Report
Share
Recommended
Professional article
The document discusses how the purpose of education is to teach students how to learn. It emphasizes that learning is a lifelong process that students must take ownership of, and that 21st century learning builds students' foundation to learn independently through skills like collaboration, critical thinking, and digital literacy. Effective practices for developing these skills involve collaborative learning models, open-ended activities that promote problem-solving and analysis, and integrating new technologies to support innovative instruction. Educators should start small by incorporating one new tool per lesson to gradually build students' digital proficiency over time.
Philosophy
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
My assessment
This document is a student self-assessment form where the student rates their performance in meeting goals for a school unit and identifies their greatest strength, greatest struggle, and how to improve for the next unit. The teacher then provides feedback.
My assessment
This document is a self-assessment form where the student rates their performance in a school unit by indicating whether they met their goals and identifying their greatest strength, greatest struggle, and how to improve for the next unit. The student selects how many goals they met from all four to none and provides short descriptions of their top strength, top challenge, and plan to do better in the future unit.
Adh technology self assessment rubric 2009 (1)
This document provides a technology self-assessment rubric for teachers to evaluate their own technology skills and professional development needs. It includes skills across three strands: teaching and learning with technology, ethics and safety, and technology operations and concepts. Teachers can identify their current mastery level as early, developing, proficient, or advanced technology user and check off skills they have mastered to guide their continued technology learning and integration.
Lesson four
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
My Learning Log
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
Recommended
Professional article
The document discusses how the purpose of education is to teach students how to learn. It emphasizes that learning is a lifelong process that students must take ownership of, and that 21st century learning builds students' foundation to learn independently through skills like collaboration, critical thinking, and digital literacy. Effective practices for developing these skills involve collaborative learning models, open-ended activities that promote problem-solving and analysis, and integrating new technologies to support innovative instruction. Educators should start small by incorporating one new tool per lesson to gradually build students' digital proficiency over time.
Philosophy
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
My assessment
This document is a student self-assessment form where the student rates their performance in meeting goals for a school unit and identifies their greatest strength, greatest struggle, and how to improve for the next unit. The teacher then provides feedback.
My assessment
This document is a self-assessment form where the student rates their performance in a school unit by indicating whether they met their goals and identifying their greatest strength, greatest struggle, and how to improve for the next unit. The student selects how many goals they met from all four to none and provides short descriptions of their top strength, top challenge, and plan to do better in the future unit.
Adh technology self assessment rubric 2009 (1)
This document provides a technology self-assessment rubric for teachers to evaluate their own technology skills and professional development needs. It includes skills across three strands: teaching and learning with technology, ethics and safety, and technology operations and concepts. Teachers can identify their current mastery level as early, developing, proficient, or advanced technology user and check off skills they have mastered to guide their continued technology learning and integration.
Lesson four
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
My Learning Log
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
My Learning Log
This learning log outlines goals for a unit set by the teacher and the student. The teacher's goals are left unspecified, while the student's sole goal is also not stated. The log also lists three artifacts the student will use, but does not provide any details about them or a required additional artifact.
EdWeb: Assessment with the iPad
This document provides information about a webinar on collaboration and assessment using the iPad that took place on June 5, 2013. It outlines tips for participating in the webinar such as using the text chat and tweeting with specific hashtags. It also notes that a link to the recording and a CE certificate will be emailed after the webinar and that more information and resources will be available on the edWeb community site.
Link website hoc tap
This Vietnamese language document discusses video tutorials for learning how to make homemade tofu. It provides instructions for the ingredients and process of coagulating soy milk to make tofu using calcium sulfate. The website aims to provide free video tutorials for learning life skills and hobbies.
Slideshow page 12 client segments
Our company provides services to a variety of client segments including small businesses, large enterprises, government agencies, and individual consumers. We offer customized solutions tailored to the specific needs of each client segment through dedicated teams and programs. Client satisfaction is our top priority, and we strive to deliver the highest quality services and support to meet the demands of all our clients.
Sports All Done
This document expresses that the author's favorite things include a big skateboard, girls, and friends. It appears to be a short, informal list or note about things the author enjoys.
