Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
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Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views
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Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
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choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
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Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.
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Common Core State Standards Initiative | Home - 55 views
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The Common Core State Standards provide a consistent, clear understanding
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The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
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How does CCSS provide a consistent, clear understanding of what students are expected to learn? Who is in charge of this curriculum?
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global economy
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Draft of K-12 curriculum standards as part of the Common Core State Standards Initiative (CCSSI) available for comment - ...2 more comments...
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This is the homepage for the Common Core Standards. All standards k-12 are presented and organized by grade-level and content area. You may want to review the standards and highlight the standards you will need to address. You can then print out those standards you need to address. -
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
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"Where's the Writer" TETYC March 2014 - 43 views
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“Responders Are Taught, Not Born”
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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class suggests that the writer’s question
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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dynamic list that students freely update throughout the semester on the class classro
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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The end result is a robust list of questions for writers to ask of their respondents.
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in-class discussion about effective and less effective questions for writers
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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, “Feedback: What Works for You and How Do You Get It?”
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Students’ comments often point to their struggle to position themselves in peer response.
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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: pointing, summarizing, and reflecting
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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this information is limited to the instructor’s manual
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llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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dependent on what parts of the textbook they choose to read
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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there is no mention that writers might use them for purposes of soliciting feedback.
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we see an opportunity for modeling that is not fully realized.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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textbook authors offer few examples for how to get specific feedback
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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we worked to understand how textbooks highlight the writer’s role in peer response.
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We wanted to know what books tell writers about asking questions
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
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shared by kfeldhau on 19 Jan 15
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Transformation in Education - 12 views
changingislearning.blogspot.com/...-education-by-focusing-on.html
change transformation student-centered
shared by kfeldhau on 19 Jan 15
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"What Is Transformational In Your Educational Vision? Part of the challenge in educational reform is that not everyone defines learning or education the same way. Sure, we all refer to things such as literacy, college and career ready, 21st century skills, etc. However, what is the core purpose of one's education? Beyond specifics related to employment skills, literacy skills and standards mastery, I offer up this idea: Education is meant to transform one's life. In other words, education has to dramatically, or even radically, transform the person into a new, improved person that is more emotionally, socially, and intellectually ready for any challenge the world has to offer."
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shared by Kent Gerber on 02 Feb 15
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What the Web Said Yesterday - The New Yorker - 42 views
www.newyorker.com/...cobweb
web digital preservation archives digital archives preservation history scholarly communication citations
shared by Kent Gerber on 02 Feb 15
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average life of a Web page is about a hundred days
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Twitter is a rare case: it has arranged to archive all of its tweets at the Library of Congress.
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Sometimes when you try to visit a Web page what you see is an error message: “Page Not Found.” This is known as “link rot,”
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Or maybe the page has been moved and something else is where it used to be. This is known as “content drift,”
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For the law and for the courts, link rot and content drift, which are collectively known as “reference rot,” have been disastrous.
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According to a 2014 study conducted at Harvard Law School, “more than 70% of the URLs within the Harvard Law Review and other journals, and 50% of the URLs within United States Supreme Court opinions, do not link to the originally cited information.”
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one in five links provided in the notes suffers from reference rot
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1961, in Cambridge, J. C. R. Licklider, a scientist at the technology firm Bolt, Beranek and Newman, began a two-year study on the future of the library, funded by the Ford Foundation and aided by a team of researchers that included Marvin Minsky, at M.I.T.
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Licklider envisioned a library in which computers would replace books and form a “network in which every element of the fund of knowledge is connected to every other element.”
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Licklider’s two-hundred-page Ford Foundation report, “Libraries of the Future,” was published in 1965.
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Kahle enrolled at M.I.T. in 1978. He studied computer science and engineering with Minsky.
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Vint Cerf, who worked on ARPAnet in the seventies, and now holds the title of Chief Internet Evangelist at Google, has started talking about what he sees as a need for “digital vellum”: long-term storage. “I worry that the twenty-first century will become an informational black hole,” Cerf e-mailed me. But Kahle has been worried about this problem all along.
