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...by creating visuals, I support my own learning and understanding. * Ideas that I am trying to articulate become clearer in my mind * I am able to formulate and recall the connections between thoughts better * The sequence of my train of thought becomes apparent or can be revised better

With a nod to the ever-brilliant-and-willing-to-share Kim Cofino, here is the rubric I've lately begun to use in my classroom for grading student blog posts. This is an experiment in action and depending on how this tool works, it is very likely that it will come under some revision.

With computers and technology, we have modern representations as well. or we have an interactive Flash located here; or a revised taxonomy here; or digitally applied here; or a whack of posters here; or connections to a Web 2.0 world here.

In this online tool, students can learn about and write diamante poems, which are diamond-shaped poems that use nouns, adjectives, and gerunds to describe either one central topic or two opposing topics (for example, night/day or winter/spring). Examples of both kinds of diamante poems can be viewed online or printed out. Because diamante poems follow a specific format that uses nouns on the first and last lines, adjectives on the second and fourth lines, and gerunds in the third and fifth lines, this tool has numerous word-study applications. The tool provides definitions of the different parts of speech students use in composing the poems, reinforcing the connection between word study and writing. It also includes prompts to write and revise poems, thus reinforcing elements of the writing process. Students can print their finished diamante poems.

Through listening deeply to students' voices on the topic of homework as deliberate practice, Cushman proposes the following "four R's of deliberate homework": Readying themselves for new learning Repetition and application of knowledge and skills Reviewing material learned earlier, and Revising their work.

new flashcard site - looks pretty extensive already. may try it out this weekend for my students' revision.

"aroundtheworldwith80schools * Join this WikiJoin this Wiki * Recent ChangesRecent Changes * Manage WikiManage Wiki 1. Home 2. After Skype Calls 3. Curriculum Integration 4. During Skype Calls 5. Journey Around the World 6. Obectives & Standards 7. Preparing Skype Calls 8. Signing-Up 9. Skype Rituals 10. Technical Know How 11. Time Zones 12. Your 2BJourney 13. Your ASMadrid Journey 14. Your Journey edit navigation * home * pagesubmenu o Details and Tags o Print o PDF o Backlinks o Source o Delete o Rename o Redirect o Permissions o Lock * discussion (8) * history * notify me Details last edit Nov 6, 2009 3:14 pm by langwitches langwitches - 11 revisions hide details Tags * none * Type a tag name. Press comma or enter to add another. Cancel Protected I am Technology Integration Facilitator and 21st Century Learning Specialist from Jacksonvill e, Florida/ USA . I am taking on the challenge to connect my students and teachers with at least 80 schools in different countries and continents. We want to circle the globe. Will you connect with us via Skype to complete the challenge? All it takes is a 5-10 minute Skype call. Interested? Sign up for the project to be added to a growing list of over 200 interested teachers from around the world. around-world3.jpg"

based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives

Very cool! Thanks, Kevin.

"Many students require years of experience to discover their preferred (and most efficient) style of revision. For me, I found that dictating my notes to myself and playing them through my earphones when I lay in bed at night was effective, but this might not work for everyone."

A collection of 30 apps & website to help students learn and study for exams

This indexed list of technology teaching ideas is organized by age and type of project. Each summer you should take time to review ideas and if you're using technology, this is a great website.

Clicar na roda! Click the wheel!

Check out this free writing adviser that students can use to get instant feedback on their writing. Students can type in the tool itself or upload a document. Awesome formative tool. Students are allowed to focus on their purpose and audience, essay structure, and use of written language (sentence economy, variety, power, and clarity). You will see your students learning to ask questions experienced writers ask automatically. As a result, you'll see your students express themselves with greater precision and power. Best of all it is free. You will need an account set up to use this amazing tool, and then you can also enroll your students.

An awesome way to have jobs for various students that they tweak and design. This template will get you started with an attractive Google Doc Template. Adapt it for you.

These are the revised wiki rubrics that I highly recommend using. They are on Flat Classroom 10-2.

coolcatteacher's wiki rubrics

Review of digital humanities scholarship tools

The chance to "make a difference" in young people's lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.

Blooms Taxonomy Pyramid Bloom's Taxonomy defines six different levels of thinking. The levels build in increasing order of difficulty from basic, rote memorization to higher (more difficult and sophisticated) levels of critical thinking skills. For example, a test question that requires simple factual recall shows that you have knowledge of the subject. Answering an essay question often requires that you comprehend the facts and perhaps apply the information to a problem. I wish to promote the analysis the subject matter, perhaps by having students break a complex historical process or event into constituent parts. I particularly want students to organize and present pieces of historical evidence it in a new way, to create or synthesize an argument. In order to do so, students must evaluate evidence, making judgments about the validity and accuracy of primary sources.