Group items tagged

math virtual manipulatives, math movies, basic math facts practice

"If you want to get into the field of game design, you will need to have more than just an idea. Ideas are not worth anything by themselves. The reason for this is because it is very easy to come up with game ideas, practically anyone can think of game ideas- they are a dime a dozen these days. It all comes down to implementing your idea well. You will need to have a design document ready for your game, you cannot just jump right in and work on your game. Planning is a must in the world of game design, if you fail to plan, you are most certainly planning to fail.What to do when the initial design isn't fun?"

Free, fun online practice for homophones

The case studies form the beginning of a resource to explore the ways in which interactive whiteboards are used, and the ways in which they contribute to student learning and teacher pedagogies. They're in no way definitive: what they offer is shared experience, and the beginning of a Community of Practice. Colleagues may wish to explore the MirandaNet site for other case studies.

Practice multipling decimals

Interactive protractor with many practice activities. Great for IWB

These examples of SmartBoard lessons and activities were developed by some teachers in the Putnam school district. As a recipient of the Technology Professional Development and Technical Assistance grant for 2005-2006, participating Putnam teachers created lessons to be used to integrate technology with the SmartBoard. The development and submission of Successful Practices was one of the criteria for the grant. According to the Connecticut State Department of Education,

I've received numerous awesome ideas (from people all around the world) that address some of the limitations and make using the iPad as an IWB even better. I hope to get at least one more quickcast up this weekend to share those ideas. And finally, I'll republish the YouTube videos in HD this weekend as well.

Did you know Spelling City offers more than just spelling practice? There's vocabulary and writing, too. Check us out http://bit.ly/c3xqWy

"We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.

Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 

Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.

Twitter is a great place for educators to share ideas. It has become my go to place when I am looking for something to read, a new idea or some inspiration. It is a great avenue for sharing practice, asking questions and building a community.    But . . .   . . . Twitter has some problems and these seems to be growing. To get the most out of Twitter a degree of caution is advised.

The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?

In our busy and highly connected lives it can be difficult to find time to slow down, to deliberately and mindfully engage in reflective contemplation. Taking the time to do so can be significant for success, creativity, mental well-being and learning and yet we seem to struggle to commit time to this valuable practice. Schools, in particular seem to offer little time for students to slow down and think, and with the busy lives students lead such time is often entirely absent.

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

It is difficult to understate the importance of reflective practice for learning. Dewey states that "We do not learn from experience. . . we learn from reflecting on experience", and it is worth taking time to consider the implications of this. How might we maximise the benefits of reflective practise amidst the many competing pressures we confront?

There are particular behaviours and a mindset that accompanies effective reflective practice. Understanding and applying these allows us to become reflective practitioners.