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The Internet Archive is also stocked with Web pages that are chosen by librarians, specialists like Anatol Shmelev, collecting in subject areas, through a service called Archive It, at archive-it.org, which also allows individuals and institutions to build their own archives.
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Illien told me that, when faced with Kahle’s proposal, “national libraries decided they could not rely on a third party,” even a nonprofit, “for such a fundamental heritage and preservation mission.”
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screenshots from Web archives have held up in court, repeatedly.
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Perma.cc has already been adopted by law reviews and state courts; it’s only a matter of time before it’s universally adopted as the standard in legal, scientific, and scholarly citation.
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It’s not possible to go back in time and rewrite the HTTP protocol, but Van de Sompel’s work involves adding to it. He and Michael Nelson are part of the team behind Memento, a protocol that you can use on Google Chrome as a Web extension, so that you can navigate from site to site, and from time to time. He told me, “Memento allows you to say, ‘I don’t want to see this link where it points me to today; I want to see it around the time that this page was written, for example.’ ”
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Homage or Theft? A Closer Look at the 'Blurred Lines' Verdict - Law Blog - WSJ - 18 views
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A federal jury in Los Angeles on Tuesday ordered singers Robin Thicke and Pharrell Williams to pay about $7.4 million to the family of Marvin Gaye, after finding the duo’s 2013 hit song “Blurred Lines” copied parts of Mr. Gaye’s “Got to Give it Up.”
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Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
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only to compare “Blurred Lines” to the sheet music composition of “Got to Give it Up.” So the jury only heard a stripped down version of Mr. Gaye’s song, with his lyrics over a bass line and keyboards.
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Attribution and intellectual property are a real concern for everyone. Remixing ideas is not a new practice, but in the 21st century it is easier than ever. How do we help prepare our students for careers in the 21st century?
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substantial copying
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From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world. Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
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Use extreme caution when referencing your forebears in song (without first getting permission, of course)
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From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world. Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
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It will cause people who want to want to evoke the past to perhaps refrain from doing so
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From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world. Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
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a step backward
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From the arts to science, remixing and building upon the ideas of those who came before you is not new. In fact, it is a necessary practice that feeds the progress of our world. Now musicians are haunted by this ghost of copyright. How can we develop and model practices for our students that celebrate the history of attribution and the growth of ideas? Can we elevate the student dreaded practices of citation and attribution to an act of reverence and respect?
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Schools, learning, innovation and student futures - 29 views
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For all of us, learning was an innate part of life. It was something we just did, that was as natural to us as breathing. If not for this innate desire to learn and with it the ability to do so, we would never learn to walk, or speak or interact with others. But what happens to this innate drive to learn and how might we get ti back?
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Cànon de Pachelbel - Viquipèdia, l'enciclopèdia lliure - 4 views
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la peça més coneguda de Pachelbel
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La seva popularitat es fonamenta en part en la seva progressió
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d'acords, una successió harmònica que també trobem en la música popular.
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Getting A Job Is Not The Purpose Of School - 41 views
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By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
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the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
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And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
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The curse of social conditioning and norm-referencing here is also at play
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Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
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Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
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If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
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no matter what sort of values a family promotes, the learning process, by design, changes a person
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Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
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Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
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shared by Andrew McCluskey on 11 Feb 13
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Occupy Your Brain - 111 views
schoolingtheworld.org/...occupy
education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect
shared by Andrew McCluskey on 11 Feb 13
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Ant Heald liked it
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One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
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Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even use the toilet without explicit permission from an authority figure.
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In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy. We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect.
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We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
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And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
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The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
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by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
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We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
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A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
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The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups. Our votes no longer matter. Our wishes no longer count. Our power as citizens has been sold to the highest bidder.
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Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
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If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations? What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
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The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors. Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
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the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person. Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa. Of course that’s not the way our system really works, and never has been. But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
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This is what we spend our childhood in school unlearning.
