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Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
lamoillegold

Online Reproducibles - 26 views

go.solution-tree.com/...reproducibles_TTiG.html

diigo igeneration website assessment

shared by lamoillegold on 12 Oct 11 - No Cached
    • lamoillegold
      lamoillegold on 12 Oct 11
       
      I especially like the roles here
    • lamoillegold
      lamoillegold on 12 Oct 11
       
      This even has some other cool ideas
  • Online Only
  • ...3 more annotations...
  • Social Bookmarking as a Research Tool
  • Shared Annotation Checklist
  • Reflecting on Diigo Annotations
Sue Bailey

Tech Talk for Teachers - 11 views

baileybunch6.blogspot.com

web 2.0 resources tools Smart board

shared by Sue Bailey on 26 Oct 11 - No Cached
  • Sue Bailey on 26 Oct 11
     
    Blog with information about websites for classroom use, as well as tips and tricks for using your Smart board.
Tanya Hudson

Storybird - Create and share beautifully illustrated digital stories! - 91 views

storybird.com

edtech library digital storytelling content creation ELA_writing primary uppergrades tools

shared by Tanya Hudson on 28 Jan 10 - Cached
  • Bob Martin on 28 Jan 10
     
    Collaboarative Digital Storytelling
  • ...4 more comments...
  • Deborah Thonus on 11 Feb 10
     
    This site is wonderful for younger students and older ELLs. Using exquisite art graphics from an extensive library of images children create online storybooks. The fanciful and beautiful graphics inspire the creator to write a story. The program then publishes the online book with a default "private" setting. This site appears to be carefully monitored and supervised. Excellent for ELA.
  • Deborah Thonus on 11 Feb 10
     
    This site is wonderful for younger students and older ELLs. Using exquisite art graphics from an extensive library of images children create online storybooks. The fanciful and beautiful graphics inspire the creator to write a story. The program then publishes the online book with a default "private" setting. This site appears to be carefully monitored and supervised. Excellent for ELA.
  • Beth Panitz on 25 Jan 11
     
    Choose an artist, then create a story by selecting artwork. 
  • Martin Burrett on 01 Jul 11
     
    Story Bird widely used story book maker website. It has great templates picture bank. It's ease to use and the results look wonderful. http://ictmagic.wikispaces.com/English
  • Marc Patton on 19 Jul 12
     
    Storybirds are short, art-inspired stories you make to share, read, and print.
  • Tanya Hudson on 12 Nov 12
     
    Combine your words with high-quality artwork from talented illustrators around the world.
matt oconnor

Homepage - ReadWriteThink - 14 views

www.readwritethink.org

resources education teaching

shared by matt oconnor on 03 Jul 09 - Cached
  • Get inspired and make connections with diverse and talented literacy professionals.
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      I cannot say enough good things about this website. They offer SO many great resources for teachers and students. They have worksheets, lesson plans, and interactive tools for all to enjoy.
    • Christi Johnson
      Christi Johnson on 12 Jul 11
       
      Right on Kalin!
  • April Grybosky on 03 Jul 09
     
    Comics
  • Marc Patton on 29 Jun 12
     
    Here at ReadWriteThink, our mission is to provide educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials.
  • matt oconnor on 28 May 13
     
    liots of edu resources and pd strategies
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.
Andrew Williamson

45 Websites For Students To Create Original Artwork Online | art, creativity, student art | Making Teachers Nerdy - 2 views

mrssmoke.onsugar.com/3442983

resources web2.0 tools creativity draw

shared by Andrew Williamson on 03 Aug 09 - Cached
  • Andrew Williamson on 03 Aug 09
     
    Great sight with a huge list of sites where students can create Art Work online
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