It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.
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shared by Amy Roediger on 19 Nov 12
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Dry Erase Practice Folders: Made 4 Math - 98 views
squarerootofnegativeoneteachmath.blogspot.com/...ctice-folders-made-4-math.html
dryerase practice teaching resources
shared by Amy Roediger on 19 Nov 12
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Cool dry erase practice folders. Really neat, easy activity. Very differentiateable!
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shared by Rachael Hodges on 20 Apr 12
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Five Best Practices for the Flipped Classroom | Edutopia - 186 views
www.edutopia.org/...m-best-practices-andrew-miller
flipped classroom best practices learning teaching practices
shared by Rachael Hodges on 20 Apr 12
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We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support.
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If the flipped classroom is truly to become innovative, then it must be paired with transparent and/or embedded reason to know the content.
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One of the best way to create the "need to know" is to use a pedagogical model that demands this.
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Will you demand that all students watch the video, or is it a way to differentiate and allow choice
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Will you allow or rely on mobile learning for students to watch it?
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Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.
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you must build in reflective activities to have students think about what they learned, how it will help them, its relevance
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Students need metacognition to connect content to objectives
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The focus should be on teacher practice, then tools and structures.
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Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped classroom model (1), or how it will "solve" many of the problems of education. It doesn't solve anything. It is a
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shared by Amy Roediger on 01 Sep 13
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Smarter Balanced Assessment Consortium Practice Test - 91 views
sbac.portal.airast.org/practice-test
practice assessment testing CCSS common core standards resources
shared by Amy Roediger on 01 Sep 13
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Here are some practice sample items that are worth checking out to prepare students for the next generation assessments for the Common Core.
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Direct Object Pronouns - 0 views
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I identify the Direct Object by finding the "main" verb of the sentence, the action verb. In the highlighted sentence to the right, what is the main (or only) verb? HIT. To identify the D.O., ask yourself WHO or WHAT is being hit in this sentence? The ball. Your Direct Object is THE BALL. What is the action verb in the next sentence? READS. Ask yourself the question... Who or what is getting read? The BOOK. So the book is your D.O. It's as easy as that. If you can identify the main/action verb, you can identify the D.O.
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Example 1
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bought
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What is the action verb in the first sentence? BOUGHT. What got bought in the sentence? FLOWERS. FLOWERS is your D.O.
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When the pronoun replaces the name of the direct object, use the following pronouns:
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me (me) te (you-familiar) lo, la (him, her, it, you-formal) nos (us) os (you-all-familiar) los, las (them, you-all-formal)
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PLACEMENT. Important. Where do you put the pronoun once you figure out what it is?
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Look at how Spanish and English are different. "Lo tengo" and "La tengo" BOTH mean "I have it."
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direct translation doesn't work so well:
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La como.
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This is completely incorrect!
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Learn to translate groups of words, rather than individual words. The first step is to learn to view two Spanish words as a single phrase.
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Just as no one has ever learned to ride a bicycle by reading about it, neither will you learn to use direct object pronouns simply by reading this lesson. The key to success, as always, is to practice, practice, practice.
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Do you feel like you understand Direct Objects? Are you frustrated? If so, how much have you practiced? How many sample exercises have you done? If you read and take notes on a good explanation and then do some exercises, you will feel much more confident with the topic.
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Try this simple, extremely helpful exercise: http://www.studyspanish.com/practice/dopro1.htm
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The role of communities of practice in a digital age - 36 views
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Wenger argues that there are three crucial characteristics of a community of practice: domain: a common interest that connects and holds together the community community: a community is bound by the shared activities they pursue (for example, meetings, discussions) around their common domain practice: members of a community of practice are practitioners; what they do informs their participation in the community; and what they learn from the community affects what they do.
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Teaching in a Digital Age'. http://opentextbc.ca/teachinginadigitalage/
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Practical Biology - 112 views
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"Practical Biology provides teachers of biology at all levels with experiments that demonstrate a wide range of biological concepts and processes. Each practical may be used alone or as a starting-point for open-ended investigations or enhancement activities, such as clubs or open-day events. Experiments are placed within real-life contexts, with links to carefully selected further reading, enabling teachers to show relevance and illustrate the key principles of How Science Works"
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"Can't We Just Change the Words?": EBSCOhost - 1 views
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The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
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However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
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The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
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how does each author use authenticity as a strategy for making or justifying decisions in music education?
