No reliable research has ever demonstrated that instruction designated as appropriate for any "tested" learning style is effective because it matches that style.
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Classroom Guide: Top Ten Tips for Teaching with New Media | Edutopia - 6 views
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Ollie_Iowa
Teacher Development: Starter Kit for Teaching Online | Edutopia - 4 views
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This is an article with lots of additional resources and examples with many good points on how to begin to develop skills for teaching online. Some great points!
"My Teacher Is an App" | Edutopia - 0 views
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A different perspective.
How Can We Make Assessments Meaningful? | Edutopia - 0 views
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"How Can We Make Assessments Meaningful?" -
When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test." It has value to the individual student who is taking it. It must intend to impact the world beyond the student "self," whether it is on the school site, the outlying community, the state, country, world, etc. And finally, the assessment should incorporate skills that students need for their future. That is, the test must assess skills other than the mere content. It must also test how eloquent the students communicate their content
Radical Curriculum Sharing at the Open High School of Utah | Edutopia - 0 views
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Here is a great article with online tools to use for teaching English from Utah with lessons to go with. There is a reference to MoodleRooms in it also.
The High Cost of Neuromyths in Education | Edutopia - 1 views
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I could ask though, if there is a difference between learning effectiveness by style and learning preferences. I prefer visuals for complex organizational structures over an outline. That's a difference and while I can do things in either order, that's my choice.
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Hence, we have "neurons that fire together" (the construction aspect of neuroplasticity) and its flipside, "use it or lose it."
Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 1 views
Social Media for Teachers: Guides, Resources, and Ideas | Edutopia - 1 views
Technology and Teaching: Finding a Balance | Edutopia - 0 views
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It's not about how many apps we integrate, but giving students access to the best resources.
Blended Learning: Making it Work in Your Classroom | Edutopia - 0 views
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Target One Grade Level at a Time
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This would be very important for me as the music teacher. Focusing on just my 4th grade lessons instead of 2nd, 3rd, and 4th grade would make it much less overwhelming.
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provide students with differentiated instruction
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This can be quite hard since I only have my students for 45 minutes. They don't get to come for extra time or with a different grade/ability level because of scheduling. Using online resources could help me implement more differentiation.
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formative assessment
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I've never actually had time to do much assessment. I started this year experimenting with Google Classroom, and I think I could find ways to utilize that resource more for my formative assessments.
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53 Ways to Check for Understanding | Edutopia - 0 views
20 Top Pinterest Tips | Edutopia - 0 views
Too Much Technology and Not Enough Learning? | Edutopia - 0 views
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Maybe I gravitated toward this because I'm feeling overwhelmed by our class, but I'm interested in everyone's reaction to it. I have students with no internet at home and one who's broke 2 school chromebooks and can't afford to pay for them so is now being denied access to loaners. How can he pass my class if the majority of what we do is on Google Classroom? What's the perfect balance. What makes it a truly "blended" classroom? Thoughts? Opinions?
Ten Tips for Personalized Learning via Technology | Edutopia - 0 views
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Immediate Feedback
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Providing timely and helpful feedback has been a career-long struggle for me (especially as a high school writing teacher...those essays!) Kelly Gallagher's work on assessment and feedback has really helped me in my turning the feedback responsibilities back over to the students,which aids in more timely and authentic feedback. Now my challenge is using data to drive further personalization and instruction...so much to manage!! -
One thing we plan to try in Orbis this year (our project-based learning class where students are doing projects for the workforce) is to structure in a few days where we invite in experts from the workforce to provide feedback to students. For example, if a student team is working on a marketing project for a particular business, we will invite a marketing expert from a marketing firm to meet with the students and give them feedback on their work. I'm excited to see this in action! How could this look for your classroom? -
Immeadiate feedback is essential for learning but I do understand the struggles with this. Therefore using technology when appropriate to provide timely feedback is a essential.
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Let Students Drive
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I do this out of necessity! My high school students know so much more about technology than I do!
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Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong. Computer software programs, too, can give kids practice questions, quickly diagnose trouble spots, and allow teachers to customize subsequent lessons for each child's needs.
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This has been a challenge, especially as I moved to a district that is very rapidly growing and my student roster is upwards of 160 now. It seems impossible to give timely feedback (let alone IMMEDIATE) or meaningful feedback to every single student. I've had to enlist technology to help me deliver feedback on some of the lowest level skills so I could focus on giving feedback on the higher level and more complex skills. It's a journey! -
That is a great point! It can certainly get tricky! I like using some quick google forms exit cards too that allow some easy formative assessment to see where students are and where we need to go next.
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