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Don Doehla

Curriculum21 - 0 views

curriculum21.ning.com

curriculum curriculum21 ning 21stcenturylearning collaboration teaching Heidi Hayes Jacobs 21stcenturyskills PBL

shared by Don Doehla on 18 Jun 13 - Cached
  • Don Doehla on 18 Jun 13
     
    Heidi Hayes Jacobs Curriculum 21 website.
Don Doehla

Corwin: Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning... - 0 views

www.corwin.com/...Book229157

digital storytelling storytelling classroom media literacy learning creativity units proficiency PBL authentic digital_storytelling digitalstorytelling

shared by Don Doehla on 18 Jun 13 - No Cached
  • Don Doehla on 18 Jun 13
     
    Integrating digital storytelling with instruction becomes a creative opportunity for both novice and technologically experienced educators when using Jason Ohler's Digital Storytelling in the Classroom. Ohler links digital storytelling to improving traditional, digital, and media literacy, and guides teachers on how to empower students to tell stories in their own native language: new media and multimedia. Aligned with NCTE standards and covering important copyright and fair use information, this text provides information on integrating storytelling into curriculum design and using the principles of storytelling as a measurement of learning and literacies. Implementation tips and visual aids abound, giving teachers an exciting new resource.
Don Doehla

ISTE | Digital Storytelling Guide for Educators By Midge Frazel - 1 views

www.iste.org/product

iste guide educators units proficiency PBL authentic digitalstorytelling resources digital digital_storytelling

shared by Don Doehla on 18 Jun 13 - No Cached
  • Don Doehla on 18 Jun 13
     
    Storytelling is an age-old art form. With Web 2.0 and the tools already available on most computers, students can use text, music, sound effects, videos, and more to create a multimedia presentation that links them to the world beyond the classroom. Storytelling has the potential to unleash creativity, engage, and motivate. Applicable across the curriculum, digital storytelling teaches students to work collaboratively and use new technologies, skills they will be required to have in the workforce of the future. This book offers an overview of digital storytelling as well as its variations, including e-portfolios, digital photo essays, and scrapblogs. The many recommendations, overviews, and explanations of digital storytelling tools, along with lists of additional digital storytelling resources, will help educators to apply this exciting technology in their classrooms. Educators will also discover the ways digital storytelling can be used for their own professional development. Digital Storytelling Guide for Educators provides detailed directions to preparation, production, and presentation, and rounds out with a discussion on creating rubrics and evaluating student work. Readers will come away with an understanding of digital stories and the tools needed to create them.
Laura Sexton

http://www.citeachers.com/ - 1 views

www.citeachers.com

CI TCI

shared by Laura Sexton on 25 Jul 14 - No Cached
  • Laura Sexton on 25 Jul 14
     
    (paid curriculum)
Don Doehla

A platform of resources - 0 views

www.coe.int/...LE_PlatformIntro_en.asp

standards curriculum education European Common Framework significant content national standards framework language resources

shared by Don Doehla on 11 Jul 13 - No Cached
  • Don Doehla on 11 Jul 13
     
    After producing reference documents such as the Common European Framework of Reference for Languages taught as "foreign" languages, the Council of Europe's Language Policy Unit proposes a new instrument, in the form of this Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.
Don Doehla

Common European Framework of Reference for Languages - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ork_of_Reference_for_Languages

standards curriculum education European Common Framework significant content national standards framework language CEFR assessment levels languages

shared by Don Doehla on 11 Jul 13 - Cached
  • Don Doehla on 11 Jul 13
     
    "The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency."
Don Doehla

ECML/CELV > Home - 0 views

www.ecml.at

standards curriculum education national standards significant content European Common Framework framework language europe resources learning languages eu linguistics research

shared by Don Doehla on 11 Jul 13 - Cached
  • Don Doehla on 11 Jul 13
     
    "The ECML is a Council of Europe institution based in Graz, Austria. In cooperation with the Language Policy Division of the Council the Centre functions as a catalyst for reform in the teaching and learning of languages.  "
Don Doehla

