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Jenny Gilbert

Teaching Reading theory and links - 4 views

I found some intersting links on sustained silent reading and theory on the web look for the SSR tag for the links other notes from these pages: Student love to read under the following circumsta...

widereading teaching english reading

started by Jenny Gilbert on 31 Jan 09 no follow-up yet
Jenny Gilbert

Inspiring Teachers - Monthly Columns -Differentiation of Instruction Part 1 - classroom... - 0 views

www.inspiringteachers.com/...iation_of_instruction_pt1.html

differentiation

shared by Jenny Gilbert on 04 Feb 11 - No Cached
  • It is teaching towards each student's strengths, and allowing their weaknesses to develop into future strong points.
  • Quite frankly, the course of action begins with the very basics of how you run your classroom. Begin the year by getting a grasp of the strengths and weaknesses of your students through the use of the available data, like benchmark testing results, standardized test scores, pre-tests, student inventories, portfolios, guidance folders, and/or classroom grades from the previous year; although those important items are just the beginning of your learning process. They give results and information, but they do not tell you how the student got there.
  • a responsive classroom that differentiates is one where the teacher prides him or herself on getting to know the students as individuals. From my own experience, once you tap into that resource, you can more easily find ways to connect with everyone in the classroom.
  • ...15 more annotations...
  • so use the idea of getting to know your students as a place to incorporate writing. When given a topic they can personally relate to, students usually write much more than they would ever tell you verbally. Sentence starters work well. Journal prompts are a terrific asset.
  • A teacher who makes an effort to value and learn about students on a more personal level, will gain the respect of the students and will begin on the journey of lesson planning for the whole group. It is not a "waste of time" to spend important moments on this "getting-to-know-you" task. The better you understand your students, the easier it is to get them to learn.
  • If students work together toward a common goal, then communication and organization improves. Plus, students feel supported, and they know they can go to other members of the class for guidance.
  • Facilitating an environment where a struggling student can approach a gifted student to request assistance, provides students with the chance to succeed in safe surroundings and at their own pace.
  • Although some teachers would disagree with me, I use self-assessment often
  • students are self-monitoring as well, and more often than not, they are pleased with their progress.
  • They feel good about themselves because they can see the learning in concrete form.
  • All students, from resource to gifted, need to "work up."
  • Using rubrics, checklists, and clearly written instructions, which are provided in advance, are a way to begin in helping all students learn to desire achievement
  • Diversity in the classroom is a given; our job is to figure out how to get students to want to learn the material on their own, at a pace that is good for them.
  • Teachers differentiate through their CONTENT.
  • What are the procedures/activities/steps which are followed so that students create their final outcome? This middle part is called the PROCESS. The final outcome is the PRODUCT. The product is most often the assessment vehicle by which students demonstrate what they have learned.
  • When students are offered choices in the process area, you enable them to discover different skills and competencies.
  • it means one plan with three options or sections.
  • Activities related to the same learning outcome are prepared with different stages of difficulty, each stage addressing higher levels of thinking and/or different learning styles.
  • Jenny Gilbert on 04 Feb 11
     
    there are 3 more parts to this.
Jenny Gilbert

Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...163262

web2.0 DigitalStorytelling technology digital storytelling professionaldevelopment resources

