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anonymous

PBS Interactive History Collection - 2 views

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    A collection of interactive activities for the K-12 social studies classroom.
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    This seems like a great resource! Colonial times is a part of my curriculum, and so I definitely plan on integrating this resource into my instruction. There are various features of this website that would motivate and engage students. Great find!
Mary Babiarz

MapMaker Interactive - National Geographic Education - 0 views

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    This site allows you to customize your own map. You can even create a link so others can access the map you have created. You can add physical systems like water, land, and climate. You can also add populations, culture, political, economic, environment, and society information. You can also draw on the map and place markers. This would be very useful for 7th grade World History and Geography. It could actually have a place in any grade. I have not used it yet, but I plan to. I like everything about it so far.
Heather McFadden

Thinglink - 0 views

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    This is a site that can put interactive links into a online photograph. I am going to have students create their own Thinglink when we begin reading "A House on Mango Street." This will serve as a mini research project. If that goes well, I will probably also use this tool with my theatre classes when the Tony nominations are announced- the students will make a Thinglink that captures the history of the awards and the current nominees. The students will be able to imbed video clips for many of the shows.
Sharon Lee

Interactive United States History Map - Sharon Lee - 2 views

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    I like the ease of use of this software tool for a classroom setting. Since time is limited for a particular subject, this tool allows interaction, quizzing, gives helpful hints, provides short questions and answers that will hold students' attention, and at the same time provides geography statistics of the United States. Students can challenge themselves over and over for the quickness of the answers, and knowledge of the content. Technology can be overwhelming, so with limited time, I think software integration in a classroom should have ease of use.
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    Hi Sharon, This website provides multiple aspects in 1 site, which is very good for students to use. I could see myself using this tool when discussing more about where students live and finding more information about Maryland. The only con was that personally it was hard for me t navigate and find certain features. For students, they would definitely need more user-friendly tools. This is definitely a website that will save a lot of time and energy, and provide reinforcement of topics learned in social studies!
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    Hi Sharon, I took a look at the website and I agree that it is perfect for a classroom setting. Students can work together to complete the activities or the teacher can use the software to assist class lectures. The program is effective because it comes with a map and key visuals that would help students learn their geography. I took a quiz on the rivers/lakes/oceans and I didn't do very well, however I believe it was great practice, after a few attempts, I will be able to learn their names and locations. Great tool selection! Best, Denee Devenish
tricia1022

Ohio Resource Center > AdLIT > In Perspective Magazine > Content-Area Vocabulary: A Cri... - 0 views

  • We all want our students to demonstrate newly learned concepts with the words they know as they discuss, write, and visually represent specific topics.
  • In fact, teaching vocabulary in the content areas of mathematics, science, history, and English is not a separate entity from teaching the core understandings of each domain. As Vacca and Vacca (2008) have always stated, words are labels for concepts, and so teaching vocabulary is actually teaching about the ideas they represent.
  • Therefore, in regard to teaching words in any content area, we need to keep in mind that different students will have different levels of understanding about a term and will internalize new information through each successive engagement with the term.
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  • Words representing concepts are not taught in a vacuum, but rather in contexts that illustrate how they are associated with other words and ideas. This feature of word knowledge is at the heart of effective content-area teaching and critical to vocabulary building.
  • These examples show how words and their meanings are intricately related to each other and how these relationships are tied to conceptual understanding. It is important then to help students understand these relationships and connections.
  • We must be very cognizant of how students might interpret a word definition that makes sense to us but may be misleading and confusing to those with less background knowledge.
  • Broadly defined learning opportunities include the incorporation of wide reading in content classes as well as word consciousness. Reading widely about a topic across a variety of texts provides students with multiple exposures to newly learned words along with opportunities for incidental word learning to occur.
  • In addition, broad learning opportunities include the development of word consciousness or awareness, where students learn habits of attending to new and interesting vocabulary that will enable them to acquire appropriate language for communicating in particular content areas (Scott, Skobel, & Wells, 2008; Stahl & Nagy, 2006).
  • by promoting an awareness and enthusiasm for learning new words.
  • The steps include preparation, explanation, application, and reinforcement (P.E.A.R.).
  • Too many targeted words can be overwhelming to students, especially those who struggle with reading.
  • student-friendly definitions
  • Such responses are more indicative of learning. Other activities for relating, connecting, clarifying, and applying word meanings are described in Instructional Strategies for Teaching Content Vocabulary, Grades 4–12 (Harmon, Wood, & Hedrick, 2006).
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    This article is a resource for teaching content area vocabulary.
ceciledroz

http://flippity.net/QuizShow.asp - 0 views

Flippity allows you to create Jeopardy-type Quiz Shows from spreadsheets. There's a template that you need to use and you can change the categories, the questions and the answers. You can have as ...

