Teachers who start using blogs sometimes play the old-fashioned role. It's great when they become aware of the importance of being there as one participant. Thus, teachers are more likely to be accepted and treated as a valuable source rather than the one who decides what has to be done and how good a piece of work is.
I was very impressed - the students had turned to the community of their peers to request feedback. Then, I realized that none of the children asked me for feedback.
Asking for peer help is one of the new patterns. Do you believe adults would have the same behavior? I don't think so. Actually, they turn to teachers as the only legitimate source of knowledge, as the ones who can tell what is right or wrong.
they were not ready for corrections yet - they were simply interested in having conversations about their ideas.
This article details the use of an assessment tool entitled, the parent journal. The parent journal is a response to a reading writing exercise in which the students respond in school then bring the journal home for their parents to either respond to the student's writing or craft their own response to the topic. I would then respond to each of the journals, creating a circle of communication. Over the four years the parent journal has been in place, parents have been much more involved with their child's education and subsequently almost all of the students' academic performances dramatically increased.
This webpage suggests six factors to consider when assessing website credibility, and adds, "If you are unsure whether the site you're using is credible, verify the information you find there with another source you know to be reliable" (retrieved 2016.12.22).
deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday
teachers need to start somewhere (Monday
Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.
consumption of media to curation, creation, and connection
flexible, mobile device for creating multimedia performances of understanding
foster critical reading of text, images, audio, and film
read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas.
Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.
focused reading mode, we hope young people will engage deeply with a text.
imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.
it will be practices rather than apps that help students develop the capacity to read deeply.
learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.
recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading
naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.
iOS 6 has a Guided
shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read
develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction.
I must admit I was suspicious of this one–I’ve always been suspicious of nonhuman writing assessments—but I now think PaperRater is a cool tool for students (and adults) interested in getting some feedback on their written work before they submit it for grading or publication.
This TP eNews... post featured an adopted and adapted rubric for group project work, "an inquiry-based project rubric that consists of eight dimensions." (Guidelines for Inquiry-Based Project Work, ¶2, 2015.02.17). Determining the extent and substance of adaptations noted in the excerpt may require both access to the source of the excerpt and the source of the original rubric.
Students’ interactions with peers throughout the collaborative composing process influence their writing practices on the micro-level in relation to patterns of word choice, as well as simultaneously enhancing the macro-level issues of meaning, tone, and structure
in a sense, the peer review process is embedded within the structure of collaborative composition on a shared document, as edits as well as oral and written meta-commentary occur and recur throughout the lifespan of a Doc
This approach to collaborative composition assignments manifests baked-in peer review from the get go (Reflection and Limitations of the Approach, ¶1).
Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).