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authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
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since the original loses some of its essential qualities in a simplification.5
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His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
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Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
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Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
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Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
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Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
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Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
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"World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
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Nuts and Bolts: Upskilling by Jane Bozarth : Learning Solutions Magazine - 2 views
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Paving informal paths
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On paving informal paths, see resources on social and informal learning at Jane Hart’s Social Learning Centre: http://sociallearningcentre.co.uk/ On curation, see Beth Kanter’s blog post “Content Curation 101”: http://www.bethkanter.org/content-curation-101/ On the Cheesecake Factory’s video café: http://www.bersin.com/News/Details.aspx?id=14676 On communities, see Katja Pastoors’s comparison of types of communities of practice as well as the dynamics of top-down v. bottom-up communities of practice: http://www.emeraldinsight.com/journals.htm?articleid=1585429 For a study on understanding the workings of a successful community of practice, see Bozarth, J. “The Usefulness of Wenger’s Framework in Understanding an Existing Community of Practice”: http://repository.lib.ncsu.edu/ir/bitstream/1840.16/4978/1/etd.pdf
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iPurpose before iPad - 200 views
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I've started creating a table of important skills, some derived from the Padagogy Wheel, and actions, some derived from iPad As… What I am planning to highlight is that there are many apps that can be use for many purposes and for developing many skills. For example, I have already added "Explain Everything" to 9 categories as I see it as a multifunctional app and one worth its price because of the educational benefits it provides. Over the coming months I plan to add text descriptions to each category to explain how the apps listed address the skill or action they have been linked to and may also link them to other online sources that show them in action. I'll also provide direct links to the App Store, as I always do on this blog when I mention apps so you can check them out yourself if you want. Now this sounds like a big task and it is. So I do need some help. What do I want from you? Anything you can give. Just add them to the comments of this post. Examples of apps that help to develop specific skills Additional skills I haven't listed here Examples of apps that are multifunctional. Explanations of good pedagogical practice with apps. Don't worry, all credit will go to you when I include your suggestions. Links to blog posts, websites, Youtube tutorials, open wikis, nings etc that promote good practice that I can link to from here. Examples on add ons like bookmarklets for curation sites, websites that work well with iPads ( Flash-free) that can still be categorised under these headings for iPad use. Spread the word regularly through Twitter, Facebook, Curation sites like Pinterest and Scoop-It to keep educators coming back.
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Critical Issue: Providing Professional Development for Effective Technology Use - 127 views
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Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
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Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
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Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
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The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
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A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
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teachers need access to follow-up discussion and collegial activities
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The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
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An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
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teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
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The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
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he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
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This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
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consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
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Preformative evaluation
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formative evaluation,
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summative evaluation,
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Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
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School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
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shared by Siri Anderson on 25 Feb 16
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National Catholic Sisters Week | SisterStory Listening Party - 8 views
www.nationalcatholicsistersweek.org/single_event.php
Catholic Sisters podcast history content community St.Kate
shared by Siri Anderson on 25 Feb 16
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Years ago the Hilton Foundation gave St. Catherine University money to support outreach around the Sisters, broadly construed. Why? Because in their research on ROI, they found that money given to Sisters to do good in the world yielded the largest returns. Sisters have a history of maximizing benefits. In our practice at St. Kate's we, with a faculty of varying faiths and identities, channel the Sisters' practices of hospitality, generosity, the Catholic Intellectual Tradition and treating our dear neighbors as ourselves to serve the greater good in our work with students and the community. Unity around this shared purpose is what makes working and learning here uniquely wonderful. Anyway, if you are a lover of podcasts, good stories, history, or community you might consider the series shared here. A suitable addition to National Women's History Month as well as National Catholic Sisters Week in March.
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Technology Tailgate: Scootpad: Great Common Core Practice Site - 98 views
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Describes how Scootpad can be used for students to practice CCSS skills and teachers can keep track of student progress.
