Group items tagged

"# Supporting Diigo-based fine-grained discussions connected to a specific part of a webpage - which opens up the possibility for more meaningful exchanges where teachers can embed all kinds of scaffolding into web-based materials with Diigo: * sharing questions for discussion (either online, or to prepare students for an in-class discussion); * highlighting critical features; asking students to define words, terms, or concepts in their own words/language; providing definitions of difficult/new terms (in various media, such as embedding an image in the sticky note); * providing models of interpreting materials. * using the highlighting/sticky note feature to "mark up" our "textbook" (blog) with comments, observations and corrections to specific words, phrases or paragraphs of each post. * Aggregating bookmarks the students make of websites valuable to their learning, and use the highlighting feature and sticky notes as if they were like the Track Changes feature in MS Word which lends itself more towards collaboration and the iterative process. "

Like the digital pen...take notes, draw, and record at the same time. (found out via Larry Ferlazzo)

Using drawing plus writing to take notes

note last line: there will be a change in values as a result of the changes in learning provoked by  he internet.We have embarked on the biggest social experiment of the century by accident.

Study Blue is a website for students to share and collaborate on the creation of study tools. High School and college students can share notes from class, create multi-media flashcards, email, and share calendars using Study Blue. Students can establish study groups or search for study groups already creating on Study Blue.

Example of a student using Google Sites to do his sophomore research paper. Note the traditional aspects and new aspects of research.

Students begin by analyzing how specific songs might fit with a familiar story. Students then create their own soundtracks for the movie version of a novel they have read. They select songs that match the text and fit specific events in the story.

Thomas Gray's "Elegy Written in a Country Churchyard" with explanatory notes and references.

Note: some of the titles are a little nsfw, so use the website in the classroom with caution.  Know what titles you want to use and perhaps don't leave students to wander on their own.

AP Rhetorical device AP Language argumentation ppt Sample Language test AP style analysis notes Rhetoric of Marc Antony in JC appeals

Join Cliff and experience some of Shakespeare's classics as you have never seen before. Mark Burnett, Coalition Films, Josh Faure-Brac and Cambio will be bringing you Romeo and Juliet, Othello, Macbeth, and more. Click here to see them all now!

My students have even told me that they cannot read in school because it is "too distracting" with friends and activities, etc!!! The phones are vibrating, the latest drama unfolds minute by minute--I have decided that half my job it is train them to recognize the proper environment for the proper activity. It is slow going!

I noticed this myself in my second year of college; the way I was reading (especially literature, etc) was changing rapidly as I became more inundated with short-message communication (Facebook, email, texting, etc.). I would even argue that our composition models are changing. I can fire off short bursts of information very quickly (like right now). However, I am finding more often that I may have to actually plan to find a place to read (frightening...?).

Seems like an important concept to add to a lesson/unit on taking notes

good lesson plan for close reading practice. METACOGNITIVE readers use these skills...goes with my Good Reader poster in my room