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David Goodrich

When technology makes it easier for mistakes to become learning opportunities | expandi... - 0 views

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    "In this video, Molly, one of our amazing blended learning teachers, and I are co-teaching a class during which we use socrative to collect student feedback on the spot."
David Goodrich

iNACOL Quality Standards Video #3: Differentiation on Vimeo - 1 views

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    "The third in an eight-part series highlighting the International Association for K-12 Online Learning's standards for quality courses and teaching as put into practice by educators in online and blended learning learning environments. The focus of this module is: Differentiation (Learn more at inacol.org.) "
David Goodrich

Four Essential Principles of Blended Learning | MindShift - 0 views

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    "Here are four crucial factors to keep in mind as schools plunge in."
David Goodrich

http://www.indiana.edu/~icy/media/de_series/bl_implementation.html - 0 views

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    In this video, Dr. Curt Bonk from the School of Education at Indiana University brings up ideas and things to consider for those who are looking to implement blended learning. Dr. Bonk is a very engaging educator who shares his findings and teachings with the world to help educators connect on the topics of online and blended learning strategies.
David Goodrich

Knerds on the Board: Personalizing History Class | Knewton Blog - 2 views

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    This is a video talking about a history teacher's attempt to tackle differentiation through his work now at Knewton. It reminded me so much of our recent Willingham talks Peter started with us about kids who gravitate toward either experience (like Logan) and those who gravitate to content knowledge. It also reminded me of what we are doing with MyBlend except from a content creation focus.
jjgerlach

'Flexible' Classrooms: Blended Learning 2.0? - Education Week - 4 views

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    There is no specific technology tools discussed in this article beyond "computers", but I think it is a good example of the writing style that our blogs could take on in that it gives a snapshot of what this classroom "looks" like. In our blogs we can go into specifics about how "flexibility" and customization can be brought to the F2F environment via teacher's workbench interventions.
David Goodrich

Stories (General Discussion Area) - 4 views

Second hand accounts (either mvu writing, or pre-existing report elsewhere in internet land that we couch within our own blog post to facilitate discussion)

stories

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

Reviews (General Discussion Area) - 2 views

Video & written reviews of tool features and possible blended learning applications. These are quick and digestible.

reviews

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

Resources (General Discussion Area) - 2 views

Highly selected collection of blended learning resources that link directly out to the external resources.

resources

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

Social Media (General Discussion Area) - 3 views

Identify items to push out on social media.

social

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

Not Just Flipped | edtechdigest.com - 3 views

  • I implemented a basic version of Flipped Learning during the Spring, one in which I created instructional videos and uploaded them to my Flipped History Videos YouTube Channel.
  • Now, I have more opportunities to listen to what the students want and need, and I can provide it for them.
  • Despite some advantages to this approach, many students continued to fall behind while others were learning the content on a superficial level.
  • ...7 more annotations...
  • Flipped Mastery (Flipped Learning combined with mastery learning), an approach that requires students to move through content at their own pace and demonstrate an understanding of the content or skill before moving on. I provided the materials, tools and support, while the students set goals and managed their own time.
  • The individualization and ability to work at their own pace gave students responsibility and ownership of their learning, which was not previously afforded in a traditional educational setting.
  • To augment the new learning model, I utilized a learning platform that encouraged collaboration and communication inside and outside of the classroom.
  • I connected with the team at EDUonGo after reading about their learning platform on the Flipped Learning Ning and was interested in incorporating it in my classroom
  • The incorporation of interactive videos, apps and embedded Google docs enhanced collaboration and increased students’ ownership of their learning.
  • 83 percent of students reported that their learning was more active and experiential, and 76 percent stated that they had more autonomy in how they demonstrated their learning of key skills and concepts (Click Here for the Complete Study).
  • it’s not just about a video at home and homework at school.
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    - I liked what this teacher says about his approach to flipped teaching. I thought it was going to be same ol' same ol' but he offered up some good insights as to why just doing the video thing wasn't going to work. Not necessarily blog worthy, but thought I'd pass it along. - Jeff - I like how this discusses the trial and error of his approach. That it is something that he worked at for awhile and continues to evolve. -dave I love that he even has qualitative data in a case study to share. Let's get this guy to Michigan!
David Goodrich

Math with McCarthy - Home - 0 views

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    I know Missy McCarthy. I met her when she did a presentation for the MAET summer session in 2012. I invited her to participate in a breakfast series to talk about the challenges and opportunities she has encountered while implementing a flipped/blended environment for her math students. She might be a good person to connect with as a potential writing partner. I appreciate her not shying away from talking about the hard work it takes to do it well and her willingness to talk about the challenges she has encountered.
jjgerlach

Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views

  • Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
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    Gave you some comments on this just now. Good stuff, bro. Keep it up.
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