ToniTheisen - wiki - 0 views

tonitheisen.wikispaces.com

pedagogy curriculum inquiry resources wiki languages web2.0 technology professional_development learning proficiency authentic education

shared by Don Doehla on 30 Jul 13 - No Cached
  • Don Doehla on 30 Jul 13
     
    Tons of resources collected by our good friend and ACTFL President, Toni Theisen.
Sharin Tebo

Implementing Valid Standards-Based Grading - Calico Spanish - 0 views

blog.calicospanish.com/...d-standards-based-grading.html

WorldLanguages assessment proficiency SDWWL

shared by Sharin Tebo on 24 Apr 15 - No Cached
  • a standards-based curriculum focuses on the students’ abilities to demonstrate mastery of a skill, rather than scores on assessments. @emilybakerhanes further clarified standards-based grading for world language teachers. She said, “The standards are based on proficiency targets appropriate for their level.”
  • Some teachers base their proficiencies on the skills of reading, writing, listening and speaking, while others are using the ACTFL modes of learning: interpersonal, presentational, and interpretive. @cadamsf1 clarified how these overlap, “The skills really are included within the modes.
  • Create a system that works for you. It was clear from our participants that there are as many good ways to create a standards-based system as there are world language teachers.
  • ...3 more annotations...
  • “Demanding redos creates a class where success is not only possible but probable.” @cadamsf1 brought up the key problem with this system, though: time. She said, “It is still difficult for me to manage the redo retake, makeup and move on, but I must admit it does give powerful incentives and students will try.”
  • “Formative = for learning, shouldn’t be graded.”
  • “90% of my homework is formative, no grade. But at some point, you have to ask them to demonstrate learning from feedback provided from the homework.”
  • Sharin Tebo on 24 Apr 15
     
    Standards based grading for World Languages
Don Doehla

UnBoxed: online What does it mean to think like a teacher? - 0 views

www.hightechhigh.org/...t_mean_to_think_like_a_teacher

pedagogy Reflection PBL

shared by Don Doehla on 25 Jun 14 - No Cached
  • What does it mean to “think like a teacher?”
  • Is education a discipline? Or is it a “meta-discipline,”
  • Once teachers begin thinking this way, project-based learning becomes second nature, and inquiry, student agency and application to the world beyond the classroom become deeply rooted in meaningful curriculum created by teams of teachers engaging in their own meangful work.
  • ...2 more annotations...
  • This cultural moment, this paradigm shift we are experiencing in education, is a confluence of evolving factors, including constructivism, brain research, inquiry-based education, and the ubiquity of knowledge in the digital age. All of that is for naught if we cannot interrupt the cultural stranglehold of our habits and mindsets. The correlation of Gardner’s theory with Stigler and Heibert’s findings leads us to profound insight into the necessity of invoking prior knowledge and understandings as we continue to learn how to teach and learn in this new paradigm.
  • As generalists first, we are, as Sizer noted, engaged in the process of teaching kids to “use their minds well.” This does not preclude being thoroughly versed in one or more subject areas, even in imagining—in partnership with our students—new and trans-disciplinary subject areas. We too, have an imperative to “use our minds well.” As we fearlessly invoke our own prior knowledge and deeply held understandings in order to challenge and disrupt them, we ask ourselves fundamental questions—what is school, homework, rigor? Why do they matter? Do they matter?—we are reinventing schools and reinventing ourselves. We are thinking like teachers.
  • Don Doehla on 25 Jun 14
     
    At any given moment, the disciplines represent the most well-honed efforts of human beings to approach questions and concerns of importance in a systematic and reliable way. (Howard Gardner, The Disciplined Mind, p. 144)

    What they never tell you is that when you're eleven, you're also ten, and nine, and eight, and seven, and six, and five, and four and three, and two, and one. (Sandra Cisneros, "Eleven," from The House on Mango Street)
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