Politicas limentrias
Este documento describe la globalización y el neoliberalismo en México. Explica que la globalización es un proceso económico, tecnológico y cultural a escala global que implica una mayor interdependencia entre países. También describe el surgimiento del capitalismo y cómo el neoliberalismo se aplicó en México a partir de la década de 1980, con políticas como la privatización y apertura comercial. Finalmente, señala algunos de los impactos del neoliberalismo en México, como su carácter impuesto desde el exterior y su enfoque centralizado
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kul...
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kulturze - Andrzej Tucholski, jestKultura.pl
Tics almacenamiento de red
Este documento describe diferentes servicios de almacenamiento en la nube. Define al almacenamiento en la nube como datos almacenados y administrados de forma remota en servidores en la nube. Explica los tipos de almacenamiento público, privado e híbrido y proporciona ejemplos de servicios populares como Dropbox, Google Drive y Box. También resume las ventajas y desventajas del almacenamiento en la nube.
The front yards
El documento describe el evento anual "The Front Yards Córdoba 2010" en el que más de 60 patios en Córdoba, Argentina abren sus puertas al público durante la primera quincena de mayo para su admiración. Se proporciona un mapa con tres rutas marcadas para ubicar cada patio, y macetones a la entrada indican qué patios pueden visitarse. Se establecen dos categorías de premios para la arquitectura antigua y moderna. Los visitantes a veces deben formarse en grupos de 10 debido al gran número de personas y los peque
Rubrica de evaluacion
La rúbrica de evaluación detalla las calificaciones para el primer y segundo parcial de la Facultad de Ingeniería de la Universidad Nacional de Chimborazo. El primer parcial se compone de prácticas, portafolio, deberes y lecciones, y un proyecto, mientras que el segundo parcial incluye tres pruebas parciales y un promedio de estas.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson three
This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
Glog assignment overview
The document provides requirements and guidelines for creating a "global ecosystem glog" to examine the dynamics of an ecosystem outside the United States. The glog must include: a food chain with at least four trophic levels and identification of consumer/producer types at each level, identification of at least five resources used by organisms and how they are obtained, explanation of at least two symbiotic relationships, detailed description of the niche of one chosen species, and explanation of at least two predator-prey relationships. The glog will be evaluated based on completion of requirements, accuracy of content, use of visuals to make it engaging, and depth of analysis of niche and community relationships.
Psa assignment overview
The document provides guidelines for creating a public service announcement (PSA) about how humans have negatively impacted an ecosystem. Students will work collaboratively in groups to choose a topic, write a script, plan roles and filming, with the goal of drawing in audiences, holding their attention, and conveying a concise yet meaningful message that challenges viewers to take action. The PSA should be no longer than one minute and be attention-grabbing and engaging through an audio, video, or animated format. Students will be evaluated on completion, content, craftsmanship, and critical thinking.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson one
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
More Related Content
Viewers also liked
My Learning Log
This learning log outlines goals for a unit set by the teacher and the student. The teacher's goals are left unspecified, while the student's sole goal is also not stated. The log also lists three artifacts the student will use, but does not provide any details about them or a required additional artifact.
EdWeb: Assessment with the iPad
This document provides information about a webinar on collaboration and assessment using the iPad that took place on June 5, 2013. It outlines tips for participating in the webinar such as using the text chat and tweeting with specific hashtags. It also notes that a link to the recording and a CE certificate will be emailed after the webinar and that more information and resources will be available on the edWeb community site.
Link website hoc tap
This Vietnamese language document discusses video tutorials for learning how to make homemade tofu. It provides instructions for the ingredients and process of coagulating soy milk to make tofu using calcium sulfate. The website aims to provide free video tutorials for learning life skills and hobbies.
Slideshow page 12 client segments
Our company provides services to a variety of client segments including small businesses, large enterprises, government agencies, and individual consumers. We offer customized solutions tailored to the specific needs of each client segment through dedicated teams and programs. Client satisfaction is our top priority, and we strive to deliver the highest quality services and support to meet the demands of all our clients.
Sports All Done
This document expresses that the author's favorite things include a big skateboard, girls, and friends. It appears to be a short, informal list or note about things the author enjoys.
