell the learner what he is doing differently than before.
  • Sooner the Better
  • Specific
  • the researchers found that participants who were given immediate feedback showed a significantly larger increase in performance than those who had received delayed feedback.
  • Advancement Toward a Goal
  • it should be clear to students how the information they are receiving will help them progress toward their final goal.
  • Involve Learners in the Process
  • When students have access to this information, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.
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