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Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 6 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
Jenny Gilbert

Awesome Highlighter :Highlight and share in education ~ Educational Technology - 13 views

educationaltech-med.blogspot.com/...ghter-highlight-and-share.html

share highlighter highlight english web2.0 collaboration annotation

shared by Jenny Gilbert on 12 Feb 11 - No Cached
  • There are several ways educators can use Awesome Highlighter , here are some suggestions : Teachers can use it to show students the important parts of a lesson Teachers share links of Highlighted text of relevant interest with students to save them time Students can use it to share referencing quotes between each other They can also use it to gather information for research and classroom project
  • Jenny Gilbert on 12 Feb 11
     
    "There are several ways educators can use Awesome Highlighter , here are some suggestions : * Teachers can use it to show students the important parts of a lesson * Teachers share links of Highlighted text of relevant interest with students to save them time * Students can use it to share referencing quotes between each other * They can also use it to gather information for research and classroom project"
Karen LaBonte

Kidblog.org - Blogs for Teachers and Students - 3 views

kidblog.org/home.php

blog kidblog blogging

shared by Karen LaBonte on 20 Feb 10 - Cached
  • Karen LaBonte on 20 Feb 10
     
    Kidblog.org is designed for elementary and middle school teachers who want to provide each student with their own, unique blog. Kidblog's simple, yet powerful tools allow students to publish posts and participate in discussions within a secure classroom blogging community. Teachers maintain complete control over student blogs.
Patrick Higgins

Reading Rockets: The Six Ts of Effective Elementary Literacy Instruction - 7 views

www.readingrockets.org/96

literacy elementary reading

shared by Patrick Higgins on 16 Feb 11 - Cached
  • The issue is less stuff vs. reading than it is a question of what sorts of and how much of stuff. When stuff dominates instructional time, warning flags should go up.
  • In less-effective classrooms, there is a lot of stuff going on for which no reliable evidence exists to support their use (e.g., test-preparation workbooks, copying vocabulary definitions from a dictionary, completing after-reading comprehension worksheets).
  • In these classrooms, lower-achieving students spent their days with books they could successfully read.
  • ...4 more annotations...
  • In other words, in too many cases the lower-achieving students receive, perhaps, an hour of appropriate instruction each day and four hours of instruction based on grade-level texts they cannot read.
  • No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically.
  • These exemplary teachers routinely offered direct, explicit demonstrations of the cognitive strategies used by good readers when they read. In other words, they modeled the thinking that skilled readers engage while they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. The "watch me" or "let me demonstrate" stance they took seems quite different from the "assign and assess" stance that dominates in less-effective classrooms (e.g., Adams, 1990; Durkin, 1978-79).
    • Patrick Higgins
      Patrick Higgins on 16 Feb 11
       
      This makes great sense: children need to see what experts do when they read.  
  • I must also note that we observed almost no test-preparation activity in these classrooms. None of the teachers relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these teachers believed that good instruction, rich instruction, would lead to enhanced test performances.
Mary Worrell

Teacher Magazine: Giving Classrooms a Purpose - 11 views

www.edweek.org/...ln_ferlazzo_effectiveness.html

classroom theory education educational_reform student_choice teaching learning instruction

shared by Mary Worrell on 21 Jan 10 - Cached
  • “Never do for someone what they can do for themselves. Never.”
    • Mary Worrell
      Mary Worrell on 21 Jan 10
       
      This is something every teacher, myself included, should keep in mind when students struggle. Help them, but only enough so they can finish the race on their own. Zone of proximal development.
  • On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
    • Mary Worrell
      Mary Worrell on 21 Jan 10
       
      I love this idea! Making our teaching processes and decisions transparent to students gives them more ownership in the classroom.
  • Mary Worrell on 21 Jan 10
     
    I really enjoyed this post by Larry Ferlazzo (thanks to Meredith Stewart's retweet). Got me thinking about the sort of classroom culture I'd like to help create with my students.
Clifford Baker

