Group items tagged

"Reactions filmed with a high-speed camera. New videos being added every week." Could be interesting to look at the reaction in regular speed and have students discuss: "What do you notice and wonder?" Then, play the slow mo videos and see what sort of observations pop up.

Share with graduating/leaving students. Directions to transfer emails, contacts, calendars, documents to personal gmail account.

Another resource for supporting student reflection.

Quick sheet with samples of three different types of reflective questions for students.

Guidelines for Groupwork. Provides an interesting list of group roles that could be adapted for classroom use.

"And yet no one I'm aware of has pointed out one of the more glaring (literally) problems with Jackson's Tolkien films, a problem that has become more evident to me with each installment. It's the choice of his own native land, New Zealand, as the backdrop for these British stories. The island nation of swooping hills and glistening peaks isn't merely an unfortunate choice-it's one of the worst options I can imagine." You could do some really interesting textual analysis stuff like this with comparing book characters and settings with their on screen counterparts. What holds up to the original? What has changed? How does that affect the reader/viewer or change the message of the story? There's plenty of options that students would get into - The Hunger Game Series, The Hobbit, you could even do comic book characters and their on screen counterparts.

"Does the fact that people have helped you, make you feel less accomplished? Does it mean you didn't work as hard on the project, didn't write the book, didn't start the business, or finish the marathon?" To me, this is a testament to the importance of collaboration (collaboration between students, yes…but also collaboration as a staff). The best way to achieve greatness is to share and build off of what others have done before us.

"The best long-term strategy I can see for continuously getting better is for the process of improving to be fun. If I want to get better at teaching, it's got to be fun for me to do so, because that's the only way for me to stare down the abyss of my current craptitude and the probability of my own immediate failure. That's going to look different for different people, because we've all got different tastes. I enjoy planning lessons, so I spend a lot of time on that. You like giving feedback, so you spend your time on that and you get great at that. I hate it, so I suck at feedback and am decent at curriculum." Agree completely with this statement. I think this holds true for our students too. The best long term strategy for improvement in school is that kids needs to have fun in the process.

I want to do something like this that students/teachers can provision with their own content/relationships.

Super quick rough example of a word map which lets you associate lots of different media content. I like the possibilities of this type of tool especially if it is organic and made by multiple students.

We can create interactive web pages that allow students to play different games with words.

using paint chips to extend vocabulary

Animated gif creators could be used for students to illustrate verbs. This is a simple one that allows you to upload pictures and automatically creates a gif.

A place where I was playing around with aggregating interesting word usage, writing prompts, poetry etc. It might be a model for larger groups or for students which is where it'd get interesting.

"My hosts asked for a list of some science apps that their middle school and high school students can use. This is part of the list that has free apps. " List of iPad apps that could be useful for Science.

Why technology matters for out students. May be useful for a faculty meeting, PD session, etc.

"When we sit down to try thinking up new ideas, it doesn't feel like we're connecting things. It feels like a strain-like you're trying to create something out of nothing. But the truth is, ideas really do come from connections." Intereresting article that can be applied to the way teachers plan AND the experiences that students have in the classroom.

If any of these questions seem interesting, you may want to watch listen to the interview.  It reminded me of the Student-led TED Talks I saw at GAHS this spring. * What makes for a good TED talk? * Do you have an example of a TEDster who greatly improved their talk? * What makes for a really bad TED talk? * How do you deal with someone who does not think they need to improve? * Do you think there is a real value to the short-form, "TED Style" talk?

"A puzzle by Sam Loyd. The red strips are twice as long as the yellow strips. The eight can be assembled to form two squares of different sizes. How can they be rearranged (in the plane) to form three squares of equal size?" Interesting brainteaser or problem that could act as a warmup. You could make these strips into manipulatives in Inspire or give the students physical strips to help with the visualization process. I'm sure there's math here, I just don't know what it is...