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Darcie Priester

Discussion Board vs. Blog - 0 views

www.nothingbutsharepoint.com/...discussion-board-vs-blog.aspx

blog

shared by Darcie Priester on 10 May 12 - No Cached
  • Darcie Priester on 10 May 12
     
    NothingButSharePoint.com
Darcie Priester

Common Lit - 0 views

www.commonlit.org/themes

LanguageArts mpms

shared by Darcie Priester on 03 Feb 15 - No Cached
  • Darcie Priester on 03 Feb 15
     
    Commonlit is an organization that is building sets of thematic discussion questions to use in conjunction with upper elementary school and middle school students.
Darcie Priester

AP Central - The Case for Graphic Novels in an AP Classroom - 0 views

apcentral.collegeboard.com/...158535.html

graphic_novel

shared by Darcie Priester on 04 Jan 17 - No Cached
  • I use Spiegelman’s succinct definitions for key comics terms: panel, balloon, border, gutter, bleed, and chapter opener. For example, the term bleed, which refers to text and illustrations that run to the edge of a page, prompts an excellent discussion on the pun in Spiegelman’s subtitle for the first volume of MAUS: My Father Bleeds History.
  • The most effective way of guiding students toward insights on the visuals in graphic novels is to allow them to brainstorm out loud about the details on one page.
  • Often, merely cataloging details encourages students to analyze more deeply.
  • ...1 more annotation...
  • A way to get students to study this technique is to give them two excerpts from a graphic piece, one with the words removed (so that students look only at the visuals) and the other containing only the text (students can then compare differences in the way they read it).
Darcie Priester

Teachers Need a Technology Ally « JustRead! - 0 views

justread.wordpress.com/...eachers-need-a-technology-ally

blogging

shared by Darcie Priester on 26 Jan 12 - Cached
  • critical thinking, reading, writing, technology
  • Blogging does just that
  • like Edublogs.org
  • ...7 more annotations...
  • offer a safe environment
  • instructional know-how
  • o What do I have students do with them? o How do I grade them? o How do I monitor the barrage of posts and comments? o Where do they fit in my curriculum? o How do I manage class time? o How do I teach students how to be safe online? o What can I do to keep students from getting burned out on blogging?
  • If teachers had someone to work with, someone to guide them through the set-up and management of blogs, to show them how to implement them in their classrooms, with their students, with their curriculum—would more teachers be blogging? Would there be greater numbers experimenting with wikis, podcasts, video production?
  • what I’m describing is an Instructional Technologist
  • are adding these technology/curriculum specialists—educators who can work alongside teachers to support them and encourage them to undertake adventurous technology-rich activities, activities like those described by Clarence Fisch where students interact in “live blogging” to discuss Daniel Pink’s A Whole New Mind.
  • If more schools hired Instructional Technologists, would more teachers be clamoring to the keyboard, rushing to web 2.0 sites, designing activities that allow students to design, create, produce, evaluate, synthesize, publish?
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