615 Spr15 all learners all subjects activity web2.0

started by ceciledroz on 02 Mar 15 no follow-up yet
randallhansen

Technology Integration, 1 to 1, and Student Centered Learning… Ten Free Resou... - 10 views

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    This is a great resource for technology integration. The sites listed are easily adaptable across subject areas. This would be a good tool for differentiation and for teaching to different learning styles. I particularly like the ReadWriteThink site and the Screencast-o-matic. The ReadWriteThink site allows students to demonstrate knowledge, and the Screencast-o-matic seems like a great tool to create sub plans!
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    This blog was very interesting and reminded me of tools I haven't looked at or thought to use in my classroom. I could see using Google Earth for students to have an interactive adventure through history. Also, I envisioned myself using the Screencast-o-matic, Quzziz, and Formative with my students.
jlinman7

Schools Are Failing to Teach Kids How to Read - The Atlantic - 0 views

  • The implication is clear. The best way to boost students’ reading comprehension is to expand their knowledge and vocabulary by teaching them history, science, literature, and the arts, using curricula that that guide kids through a logical sequence from one year to the next: for example, Native Americans and Columbus in kindergarten; the colonial era and the American Revolution in first grade; the War of 1812 and the Civil War in second grade, and so on. That approach enables children to make sense of what they’re learning, and the repetition of concepts and vocabulary in different contexts makes it more likely they’ll retain information. Not to mention that learning content like this can be a lot more engaging for both students and teachers than the endless practice of illusory skills.
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    This is a great article stating that students' reading is strengthened by teaching all the subjects and progressing them in logical order.
shommel

UNDERSTANDING THE GAPS: WHO ARE WE LEAVING BEHIND - AND HOW FAR? - 1 views

https://www.nea.org/assets/docs/18021-Closing_Achve_Gap_backgrndr_7-FINAL.pdf The data presented here by the National Education Association (NEA) identifies achievement gaps based on several socio...

NEA learning gap ELL

started by shommel on 30 Jun 18 no follow-up yet
melrichardson21

"People with Real Experiences:" Using Mobile Devices in High School Social Studies - 0 views

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    Group 9: Claire and Melissa This journal article is accessible thought the link given above by accessing the UMUC library Friedman and Garcia describe a qualitative study wherein they taught a lesson on the 9-11 attacks either through asking them to read transcribed oral history interviews or listen to them with an interactive iPad app called "Explore 9-11." The students who used the "Explore 9-11" app reported greater emotional engagement with the historical actors, leading one student to describe the app as depicting "people with real experiences." Students who used the app reported an overall positive experience of interacting with the various sources and greater historical empathy than students who did not use the app. Resources: "People with Real Experiences:" Using Mobile Devices in High School Social Studies Adam M Friedman & Emily R Garcia ISSN 1933-5415
shelybodine

Applying SMART goals for student achievement - 0 views

https://journals.tdl.org/absel/index.php/absel/article/viewFile/90/86 This article provides insight into using SMART goals within the classroom. This includes an explanation of how SMART goals ha...

EDTC Fall2018

started by shelybodine on 09 Oct 18 no follow-up yet
Barbara Lindsey

My Best of series | Larry Ferlazzo's Websites of the Day… - 28 views

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    Blog post: This is a collection of educational resources by high school teacher and prolific blogger and author, Larry Ferlazzo. These resources are organized by subject, such as art, music, science and Web 2.0. Each link takes you to a blog post that describes a resource, activity or lesson and how it can be used in the classroom. Be sure to scroll all the way down the page to see all the many subject matter resources available! Students of EDTC 615 might wish to start their Strategies Search here!
angelatrice

Mind the Gap in the Classroom - 4 views

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    The abstract included really says it all: "This reflective essay describes a teacher's development of a student-centered approach to teaching which bridges the gap between students' knowledge before and after a course. In 'mind the gap teaching,' students' prior knowledge leads the conversation and, in turn, the teaching, allowing them to integrate new information more effectively." The essay does a really great job of addressing the need for a lot of personal reflection as a teacher in an effort to improve instruction in the classroom.
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    This is a great article about the evolution of a teacher and how they evolved to developing the "Mind the Gap Teaching" in their words this is when a teacher includes the process of taking in information from the students first, before they try to teach it to them. In other words they are trying to see how they can relate this to their past experiences instead of just relying on the fact that they know information from a previous post.
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    I think this is a great article that shows the growth of a teacher throughout the years. The idea of calling the instructional gap between students knowledge as "mind the gap" speaks to the history nerd in me. I'd love to share this teachers journey with my fellow faculty members because we are making the switch in my school to a more student centered classroom, and we have a lot of skeptics. I think the section of benefits is the best, particularly the line about "the quality of comments" that students started sharing. It shows that the students are interested in what is going on in the classroom.
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    This article is a way to focus on student knowledge. Closing the gap between what is being taught and what is actually being retained by the students.
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