Google For Educators - Web Search - 0 views

www.google.com/...p_websearch.html

google search lessons research resources educators

shared by Clifford Baker on 22 Sep 09 - Cached
  • Clifford Baker on 22 Sep 09
     
    Web search can be a remarkable research tool for students - and we've heard from educators that they could use some help to teach better search skills in their classroom. The following Search Education lessons were developed by Google Certified Teachers to help you do just that. The lessons are short, modular and not specific to any discipline so you can mix and match to what best fits the needs of your classroom. Additionally, all lessons come with a companion set of slides (and some with additional resources) to help you guide your in-class discussions.
Nik Peachey

1 Week workshop: Easy Web 2.0 tools that you can use in your classroom - 14 views

www.seeta.eu/...view.php

web2.0 languages school technology professionaldevelopment resources tools education learning

shared by Nik Peachey on 07 Dec 09 - Cached
  • Nik Peachey on 07 Dec 09
     
    "Over the course of this event we will be looking at a small range of web based tools that will enable you to create motivating online language learning activities for your students. These can be used either in class or set as homework. You will have the chance to understand how these tools work, find out how to use them with students and be able to try your hand at creating and sharing activities with other teachers. By the end of the event you should have a small 'toolkit' of resources and ideas that will enable you to enhance your lessons though the effective and pedagogically sound use of technology."
Dennis OConnor

Jim Burke: Organizing Curriculum Around Big Questions - 12 views

www.heinemann.com/podcastsCategory.aspx

metacognition podcasts

shared by Dennis OConnor on 06 Sep 10 - Cached
  • Jim Burke shares how a question-driven classroom engages adolescents of the digital age inside schoo... How big questions engage and motivate students who have grown up digitally
  • Dennis OConnor on 06 Sep 10
     
    English teacher Jim Burke's short podcast on a big issue: How big questions engage and motivate students who have grown up digitally
andrew bendelow

Teachers as Classroom Coaches :: How to Motivate Students Across the Content Areas - 6 views

classroomcoaches.com/?inc=article_1

classroom teachers coaching

shared by andrew bendelow on 30 Mar 10 - Cached
  • andrew bendelow on 30 Mar 10
     
    coaching is the new teaching
rryan535

Hoot Course - 7 views

www.hootcourse.com

learning education tools web2.0

shared by rryan535 on 07 Jun 10 - Cached
  • rryan535 on 07 Jun 10
     
    A virtual classroom that combines multiple platforms (Facebook, Twitter, etc...) using a teacher and student-friendly interface. It looks promising for the ELA classroom, although my concern would be the openness of the site, although it does look like privacy settings are available. Possibly best used with older high school students?
Dana Huff

Unit Plan: Homer's Iliad- Ancient Greeks Invade the Classroom: A River of Discourse wit... - 1 views

depts.washington.edu/...90875.html

iliad literature lessons education hero

shared by Dana Huff on 02 Sep 09 - Cached
  • Dana Huff on 02 Sep 09
     
    Good unit plan on Homer's Iliad done by a student teacher for a portfolio. Some good handouts and questions.
Mary Worrell

REFLECTIONS ON CREATIVE WRITING CLASS: THE TEACHER; How to confront 30,000 words a week... - 0 views

www.nytimes.com/...-30000-words-week-teenage.html

frank_mccourt teaching writing education

shared by Mary Worrell on 20 Jul 09 - Cached
  • What I learned, most of all, was that if you're teaching and not learning then you're not teaching, and if you don't enjoy yourself in the classroom, you might as well be driving a taxi.
  • Mary Worrell on 20 Jul 09
     
    A great article by the late Frank McCourt about teaching creative writing and learning alongside his students.
Adam Babcock

Education Week's Digital Directions: Classroom-Tested Tech Tools Used to Boost Literacy - 10 views

www.edweek.org/...02literacy.h04.html

reading edtech literacy fluency

shared by Adam Babcock on 09 Feb 11 - No Cached
  • English-language learners
  • audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs
  • 2nd through 4th graders over 16 weeks as they used webcams to see themselves reading and then he identified their mistakes.
  • ...5 more annotations...
  • at least two fewer mistakes per minute.
  • podcasting to help her students practice fluency.
  • Then they can literally see the pauses or mistakes they made in the editing program and correct them.
  • Using VoiceThread, for instance—which allows users to create collaborative, multimedia slide shows with images, documents, and videos
  • Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely.
Dana Huff

