Group items tagged

"Students need our guidance to use virtual platforms for ACADEMIC purposes. We can't rely on their "so called" native status to know how and what to do. Just a few years ago, no one had heard of "backchanneling", nowadays, it has become main stream (although most people might not associate the term "backchannel" and "backchanneling" with something they might be familiar with."

" Copyright and Backchanneling in the Music Classroom April 1, 2015 - Assessment, Documenting4Learning, Featured Carousel - 1 comment This post is another one in the series of posts originating from Professional Development Framework: Documenting for Learning Dani Aisen, a music teacher, at Mount Scopus Memorial College, was part of a small group session with Specialists (Resource teachers) during my visit at the school in Melbourne, Australia. It was an opportunity for these teachers to question and talk more in detail about the keynote presentation (Documenting FOR Learning & The Now Literacies Through the Lens of Sharing) and for me to share examples of how to support modern literacies in their specific subject areas."

"Humanities teacher, Shannon Hancock, at Graded, the American School of São Paulo, read and worked through The Alchemist by Paulo Coehlo with her 8th grade students. Not only did they read the text, learn about literary elements, but also learned to articulate and discuss in a professional manner the text with their peers. Shannon chose to use the Socratic Method, specifically a Socratic Seminar (Inner/Outer Circle Fishbowl) to hand the learning over to her students. She stressed to them: " Educators don't need to have all the answers, it is about asking the right questions.""

"Another glimpse into the classroom! Previous video clips: Socratic Seminar & Backchanneling, Visible Thinking Routine: Chalk Talk, Mystery Skype Call, Collaborate & Curate In the spirit of opening up classroom walls and creating a ripple effect of teaching and learning by sharing ideas, methods, action research and modern literacy upgrades, here is another video clip. You are watching a 7th grade Humanities classroom, led by their teacher David Jorgensen at Graded-The American School of São Paulo. The students are reading The Giver, by Lois Lowry and have been annotating their thoughts as they are reading individual chapters in a Google Doc chart/table, labeled: Observations Inferences Rituals Questions/ Predictions"

" The What? Why? How? of Documenting4Learning April 19, 2015 - Documenting4Learning, Featured Carousel - 1 comment My work in formalizing Documenting4Learning is moving forward. In good old fashion, regarding practicing what one preaches, I am documenting my journey: Learning to Document FOR Learning and Sharing Copyright and Backchanneling in the Music Classroom Unpacking a Twitter Conference Feed Professional Development Model: Documenting4Learning Tools that Facilitate Documenting Documenting FOR Learning"

"his post if meant to be seen through the lens of Looking and Documenting FOR Learning from the perspective of administrators or staff in charge of supporting teachers' professional development and ongoing learning. I worked with teachers and administrators this past week at the Bavarian International School in Munich, Germany. Rachel Jackson, teacher librarian (mostly on Twitter) & Kim House, Technology Coordinator (mostly in a TodaysMeet backchannel) did an incredible job in documenting the work over our 3 days together."

"Edna Sackson, Teaching and Learning Co-ordinator from Mount Scopus Memorial College in Melbourne, Australia, documented a model lesson I was teaching at my recent visit to their school. Edna graciously agreed to allow me to cross post her documentation and reflection of that lesson below from her blog What Ed Said. Edna is an model example of beautifully and fluently combining documentation, reflection and sharing FOR learning. Does 'the research' know best? "I think that enough research has been done on the delusion of multi-tasking to say, yes, do all the back channel stuff, but perhaps leave it to afterwards?" … This is part of a comment left on my previous post, in which I introduced the notion of back channeling as a form of documenting for learning."