Group items tagged

If we provide a variety of ways to explore the content outcomes, learners find different ways to connect.

Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson.

Processing helps students assess what they do and don't understand.

Reflection is a powerful skill that is developed during processing experiences

Product differentiation is probably the most common form of differentiation. Teachers give choices where students pick from formats. Students propose their own designs.

The key to product options is having clear academic criteria that students understand.

When considering your students' needs, reach even higher in your practice -- that extra stretch is inside us all -- and students will benefit.

Integration of social media has the engagement factor teachers and students seek while enabling students to gain a variety of academic and social skills

Kaplan and Haenlein (2010) identify seven types of social media: collaborative projects (e.g., Wikipedia) blogs and microblogs (e.g., Twitter, Kidblog.org) social news networking sites (e.g., Digg and Leakernet) content communities (e.g., YouTube and DailyMotion) social networking sites (e.g., Facebook) virtual game-worlds (e.g., Minecraft, World of Warcraft) virtual social worlds (e.g., Second Life)

ncreased student engagement and learning and citizenship education are benefits related to social media use in school.

For example, middle grades students can discover how technology-assisted writing can foster innovation, global communication and participation, and creative problem solving with a broader communit

Further, Ramsay purports that technology-assisted writing can nurture student creativity, communication, and problem solving skills while developing digital citizens.

Additionally, social media helps facilitate differentiation by allowing the needs of creative learners to be met through a cooperative learning environment. Students are better able to balance their individualism with the need for contact with others, allowing new ideas to flourish

Social media can help adolescents develop and strengthen collaboration skills as they share knowledge, learn with and from others, and are active in the learning process

Therefore, inclusion of social media in education activities is necessary to help increase equity among students of different racial and socioeconomic backgrounds by increasing access to information and information technology (Darling-Hammond, Zielezinski, & Goldman, 2014; Grinager, 2006).

Darling-Hammond et al. (2014) recommend the following practices to promote optimal learning opportunities for all students: (a) technology access policies should aim for 1:1 computer access and ensure that speedy internet connections are available, (b) policies and practices should favor technology that promotes high levels of interactivity and engagement and that allows for varying learning choices and opportunities, (c) instructional opportunities should enable students to use technology to create content as well as learn material, and (d) learning environments that provide significant and varied levels of teacher support and opportunities for interactions among students as companions to technology use

The first issue many educators currently face is equitable access for students and teachers. Further, uncertainty exists on the type and frequency of professional development for middle level educators that addresses ethical and appropriate use of social networking. Additionally, educators must learn how best to help students navigate safely and monitor students in a virtual environment. Lastly, educators must recognize the possibility for distractions and overstimulation that is often linked to certain types of social media and networking activities (Chen & Bryer, 2012).

Educators and policymakers need to provide the appropriate technology funding and related professional development so students and teachers have the equipment, knowledge, and skills necessary for taking full advantage of what technology can offer.

It is imperative for educators to have professional development opportunities that enable them to learn developmentally appropriate best practices for preparing students

AMLE (NMSA, 2010) believes that middle schools must provide adult advocates to middle school students to guide academic and personal development in an inviting, safe, inclusive, and supportive school environment

Students need to learn how to make great choices about what they share and what are appropriate actions with others, and always review and manage their online reputations in light of others' ability to contribute to that reputation either positively or negatively with a few clicks of the mouse

Edutopia.com, a website published by the George Lucas Educational Foundation and highly regarded by the educational community, provides thoughtful resources on creating social media guidelines for schools.

In tandem, teachers must continue to address the issue of plagiarism including how to determine if sources are credible and having clear and consistent plagiarism policies regularly disseminated to students and parents.

Research suggests that discussions and collaborations are the most common social media classroom strategies (Chen & Bryer, 2012). Frye, Trathen, and Koppenhaver (2010) proclaim that blogs offer students the ability to publish work and comment on others' writing, which increases motivation.

Research shows that social media can increase student learning and engage students who otherwise may be disinterested in the classroom

Social media afford[s] the opportunity for all children with online access to contribute to the world in meaningful ways, do real work for real audiences for real purposes, find great teachers and collaborators from around the world, and become great teachers in their own right. (

From the first day of school, we encourage students to choose the books they read. We model how to choose and review a book for reading. We also encourage students to choose books at their independent reading level rather than at their frustration or difficult level. Students read for 30 minutes daily and complete an entry on the reading.

Teach students to mark or highlight text for main ideas and also for answers to specific questions. Text annotation is an excellent method to make meaning and provide evidence to support answers.

Use t-chart graphic organizers to have them identify specific lines from a text and explain their thoughts about the lines.

Freddie The Frog® - Music Education for Kids.