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Dennis OConnor

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

  • 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 Students.
  • 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 Teacherss often invite large groups of Teachers 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.
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    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 classroom.
Jenny Gilbert

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

  • There are several ways educators can use Awesome Highlighter , here are some suggestions : Teachers can use it to show Teachers the important parts of a lesson Teachers share links of Highlighted text of relevant interest with Teachers to save them time Teachers can use it to share referencing quotes between each other They can also use it to gather information for research and Teachers project
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    "There are several ways educators can use Awesome Highlighter , here are some suggestions : * Teachers can use it to show Teachers the important parts of a lesson * Teachers share links of Highlighted text of relevant interest with Teachers to save them time * Teachers can use it to share referencing quotes between each other * They can also use it to gather information for research and Teachers project"
Karen LaBonte

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

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    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 teachers to publish posts and participate in discussions within a secure teachers blogging community. teachers maintain complete control over student blogs.
Patrick Higgins

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

  • 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 classroom spent their days with books they could successfully read.
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  • 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 teacherss (e.g., Adams, 1990; Durkin, 1978-79).
    • Patrick Higgins
       
      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 classroom relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these classroom believed that good instruction, rich instruction, would lead to enhanced test performances.
Mary Worrell

Teacher Magazine: Giving Classrooms a Purpose - 11 views

  • “Never do for someone what they can do for themselves. Never.”
    • Mary Worrell
       
      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
       
      I love this idea! Making our teaching processes and decisions transparent to students gives them more ownership in the students.
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    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 classroom.
Clifford Baker

Google For Educators - Web Search - 0 views

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    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 students. The following Search Education lessons were developed by Google Certified students 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 students. 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

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    "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 students. 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

  • Jim Burke shares how a question-driven classroom engages adolescents of the digital age inside schoo... How big questions engage and motivate classroom who have grown up digitally
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    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 Teachers Coaches :: How to Motivate Teachers Across the Content Areas - 6 views

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    coaching is the new teaching
rryan535

Hoot Course - 7 views

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    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 classroom?
Dana Huff

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

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    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 of teenage angst and ecstasy. - The New York Times - 0 views

  • 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.
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    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

  • 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.
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  • 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

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    Utecht provides great guidelines, tools, and models for student-created presentations.
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    they (students and students) 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

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    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 students, 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 students here: http://www.studentspaystudents.com/Product/The-Potter-Games-Using-Interactive-Fiction-to-Improve-Reading
Kristin Bergsagel

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

  • 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.”
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  • 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 teacherss, 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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