"...My students were not able to "take" or "compile" much of their work. Yes, they created a list of what I asked. Yes, they created a cute "container" in which to hold their work.
But I don't believe their portfolio truly represents their thinking, creating, and publishing this year.
And that's too bad."
in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
“It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture.
2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts.
3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long.
4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material.
5. Upload the video and assignment to your course-management software.
This really isn't lecture - it's more like an introduction to guide them toward reading and discussion.
the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
Given that it is tough to justify the traditional lecture timeframes
The end result of the facilitated math experience is that the student will have had his mastery needs met because he was able to fix a miscalculation, he was able to share his fix and feel safe about making mistakes and learning from them. This student is more likely to embed the concept into his mathematical schema.
FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
"A portal to Connect Classrooms to the World: Global Citizens can Share Talents and Skills with Students. Teachers can find Global Citizens (Volunteers) willing to help in a field of interest that they are working on in their class."
News editors and journalists don't give our wonderful students enough credit and enough accolades! We spend hours telling students how much they are valued and appreciated in schools, then they go into the 'real world' where they are portrayed so poorly by mass media.
Kim Caise pointed me to Raising Digital Kids wikispace created by David Truss. This is a really solid resource for both parents and teachers to us to work together around parenting and parenting in a digital age. You will want to review Parents as Partners: Questions and Advice
"A superb online whiteboard suite of tools, including a random name picker, classroom sound level indicator, display a QR code, drawing and text tools, traffic lights, timers, clocks and dates, and even a fab exit poll tool. You can even change the background, including your own images to display extra resource information, or use your computer camera to show live video like a visualiser."