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shared by Tonya Thomas on 20 Sep 12
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elearn Best Practices & Tips Articles - 45 views
elearnmag.acm.org/best-practices-tips.cfm
best practices elearning practices articles resources tools e-learning magazine education eLearn technology virtual
shared by Tonya Thomas on 20 Sep 12
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In the Google Age, Information Literacy is Crucial
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Lights, Camera, Learn!: Five tips for using video in eLearning
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Improving Motivation in eLearning By Matt Guyan / October 8, 2013
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Synchronous Learning: Is there a future? By Martin Sivula / September 26, 2013
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eLearning and Digital Cultures: A multitudinous open online course By Jeremy Knox / September 24, 2013
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The Rock Stars of eLearning: An interview with Connie Malamed By Rick Raymer / September 19, 2013
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The Rock Stars of eLearning: An interview with Karl Kapp By Rick Raymer / September 5, 2013
Best Practices: Effective Use of Fonts in Online Course Design - 50 views
www.moodlerooms.com/...use-fonts-online-course-design
best practices practices online course design Moodle
shared by Richard Bartolowits on 13 Sep 13
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IXL - Math practice - 48 views
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Interactive math practice website for various grade levels and tons of different math functions.
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shared by Don Doehla on 23 Nov 13
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Believing in Students: The Power to Make a Difference | Edutopia - 77 views
www.edutopia.org/...ing-in-students-richard-curwin
relationships believing students Leadership resources pd
shared by Don Doehla on 23 Nov 13
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After a morning Discipline With Dignity training, the high school principal and I walked to the cafeteria to eat lunch. He said, "I love your session, but it's not practical." I responded with my view that it was practical because it works -- but it's just not easy.
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"Why We Need More Practitioner Research" by Kimberly H. Campbell - 28 views
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"Abstract As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives."
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The Future of College? - The Atlantic - 29 views
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proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
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inductive reasoning
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Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
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subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
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felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
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One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
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because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
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adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
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past half millennium, the technology of learning has hardly budge
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fellow edu-nauts
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Lectures are banned
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attending class on Apple laptops
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Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
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Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
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“Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
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One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
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when you have a noncurated academic experience, you effectively don’t get educated.
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Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
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“The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
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What, he asks, does it mean to be educated?
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methods will be tested against scientifically determined best practices
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Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
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We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
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memory of material is enhanced by “deep” cognitive tasks
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he found the man’s view of education, in a word, faith-based
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ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
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e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
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pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
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Professors are able to sort students instantly, and by many metrics, for small-group work—
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a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
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he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
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Lectures, Kosslyn says, are pedagogically unsound,
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I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
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The MOOCs will eventually make lectures obsolete.”
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Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
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The MOOCs will eventually make lectures obsolete.”
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certain functions of universities have simply become less relevant as information has become more ubiquitous
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Minerva challenges the field to return to first principles.
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MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
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It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
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part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
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“hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
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I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
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it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
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for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
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Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
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professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
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The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
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shared by Jim Tiffin Jr on 19 Sep 11
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What makes an interactive whiteboard interactive? - Doug Johnson's Blue Skunk... - 25 views
doug-johnson.squarespace.com/...ve-whiteboard-interactive.html
instruction blog BlueSkunk IWB interactive discussion best practices teaching strategy DougJohnson technology
shared by Jim Tiffin Jr on 19 Sep 11
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But many advocates of this technology (myself included), see IWBs as genuine means of bringing more interactivity, more student-focus into classrooms of traditional teachers
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What we don't want to forget is that someone who is coaching a teacher is not really looking for "good technology use" but for just good educational practices. Having an IWB is not going to change a lecturer into something else.
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Any item in the Instruction domain can be enhanced using an IWB.
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just because a teacher has an IWB doesn't mean it has to be used every minute of the day. And yes, a teacher can create truly interactive lessons without using any technology whatsoever.
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use the SmartNotebook software that works with the hardware to organize materials, to find and share lessons, and to seamlessly blend multimedia into lessons.
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While popular (2007, 2010, interactive white boards (IWBs) are controversial even (or especially) among technology enthusiasts. The major complaint is that the use of these devices reinforces the "sage on the stage" teaching methodology. "The IWB is little more than a fancy overhead projector and its touch sensitive screen is only used to save the teacher a couple steps back to the computer to change a slide."
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Blog post that articulates some of the best practices for incorporating an interactive white board (IWB), like a SMART Board, into your classroom in meaningful and instructionally sound ways.