Politicas limentrias
Este documento describe la globalización y el neoliberalismo en México. Explica que la globalización es un proceso económico, tecnológico y cultural a escala global que implica una mayor interdependencia entre países. También describe el surgimiento del capitalismo y cómo el neoliberalismo se aplicó en México a partir de la década de 1980, con políticas como la privatización y apertura comercial. Finalmente, señala algunos de los impactos del neoliberalismo en México, como su carácter impuesto desde el exterior y su enfoque centralizado
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kul...
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kulturze - Andrzej Tucholski, jestKultura.pl
Tics almacenamiento de red
Este documento describe diferentes servicios de almacenamiento en la nube. Define al almacenamiento en la nube como datos almacenados y administrados de forma remota en servidores en la nube. Explica los tipos de almacenamiento público, privado e híbrido y proporciona ejemplos de servicios populares como Dropbox, Google Drive y Box. También resume las ventajas y desventajas del almacenamiento en la nube.
The front yards
El documento describe el evento anual "The Front Yards Córdoba 2010" en el que más de 60 patios en Córdoba, Argentina abren sus puertas al público durante la primera quincena de mayo para su admiración. Se proporciona un mapa con tres rutas marcadas para ubicar cada patio, y macetones a la entrada indican qué patios pueden visitarse. Se establecen dos categorías de premios para la arquitectura antigua y moderna. Los visitantes a veces deben formarse en grupos de 10 debido al gran número de personas y los peque
Rubrica de evaluacion
La rúbrica de evaluación detalla las calificaciones para el primer y segundo parcial de la Facultad de Ingeniería de la Universidad Nacional de Chimborazo. El primer parcial se compone de prácticas, portafolio, deberes y lecciones, y un proyecto, mientras que el segundo parcial incluye tres pruebas parciales y un promedio de estas.
Viewers also liked (16)
HAMAG INVEST - poticanje investicija Slavonski Brod
HAMAG INVEST - poticanje investicija Slavonski Brod
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kul...
Blog Forum Gdańsk 2013 | Nikt mi nie powiedział, że nie da się blogować o kul...
More from lzoerhoff
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson three
This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
Glog assignment overview
The document provides requirements and guidelines for creating a "global ecosystem glog" to examine the dynamics of an ecosystem outside the United States. The glog must include: a food chain with at least four trophic levels and identification of consumer/producer types at each level, identification of at least five resources used by organisms and how they are obtained, explanation of at least two symbiotic relationships, detailed description of the niche of one chosen species, and explanation of at least two predator-prey relationships. The glog will be evaluated based on completion of requirements, accuracy of content, use of visuals to make it engaging, and depth of analysis of niche and community relationships.
Psa assignment overview
The document provides guidelines for creating a public service announcement (PSA) about how humans have negatively impacted an ecosystem. Students will work collaboratively in groups to choose a topic, write a script, plan roles and filming, with the goal of drawing in audiences, holding their attention, and conveying a concise yet meaningful message that challenges viewers to take action. The PSA should be no longer than one minute and be attention-grabbing and engaging through an audio, video, or animated format. Students will be evaluated on completion, content, craftsmanship, and critical thinking.
Lesson two
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Lesson one
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
Indiana Teaching License
This document contains licensing information for Lauren Zoerhoff, who holds a Bachelor's degree. She has a teaching license that is valid until August 31, 2013. Her license allows her to teach Chemistry, Earth/Space Science, Life Science, and Physical Science to students in grades 5 through 12. She is required to complete professional development requirements to maintain her license.
Einstein leadership
The document discusses the importance of trying new things and making mistakes in the process, as well as having the courage to simplify complex problems instead of making them more complicated. It also states that the primary way to influence others is through personal example rather than other means.
A%20 teachers%20place%20in%20the%20digital%20divide
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
New Literacies Graphic
The document outlines different types of literacies that have developed over time, from more traditional literacies like mechanical and cultural literacy to modern digital literacies. It shows that literacies have expanded from just reading and writing in the 20th century to include visual, media, digital, computer, social media, and musical literacies in the 21st century that incorporate new technologies and ways of communicating information.
Digital citizenship action plan
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
More from lzoerhoff (15)
A%20 teachers%20place%20in%20the%20digital%20divide
A%20 teachers%20place%20in%20the%20digital%20divide