4.teaching strategies-for-managing-digital-classroom
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Valdez,Melissa D. Teaching Strategies to help Teachers in Managing their students in the Digital Classroom
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Teaching strategies in a digital classroom
The document discusses 10 teaching strategies for effectively integrating digital media software into classroom projects. It recommends breaking large projects into smaller tasks, using project management techniques to define timelines, requiring students to create storyboards before working, assigning research as homework, allowing peer assistance, assigning roles to ensure participation, using technologies besides computers, providing help to students, having students ask peers questions first, and posting visible classroom rules and guidelines.
Using technology to support your assessment practice
Using technology to support your assessment practice is a document about eAssessment and initiatives at Loughborough College to support assessment using technology. Some key initiatives discussed include using online and games-based tools for induction, tracking student progress through "Your Passport" and badges, and using tools like Memrise for online English learning. Over 47,000 badges have been awarded since September 2015. The document concludes with 4 key points for effective practice when using technology to support assessment, such as using competitive games to engage learners and multimedia elements to support different learning styles.
Buan, jhunner t.
This document provides 10 strategies for teachers to effectively manage students in a digital classroom: 1) set clear expectations, 2) demonstrate technology use, 3) provide structured activities, 4) encourage collaboration, 5) utilize student experts, 6) ensure student participation through assigned roles, 7) maximize one-to-one computing with different technologies, 8) help students who have questions, 9) have students ask peers first before asking teachers technical questions, and 10) post and communicate visible classroom rules and guidelines regarding technology use.
Importance of technology in education
This document discusses the benefits of educational technology in the classroom, including improving skills in core subjects, making learning more engaging, and preparing students for the future. It notes that technology can be used to deliver lessons, conduct research, and organize classroom data, while also highlighting potential issues like distraction, cost, and lack of teacher training. The document emphasizes that for technology to be effective, teachers need proper ongoing training, clear goals must be set, and technical support provided.
The importance of technology in education
Educational technology can improve skills in core subjects like math, reading, and writing while making learning more engaging. It prepares students for a technology-focused future by allowing teachers to deliver content through digital means like online lessons and classroom research. While technology in the classroom can boost learning outcomes and job skills, its success depends on properly training teachers, setting clear goals, and providing technical support, as inconsistency and distractions may otherwise arise.
Top 10 tips for 21st century classrooms
This document provides 10 tips for 21st century classrooms. It recommends rearranging desks into groups to promote collaboration over direct instruction. It also suggests upgrading technology like using a Smartboard, allocating resources like one computer per group, connecting with IT support, using internet resources to enhance lessons, ensuring lessons promote critical thinking, presenting multiple ways to learn, breaking large projects into steps, setting high expectations, and using varied instructional strategies and assessments.
Transform Teaching
The document discusses ways that teachers can use a document camera to improve student engagement and learning. It suggests that document cameras allow for more interactive lessons through collaboration, sharing, and student involvement. The visual stimulus from the camera increases brain activity and supports cooperative work. Assessment and guidance can also be enhanced by strategically using the camera to provide comprehensive feedback to students. Overall, document cameras help make lessons more meaningful by leveraging tools like the internet, audio/visual recording, and image capture capabilities.
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...Kaenah Faye Padongao
This document outlines the various phases of a project-based multimedia learning strategy, including: before the project starts (creating descriptions and milestones), introducing the project (developing understanding of goals and audience), learning the technology, preliminary research and planning, concept design and storyboarding, production, assessing and testing, and concluding activities like presenting to audiences. It provides tips for each phase like forming student groups, organizing materials, and testing the functionality and usability of the final presentations.Recommended
Teaching strategies in a digital classroom
The document discusses 10 teaching strategies for effectively integrating digital media software into classroom projects. It recommends breaking large projects into smaller tasks, using project management techniques to define timelines, requiring students to create storyboards before working, assigning research as homework, allowing peer assistance, assigning roles to ensure participation, using technologies besides computers, providing help to students, having students ask peers questions first, and posting visible classroom rules and guidelines.
Using technology to support your assessment practice
Using technology to support your assessment practice is a document about eAssessment and initiatives at Loughborough College to support assessment using technology. Some key initiatives discussed include using online and games-based tools for induction, tracking student progress through "Your Passport" and badges, and using tools like Memrise for online English learning. Over 47,000 badges have been awarded since September 2015. The document concludes with 4 key points for effective practice when using technology to support assessment, such as using competitive games to engage learners and multimedia elements to support different learning styles.
Buan, jhunner t.
This document provides 10 strategies for teachers to effectively manage students in a digital classroom: 1) set clear expectations, 2) demonstrate technology use, 3) provide structured activities, 4) encourage collaboration, 5) utilize student experts, 6) ensure student participation through assigned roles, 7) maximize one-to-one computing with different technologies, 8) help students who have questions, 9) have students ask peers first before asking teachers technical questions, and 10) post and communicate visible classroom rules and guidelines regarding technology use.