shared by Jenny Gilbert on 24 Jan 11 - Cached
  • To claim that there is now such a thing as “Web 2.0 storytelling” invites risks. For one, some media reports suggest that this type of storytelling could be either hype or a danger. In addition, trying to pin down such a moving target can result in creating terminology that becomes obsolete in short order. Moreover, claiming that storytelling is happening online and is developing in interesting ways contradicts some current assertions about a decline in reading.Accepting these risks, we suggest there is most certainly a new form of expression that is compelling to educators. Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
  • Lonelygirl15 (http://www.lonelygirl15.com/), which started as a series of short videos on YouTube, grew to include a large number of comments, blog posts, wiki pages, parody videos, response videos, and a body of criticism. In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
  • Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions. Consider the possibilities facing a reader (or a viewer or a listener) who approaches Postmodern Sass. One timeline follows blog posts in chronological order. Another follows comments to a single post. A third follows links between posts, such as when the author refers to an earlier situation or references an old joke. Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity.
  • ...12 more annotations...
  • laying for Keeps (http://www.playingforkeepsnovel.com/) includes blog posts (with comments), podcasts (each blogged, with those posts commentable), PDF downloads, a MySpace page, and additional blog posts from various content contributors, with these posts housed at their own locations.
  • his sort of content repurposing, redesign, and republication can open up problems of version or content control, yet in return, it offers the possible harvesting of the storytelling energies of the creative world.
  • The Twitter content form (140-character microstories) permits stories to be told in serialized portions spread over time.
  • Even more varied forms include movie trailer recuts, in which the story creator edits clips from a well-known Hollywood movie to make a preview that tells a different story.
  • Web 2.0 storytelling is a rapidly evolving genre, developing as new platforms emerge and moving in pace with the creativity of the human mind. We anticipate that new storytelling forms will emerge from today’s tools for microblogging, social networking, web-based presentations, and microblog-like videos
  • For rich-media content creation, Web 2.0 tools have lowered the barriers by moving the process of (expensive) desktop video-editing software to (free) web-based applications17 and at the same time ostensibly moving the focus from using the tool to telling the story with the tool.
  • o be included, the tools had to be free, completely web-based, and able to produce a final product that could be viewed via a link and/or could be embedded into another site. Currently, The Fifty Tools website (http://cogdogroo.wikispaces.com/StoryTools) features examples of stories created in fifty-seven tools, and the number is likely, as new tools continue to emerge, to top seventy soon.
  • Should Web 2.0 storytelling be considered for educational purposes as well? After all, not every art form needs to be used in academia. We believe that the answer is “yes” and that Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
  • Some projects can be Web 2.0 stories, while others integrate Web 2.0 storytelling practices.
  • A single course blog, for instance, tells the class “story.”
  • At a different—perhaps meta—level, the boundaries of Web 2.0 stories are not necessarily clear. A story's boundaries are clear when it is self-contained, say in a DVD or XBox360 game. But can we know for sure that all the followers of a story's Twitter feed, for example, are people who are not involved directly in the project? Turning this question around, how do we know that we've taken the right measure of just how far a story goes, when we could be missing one character's blog or a setting description carefully maintained by the author on Wikipedia?
  • For now, perhaps the best approach for educators is simply to give Web 2.0 storytelling a try and see what happens. We invite you to jump down the rabbit hole
  • Jenny Gilbert on 24 Jan 11
     
    excellent and detailed doc exploring and defining web2.0 storytelling and what that actually means
Jenny Gilbert

How to Teach a Novel - 1 views

www.squidoo.com/teachingnovels

novel reading teach literature novels lessonplans english resources teaching

shared by Jenny Gilbert on 27 Jun 10 - Cached
  • Jenny Gilbert on 27 Jun 10
     
    How can a teacher best approach the teaching of a novel? This lens will break it down step by step, from the abstract notion of "What's worth teaching in this novel?" to the concrete concerns of "How will students be held accountable for their understanding of this book? In what ways will I assess progress? How will students demonstrate their understandings of story theme, character development, plot, vocabulary, and other story elements?" This lens will provide sample materials, Internet resources, and ideas which have proven successful in many classrooms.
Jenny Gilbert

The Boy in the Striped Pajamas - 0 views

www.aish.com/48965671.html

boy film review holocaust pyjamas year9

shared by Jenny Gilbert on 11 Mar 11 - No Cached
  • Jenny Gilbert on 11 Mar 11
     
    "How should one react to a book that ostensibly seeks to inform while it so blatantly distorts? If it is meant as a way of understanding what actually happened -- and indeed for many students it will be the definitive and perhaps only Holocaust account to which they will be exposed -- how will its inaccuracies affect the way in which readers will remain oblivious to the most important moral message we are to discover in the holocaust's aftermath?"
Jenny Gilbert