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If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience? Do we even know what our own common sense is anymore?
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We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press. At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
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Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
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But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
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Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results.
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You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
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if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
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They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
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And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
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They knew this about their situation: nobody was on their side. Certainly not the moneyed classes and the economic system, and not the government, either. So if they were going to change anything, it had to come out of themselves.
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As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end? The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks. But they understand that the first thing they must take back is their common sense.
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They must occupy their brains.
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Isn’t it time for us to do the same?
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Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012). -
This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
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shared by Keith Dennison on 06 Aug 10
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seven thirty-five a.m. - 61 views
735am.wordpress.com
education technology resources web2.0 web tools project based learning inquiry based learning 21c skills 21st century skills history social studies
shared by Keith Dennison on 06 Aug 10
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I am just starting a blog as part of a reflective practice. I also want to use it to connect with people who are interested in education and interested in smart inclusion of technology into the classroom. It's brand new, but I have a post on there with examples of what we're doing at Hunterdon Central Regional High School in Flemington, NJ.
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Economic Scene - Study Rethinks Importance of Kindergarten Teachers - NYTimes.com - 19 views
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Early this year, Mr. Chetty and five other researchers set out to fill this void. They examined the life paths of almost 12,000 children who had been part of a well-known education experiment in Tennessee in the 1980s. The children are now about 30, well started on their adult lives.
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Just as in other studies, the Tennessee experiment found that some teachers were able to help students learn vastly more than other teachers. And just as in other studies, the effect largely disappeared by junior high, based on test scores. Yet when Mr. Chetty and his colleagues took another look at the students in adulthood, they discovered that the legacy of kindergarten had re-emerged.
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New Tools - LibGuides at Springfield Township High School - 134 views
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Joyce Valenza and Kristen Swanson, have assembled a good collection of Web 2.0 tools and guides for teachers. The collection is part of STHS Library Guides. Their new tools catalog is organized by function (wikis, podcasting, etc) and topics related to technology use in schools (media literacy, fair use, privacy). Applications for EducationIf you're the technology integration specialist or just the "techy" person that everyone goes to, the STHS Library New Tools is a good site to refer your colleagues to when they need a quick reference to learn about new tools. -
This is a pretty decent collection of web tools and descriptions to pass along as references/resources of ed tech. -
An amazing array of resources for education: digital storytelling, copyright/creative commons, tag clouds, mindmapping, digital citizenship and more. Take 10 minutes to peruse this - impressive collection. Looks current, too.
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Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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shared by Clint Heitz on 23 Nov 15
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15
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Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Tip 1: Think big, but start small.
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Tip 2: Patience is a virtue when trying something new.
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Tip 3: Technology shouldn't be just a frill.
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Tip 4: Weaving media together makes them stronger.
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Tip 5: Students need to know where they can get online.
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
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Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
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I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
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I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
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I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
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It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
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When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
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I even wrote the local computer recycling center to request a computer for my class.
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▶ Diigo for Educators (Part 3 of 3) - YouTube - 28 views
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shared by Kelly Riley on 06 Mar 16
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SLNSW: Sydney Harbour Bridge - S1 History - 6 views
www.sl.nsw.gov.au/...sydney-harbour-bridge
sydney harbour bridge; state library nsw; history; place; built environment
shared by Kelly Riley on 06 Mar 16
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Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.
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identify its main features
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Examine Sources 2 and 3 which are designs for Sydney Harbour Bridge that did not win the competition.
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Identify another famous symbol of Sydney
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Explain why Sydney Harbour Bridge is important to our community
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Students: identify an historical site or sites in the local community. Discuss their significance, why these sites have survived and the importance of preserving them identify a significant person, building, site or part of the natural environment in the local community and discuss what they reveal about the past and why they are considered important
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History tasks for Stage 1 (Year 2) students to do with place, using the resources of the State Library of NSW. This lesson looks at the history of the Sydney Harbour Bridge.
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7 Ways My Interactive Display Is a Key Part of My Student Centered Classroom - 36 views