Presentations in the High School English Classroom - 27 views

www.thethinkingstick.com/learning-through-presentations

presentations powerpoint

shared by Dana Huff on 05 Feb 11 - No Cached
  • Dana Huff on 05 Feb 11
     
    Utecht provides great guidelines, tools, and models for student-created presentations.
  • Leslie Healey on 06 Feb 11
     
    they (students and teachers) did this at Educon 2.3 and it was inspiring. We are going to try it 4th quarter 20th century short fiction.
Tracee Orman

The Potter Games - 12 views

www.thepottergames.com

harry potter hunger games choose-your-own-adventure internet activities reading

shared by Tracee Orman on 31 Jul 11 - No Cached
  • Tracee Orman on 31 Jul 11
     
    This is an interactive website based on the Choose-Your-Own-Adventure books/games. The characters of Harry Potter have been thrown into The Hunger Games (as tributes or mentors) by Lord Voldemort. The player chooses one of the characters and must read each passage, then makes a decision for that character, which could result in becoming the Victor...or "Reenervate" to try again. If you have students who like Harry Potter or The Hunger Games, they will have fun on this website. New characters are unlocked daily & we plan on writing more stories - one with the characters rebelling against Lord Voldemort and breaking out of the arena. It is great practice for reading skills - some characters have longer passages, some shorter. Some have up to 144 different scenarios (that's 144 pages of text). The least amount of reading for a player is 19 pages. So think about your low readers - that may be more than they read in a week by just playing one character. The writers who have/are contributing to this non-profit project include teachers, high school students, college students, professional writers, graphic artists, musicians, librarians, and so many more. We're all fans of both series, of course. :) (For grades 7 and up) I have a free download of lesson ideas for using The Potter Games in your classroom here: http://www.teacherspayteachers.com/Product/The-Potter-Games-Using-Interactive-Fiction-to-Improve-Reading
Kristin Bergsagel

How To Do Things With Words : Learning Diversity - 4 views

www.learningdiversity.org/...how-to-do-things-with-words

shared by Kristin Bergsagel on 14 Apr 11 - No Cached
  • the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
  • Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
  • These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”
  • ...14 more annotations...
  • Could it be that teachers who are allegedly so obstinately unfaithful to the received theory of reading comprehension do in fact apply it in their classrooms, but fail to achieve adequate outcomes because the theory fails to explain reading as a meaningful human activity?
  • the most authoritative theory of reading comprehension misleads her into performing a futile cognitive exercise.
  • namely, instruct students to read the text creatively by transforming it into a model for exploring ideas such as self-deception, hubris, or the unintended negative consequences of well-intended parenting.
  • it doesn’t address texts adequately as media of communication between purposeful, goal-oriented actors.
  • The meaning of a message, then, is its use by the interacting parties and is therefore always much more than a mental representation. When we treat words or statements as mere representations, we fail to communicate.
  • A theory that fails to enhance communication undermines education, because education is a special form of communication dedicated to the transmission of learning.
  • The words remain his rather than theirs, conveying facts about his dream rather than becoming resources useful to them. These readers have missed yet another opportunity to make sense of the history of their nation and of their own lives in relation to it.
  • hopeful vision coupled to a darker prophecy and a threatening message.
  • This reading, then, intertwines American political history with the history of literature in a way that renders the reader herself an active participant in their making.
  • creativity, diversity, and agency
  • Readers, we propose, ought to associate the meaning of the text with its use. The texts students typically read in school, more specifically, ought to be used for the purpose of exploring ideas. Reading for this purpose is necessarily a creative endeavor because it entails transforming the text into a model of inquiry into certain aspects of the reader’s life experiences.
  • In other words, because they use the text in diverse ways, its meaning varies accordingly.
  • What is at stake is nothing less than how students relate themselves to cultural achievements that have shaped the world in which they live and the society in which they gradually mature.
  • Conversely, education researchers in universities and other research institutes are often insufficiently familiar with how children learn at school, and therefore simply do not have an adequate understanding of the problems their research should solve
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