David Jakes Presentation Resources - 0 views

jakes.editme.com/dlstfchicago

education resources teaching pedagogy teaching-practice english literacy

shared by Jenny Gilbert on 10 Nov 09 - Cached
  • Jenny Gilbert on 10 Nov 09
     
    Yes, emerging technologies have great potential. But how do we make them work in our schools today? This session explores the implementation of a multi-dimensional digital space with three components-a course space, a student-content creation space, and a knowledge commons that supports both-and examines how they support the development of learning literacy. Come prepared to evaluate these three spaces and discuss the organizational readiness that was required to take them from conversation to implementation.
Jenny Gilbert

How I create and publish podcasts » Moving at the Speed of Creativity - 0 views

www.speedofcreativity.org/...-i-create-and-publish-podcasts

podcasting podcast how-to tools education

shared by Jenny Gilbert on 29 Oct 09 - Cached
  • Jenny Gilbert on 29 Oct 09
     
    good how to for creating podcasts
Jenny Gilbert

Developing Questions for Critical Thinking - 0 views

farr-integratingit.net/...revisedcog.htm

criticalthinking Bloom's Taxonomy education Taxonomy Bloom's

shared by Jenny Gilbert on 09 Sep 09 - Cached
  • Jenny Gilbert on 09 Sep 09
     
    Click on the various links below to learn how you can use the revised cognitive domain categories to develop learning objectives, questions to challenge your students, and assignments. Clicking on the categories found at the bottom of this page will also link you to information about key words that can be used as guides to structure learning objectives, questions and tasks.
Jenny Gilbert

The English Blog: Video: How To Use Commas - 0 views

jeffreyhill.typepad.com/...video-how-to-use-commas.html

commas grammar iwb language writing

shared by Jenny Gilbert on 19 Jul 09 - Cached
  • Jenny Gilbert on 19 Jul 09
     
    Punctuation: How To Use Commas MORE ON COMMAS * Extended Rules for Using Commas (The OWL at Purdue) * BBC Skillswise: Using Commas (factsheet, game, quiz, worksheet) * GrammarBook.com (21 rules and a quiz)
Jenny Gilbert

Wide Angle . Lesson Plans | Thirteen Ed Online - 0 views

www.thirteen.org/...procedures.html

mao tse tung china lesson

shared by Jenny Gilbert on 19 Sep 10 - No Cached
  • Jenny Gilbert on 19 Sep 10
     
    this is a fantastic activity to introduce students to what the cultural revolution aimed to achieve. - learning activity 1 is probably all we need to cover. the rest deals with how things have not worked and the gap between city middle class and country poor widens.
Jenny Gilbert

Online Course Lady: Writing with Aesop: Conjunctive Adverbs - 0 views

writingwithaesop.blogspot.com/...conjunctive-adverbs.html

grammar 'conjunctive adverbs' resources writing

shared by Jenny Gilbert on 29 Oct 11 - No Cached
  • Jenny Gilbert on 29 Oct 11
     
    Students need to learn when and how to sue these to help their writing flow well. This is a great page to share with them. 
Jenny Gilbert

TEFLtastic » Scrap the marking code - 0 views

www.tefl.net/...scrap-the-marking-code

feedback correction workload

shared by Jenny Gilbert on 10 Feb 11 - No Cached
  • How exactly do they think knowing their grade is going to help them improve??
  • Jenny Gilbert on 10 Feb 11
     
    a brief little discussion - like the comment: How exactly do they think knowing their grade is going to help them improve?? - perhaps i should ask the same of my students.
Jenny Gilbert

