Group items tagged

"Poet, playwright, and cultural critic T. S. Eliot was born 124 years ago today. In this passage from The Use of Poetry and the Use of Criticism (public library), cited in the 1942 gem Anatomy of Inspiration, Eliot adds to previously explored theories of how creativity works by taking a curious look at how physical illness brings a near-mystical quality of poetry, driven by two key elements of creativity: the presence of an incubation period when unconscious processing of existing ideas takes place, and the removal of habitual inhibitions, or something John Keats has termed "negative capability"."

student created "how-to" video

Sara, Just saw this. Thanks for sharing. I've just linked it to my class blog since we "suffer" from the "Hi. How are you?" comment syndrome. Hopefully my students will apply it and start writing some quality comments in the very near future. See you tomorrow! Nancy

"The author shares findings from her action research, focusing on the question, "How can I use critique to improve the quality of student feedback, student work and create a culture of collaboration?" "

"Established Goals (ISTE NETS Standards) 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 4. Critical Thinking, Problem-Solving & Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students: b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Enduring Understandings: Students will understand that: Responsible digital citizens demonstrated shared characteristics, habits and attitudes. We can work together to teach others what we have learned. We can use web 2.0 tools to collaborate and communicate with a global audience. Essential Questions: What are the characteristics, habits and attitudes of a responsible digital citizen? How can we work together to teach others about responsible digital citizenship? How can we collaborate and communicate with others online? Assessment Evidence GRASPS Task Goal: Your goal is to produce a multimedia handbook about basic technology tools and digital citizenship for ISB

"Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter. "We've been underestimating how well our kids can think." "We've been underestimating how well our kids can think." Rothstein said in a recent discussion on the talk show Forum. "We see consistently that there are three outcomes. One is that students are more engaged. Second, they take more ownership, which for teachers, this is a huge thing. And the third outcome is they learn more - we see better quality work.""

a thought provoking blogpost about Where's The Authentic Audience? The author takes a closer look at the buzz word circulating among blogging educators and classrooms and asks tough questions: What happens when there is no audience coming to your or your students' blogs? She elaborates her point by reflecting on the importance of quality work, connected teachers, give and take, writing with an audience in mind, digital literacy and humility."

"Ron Berger from Expeditionary Learning demostrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. 1st grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product."

"We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality."