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lisacetroni on 01 Apr 13

Responsive Classroom article ... What makes Academic Choice different from the daily choices children make in the classroom?

<div class="cArrow"> </div><div class="cContentInner">Responsive Classroom article ... What makes Academic Choice different from the daily choices children make in the classroom?</div>

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Andrea Corbin on 02 Apr 13

The authors seem to agree that limited choice is the best, with a driving question and a clear rubric for expectations. I enjoyed Rhee's article where she talked about her students wanting to be told what to do.

<div class="cArrow"> </div><div class="cContentInner">The authors seem to agree that limited choice is the best, with a driving question and a clear rubric for expectations. I enjoyed Rhee's article where she talked about her students wanting to be told what to do.</div>

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Robin Albertson-Wren on 02 Apr 13

The perfect culminating quote: "When teachers use Academic Choice to structure lessons, children become purposeful learners who engage in an activity because they want to, not because the teacher told them to. They work with a sense of competence, autonomy, and satisfaction." The more we allow our students to have ownership in their learning, the more connected and invested they become. What a terrific way to support learning! Hooray for all of our academic choice at STAB. Consideration: "Let's be thoughtful in our math lessons next year, and work to continue to incorporate academic choice when possible."

<div class="cArrow"> </div><div class="cContentInner">The perfect culminating quote: "When teachers use Academic Choice to structure lessons, children become purposeful learners who engage in an activity because they want to, not because the teacher told them to. They work with a sense of competence, autonomy, and satisfaction." The more we allow our students to have ownership in their learning, the more connected and invested they become. What a terrific way to support learning! Hooray for all of our academic choice at STAB. Consideration: "Let's be thoughtful in our math lessons next year, and work to continue to incorporate academic choice when possible."</div>

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Janet Kingsley on 02 Apr 13

I think a lot of these articles point out the need for a great deal of planning and structure to be present in order for the each student to succeed with his/her chosen project.

<div class="cArrow"> </div><div class="cContentInner">I think a lot of these articles point out the need for a great deal of planning and structure to be present in order for the each student to succeed with his/her chosen project.</div>

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Karen LeMaire on 04 Apr 13

I especially liked the reflection questions mentioned in the article. "What helps you learn?" "How did your work change the way you think about the topic?"

<div class="cArrow"> </div><div class="cContentInner">I especially liked the reflection questions mentioned in the article. "What helps you learn?" "How did your work change the way you think about the topic?"</div>

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Jill Mozee on 09 Apr 13

I think Academic Choice is a great format to use and it allows students more options.

<div class="cArrow"> </div><div class="cContentInner">I think Academic Choice is a great format to use and it allows students more options.</div>

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Anna Helsby on 11 Apr 13

Thinking about this from the point of view of our "Assessment" CFG, I would be interested in how one could tie together these ideas for academic choice with self differentiation. I love the idea of choice being a motivator, especially when the choice being made is one that is challenging to the individual. However, sometime I worry that the choices being made are the "easy" option rather than the one that would be best suited for the chooser. On a completely different note, I liked the idea of having a set of math problems and giving students choices for the ways of solving. This could support those who are not sure what to do (especially with the option of manipulatives) but also gives those more able students the opportunity to be creative in their solving. I think setting an activity like this would also encourage students to really think about their methods of solving, and prepare them to vocalize their thought processes.

<div class="cArrow"> </div><div class="cContentInner">Thinking about this from the point of view of our "Assessment" CFG, I would be interested in how one could tie together these ideas for academic choice with self differentiation. I love the idea of choice being a motivator, especially when the choice being made is one that is challenging to the individual. However, sometime I worry that the choices being made are the "easy" option rather than the one that would be best suited for the chooser. On a completely different note, I liked the idea of having a set of math problems and giving students choices for the ways of solving. This could support those who are not sure what to do (especially with the option of manipulatives) but also gives those more able students the opportunity to be creative in their solving. I think setting an activity like this would also encourage students to really think about their methods of solving, and prepare them to vocalize their thought processes.</div>

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Caitlin Dean on 25 Apr 13

I agree with Karen- I think the reflection portion of this article is so important! Think of how much students can grow by participating in academic choice and following up with the metacognition piece. With this, each time we introduce a new set of academic choices to our students, the process should feel smoother and more beneficial for everyone involved!