Reading between the lines - 0 views

www.smh.com.au/...-the-lines-20110813-1irxb.html

books reading education Professional_Development

shared by Jenny Gilbert on 15 Aug 11 - No Cached
  • 'In other words,'' says Dr Sue Thomson, of the Australian Council for Educational Research, ''larger proportions of students can be described as 'strong performers' in the digital medium than in the print medium.''
  • If anything, what the new technologies will do is provide more opportunities to engage with long-form texts. The distribution mechanism will allow greater access. If you wanted to read almost anything on anything, I can almost guarantee there'll be 5000 words that someone's written about it somewhere, that you can get your hands on in an instant.'
  • ''Everybody's either on a Kindle, emailing, texting, reading the news on their iPads. The digital revolution is not destroying reading. It's changing the shape, the form, the context and maybe how we do it, but I don't think it's diminishing it.''
  • ...5 more annotations...
  • But does access to more material make us more ''literate''? ''I actually think the evidence shows that most of our children are more literate, if you think of the definition 'literacy' as hugely more complex than it was 30 or 40 years ago and the different sorts of literacies that everyone has to have,'' says Ewing
  • ''At one point of time, if you could sign your name you were 'literate' - and then it was actually a very good measure. Later, if you could do a, say, primary school level of schooling, that was considered to be literacy. Today, I'd say, it's being able to interact with and participate in contemporary society, and in most workplaces these days that takes in having some element of computer literacy.''
  • BUT many worry that screen-based reading is already changing the way we read for the worse, playing to what has been called the Google generation, people with short attention spans who are prone to distraction and turn into ''skimmers''
  • ''Wide reading, particularly wide reading out of school, has a direct correlation with academic success.''
  • nd amid all the gloom and doomsaying, it seems we're still doing plenty of that.
  • Jenny Gilbert on 15 Aug 11
     
    Are kids not reading - or is it that the nature of reading has changed - great article
Jenny Gilbert

How media manipulates visual information - 0 views

lh4.googleusercontent.com/...9153682_320852_248696586_n.jpg

language_analysis image-analysis literacy visual_literacy

shared by Jenny Gilbert on 13 Nov 11 - No Cached
  • Jenny Gilbert on 13 Nov 11
     
    fabulous example of how a simple cropping can portray completely different messages to the reader
Jenny Gilbert

How to Make an Interactive Lesson Using Youtube « Knewton Blog - 0 views

www.knewton.com/...teractive-lesson-using-youtube

youtube interactive elearning edtech howto quiz ICT

shared by Jenny Gilbert on 18 Jan 11 - No Cached
  • We’ve been getting a lot of questions ever since our GMAT Choose Your Own Adventure video went up. Well, one question, really: How can I make one for my students?
  • Youtube has a great tool called Spotlight that lets you make any video interactive. It’s really handy for lessons and quizzes.
  • Jenny Gilbert on 18 Jan 11
     
    Youtube has a great tool called Spotlight that lets you make any video interactive. It's really handy for lessons and quizzes
Jenny Gilbert

The Best Resources For Learning How To Write Response To Literature Essays | Larry Ferl... - 0 views

larryferlazzo.edublogs.org/...comment-page-1

resources learning literature writing essays essay_writing

shared by Jenny Gilbert on 20 Mar 10 - Cached
  • Jenny Gilbert on 20 Mar 10
     
    Oh yes! Thanks @Larryferlazzo
Jenny Gilbert

Connect, Create, Collaborate by Pip Cleaves | Bits and Pieces Place - 0 views

2sparkley.edublogs.org/...connect-create-collaborate

web2.0 collaborate connect resources create

shared by Jenny Gilbert on 21 Dec 10 - Cached
  • Jenny Gilbert on 21 Dec 10
     
    "Connect, Collaborate,Create, is the brilliant brain child of Pip Cleaves. Pip is the Hunter/Central Coast Regional Strategy Support Officer - DER for the DET based at the Adamstown Office. I am very fortunate to be part of the Hunter/Central Coast region. She has promised that this website will have new things added as she finds them. She has assigned icons to each web2 . There are also PDF examples of how each tool can be used. Brilliant!"
Jenny Gilbert

Creek Squad Google Apps Training - 0 views

sites.google.com/...home

google apps

shared by Jenny Gilbert on 07 Sep 11 - No Cached
  • Jenny Gilbert on 07 Sep 11
     
    has a number of resources and links to support learning how to use google docs and other google apps. 
Jenny Gilbert

Technology Tools in the Classroom: Using Computers to Engage Your Students - 0 views

www.diigo.com/...tne

education learning presentation school teaching technology

shared by Jenny Gilbert on 16 Jan 09 - Cached
  • Jenny Gilbert on 16 Jan 09
     
    Emerging technologies hold great promise for teaching and learning in the classroom, but how can teachers make sense of and keep up with it all? This session will provide an overview of some of the free and available computer-based tools and services ready to be incorporated into the classroom.
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