"With one billion monthly users (and growing), YouTube's popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.
But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?"
You can find a great amount of helpful material on these sites, including videos to augment your lessons, lectures to inspire students, documentaries to show them how things work, and loads of additional videos to help you become a better, smarter teacher.
"Anthropology professor Michael Wesch has the awesome job of studying YouTube and thinking about what it all means. We asked him to curate a playlist of his favorite videos, and he came back with an impressive list of clips that exemplify how the "wonderfully playful participatory culture" you've created manifests itself on YouTube. Four of those videos are on our homepage today, but he also wrote this thoughtful blog post to accompany his picks. Reading it, you'll get a sense of how a single video or person can create a ripple that swells into something so much bigger than ourselves."
Advancing Excellent Teaching in American Schools Annenberg Media uses media and telecommunications to advance excellent teaching in American schools. This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinated Web and print materials for the professional development of K-12 teachers. It is part of The Annenberg Foundation and advances the Foundation's goal of encouraging the development of more effective ways to share ideas and knowledge.\n\nAnnenberg Media's multimedia resources help teachers increase their expertise in their fields and assist them in improving their teaching methods. Many programs are also intended for students in the classroom and viewers at home. All Annenberg Media videos exemplify excellent teaching.
"This site is devoted to listing educator-friendly, copyright free resources for audio, video and pictures which may be helpful to students and teachers." images, videos, sound
I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
This strikes me as someting teachers in many learning areas could work on with kids rather than defaulting to Language Arts as the place where kids learn about plagiarism
The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
I'm not sure that I see the evil/missteps in this example. It doesn't say the student was punished it says the teacher & librarian used it as an opportunity to teach about proper attribution...
Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
Being able to write about things that you are passionate about will bring even more importance to students' writing.
it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.