<div class="cArrow"> </div><div class="cContentInner">I agree with Karen- I think the reflection portion of this article is so important! Think of how much students can grow by participating in academic choice and following up with the metacognition piece. With this, each time we introduce a new set of academic choices to our students, the process should feel smoother and more beneficial for everyone involved!</div>

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ePals Global Community - project page - 0 views

www.epals.com/project-detail.php epals

shared by Karen Gray on 03 Oct 13 - No Cached

Avenues ~The World Course - 0 views

www.avenuesnyc.org/...the_world_course TLT

shared by Michele Mathieson on 09 Oct 13 - No Cached

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Levels_of_Technology_Integration.pdf - 12 views

docs.google.com/...edit TLT Novemberlearning

shared by Michele Mathieson on 15 Oct 13 - No Cached

Michele Mathieson on 15 Oct 13

Take a look at this resource from November Learning.

<div class="cArrow"> </div><div class="cContentInner">Take a look at this resource from November Learning. </div>

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Amy Pompelia on 15 Oct 13

I liked the progression in the use of technology. Here is another way I thought the lesson could be ramped up and use technology to it's maximum potential... Have students discover landmarks or fun facts about a certain capital and then take virtual tour of that city via Google Earth. Students could take screen shots of the landmarks and write one or two sentences about each one.

<div class="cArrow"> </div><div class="cContentInner">I liked the progression in the use of technology. Here is another way I thought the lesson could be ramped up and use technology to it's maximum potential... Have students discover landmarks or fun facts about a certain capital and then take virtual tour of that city via Google Earth. Students could take screen shots of the landmarks and write one or two sentences about each one.</div>

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john russell on 16 Oct 13

We are right to question the value of technology--especially depending on how it is used. Is it being used because we are told to use it, or is it adding value to instruction? More importantly, are students thinking and feeling more deeply? Some technology is not used to enrich the educational experience.

<div class="cArrow"> </div><div class="cContentInner">We are right to question the value of technology--especially depending on how it is used. Is it being used because we are told to use it, or is it adding value to instruction? More importantly, are students thinking and feeling more deeply? Some technology is not used to enrich the educational experience.</div>

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Andrea Corbin on 16 Oct 13

I compared the two sheets. Existing lesson has the students contacting specific people like state leaders and global peers, or other students. The 2nd page which "ramps it up" suggests actively seeking out the opinions and knowledge of others and publishing work on the web. But maybe it's OK to limit the contacts the students are making. Or does safety/security matter anymore?

<div class="cArrow"> </div><div class="cContentInner">I compared the two sheets. Existing lesson has the students contacting specific people like state leaders and global peers, or other students. The 2nd page which "ramps it up" suggests actively seeking out the opinions and knowledge of others and publishing work on the web. But maybe it's OK to limit the contacts the students are making. Or does safety/security matter anymore?</div>

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Erica Roth on 25 Oct 13

I think that the idea of global learning through technology can be directly applied to the world language classroom. Language learning is really about communication (and the ability to communicate with others around the world), and the integration of technology into the classroom can allow students to form connections with other students throughout the world. I would love to start a twitter interaction with 3rd and 4th grade students and a class in Spain!

<div class="cArrow"> </div><div class="cContentInner">I think that the idea of global learning through technology can be directly applied to the world language classroom. Language learning is really about communication (and the ability to communicate with others around the world), and the integration of technology into the classroom can allow students to form connections with other students throughout the world. I would love to start a twitter interaction with 3rd and 4th grade students and a class in Spain!</div>

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