Importance of technology in education
This document discusses the benefits of educational technology in the classroom, including improving skills in core subjects, making learning more engaging, and preparing students for the future. It notes that technology can be used to deliver lessons, conduct research, and organize classroom data, while also highlighting potential issues like distraction, cost, and lack of teacher training. The document emphasizes that for technology to be effective, teachers need proper ongoing training, clear goals must be set, and technical support provided.
The importance of technology in education
Educational technology can improve skills in core subjects like math, reading, and writing while making learning more engaging. It prepares students for a technology-focused future by allowing teachers to deliver content through digital means like online lessons and classroom research. While technology in the classroom can boost learning outcomes and job skills, its success depends on properly training teachers, setting clear goals, and providing technical support, as inconsistency and distractions may otherwise arise.
Top 10 tips for 21st century classrooms
This document provides 10 tips for 21st century classrooms. It recommends rearranging desks into groups to promote collaboration over direct instruction. It also suggests upgrading technology like using a Smartboard, allocating resources like one computer per group, connecting with IT support, using internet resources to enhance lessons, ensuring lessons promote critical thinking, presenting multiple ways to learn, breaking large projects into steps, setting high expectations, and using varied instructional strategies and assessments.
Transform Teaching
The document discusses ways that teachers can use a document camera to improve student engagement and learning. It suggests that document cameras allow for more interactive lessons through collaboration, sharing, and student involvement. The visual stimulus from the camera increases brain activity and supports cooperative work. Assessment and guidance can also be enhanced by strategically using the camera to provide comprehensive feedback to students. Overall, document cameras help make lessons more meaningful by leveraging tools like the internet, audio/visual recording, and image capture capabilities.
Learning Episode 16: Using the project-based Learning Multimedia as a Teachin...
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This document outlines the various phases of a project-based multimedia learning strategy, including: before the project starts (creating descriptions and milestones), introducing the project (developing understanding of goals and audience), learning the technology, preliminary research and planning, concept design and storyboarding, production, assessing and testing, and concluding activities like presenting to audiences. It provides tips for each phase like forming student groups, organizing materials, and testing the functionality and usability of the final presentations.Assure model
The document describes the ASSURE model of instructional design. ASSURE is an instructional systems design (ISD) process modified for use by teachers in the classroom. It incorporates Robert Gagne's events of instruction to ensure effective use of media in instruction. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies, technology, media and materials, 4) Utilize technology, media and materials, 5) Require learner performance, 6) Evaluate and revise. The model provides a systematic approach for teachers to design lessons that meet learners' needs and help them achieve learning objectives through strategic use of appropriate materials and technology.
Tutorial Software
The document outlines key considerations for developing effective tutorial software: it should provide extensive interactivity, thorough user control, appropriate pedagogy with logical sequencing of lessons/examples/exercises, adequate feedback capabilities, appropriate graphics that support topics, and record keeping of student progress. While drill software reinforces concepts, tutorial software allows self-paced learning but may contradict constructivism by delivering direct instruction instead of hands-on learning. Developing high-quality tutorial software is challenging due to difficulties in programming, inclusion of suitable graphics, and determining what/how to teach and sequencing of lessons.
Bloomstaxonomy
This document discusses computer assisted instruction (CAI) and computer managed instruction (CMI) in education. CAI refers to using computers to aid teaching through methods like drill and practice, tutorials, games, simulations, and more. It allows for self-paced learning, immediate feedback, and one-on-one instruction. CMI uses computers to manage administrative tasks like grading, scheduling, tracking resources and student data to help instructors and evaluate instruction. Both CAI and CMI can help improve the learning process when implemented effectively in schools and colleges.
Benefits of technology in the classroom
The document discusses the benefits of using technology in the classroom. It provides research from Dr. C. Terry Morrow that found technology enhances the curriculum, increases flexibility of presentations, and improves lectures by providing visualization. Teacher and student comments showed support for technology, with teachers saying it engages students and students enjoying using technology and wanting more of it. Survey results also showed teachers and students increasing their use of technology over time. In conclusion, the document argues that technology can be a useful tool for teachers to reach students and promote lifelong learning, without needing to abandon all current teaching practices.
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This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes:
1. A review of the previous workshop and homework assignments from 9-10am.
2. From 10-10:30am, participants will learn new digital pedagogy strategies by sharing web tools and software with each other.
3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons.
4. From 1:30-2:30pm, the document discusses preparing for peer coaching by outlining the roles and skills of an effective coach and
The use of ICT in Education
This document discusses using the educational tool Kahoot in the classroom. It explains that Kahoot increases student curiosity and engagement by turning lessons into a game. Students compete to answer multiple choice questions quickly for high scores. The document asserts that Kahoot can help solve low grades by captivating students with technology they enjoy. It also argues that Kahoot could be effectively used as a learning tool in Suriname by making traditional lessons more interactive and preventing boredom.
Texas STaR Chart Analysis
The document discusses technology use in classrooms and schools. It asks teachers questions about how they currently use technology, how they are prepared to use it, what support they receive, and whether they have sufficient resources. It then describes levels of technology integration from early to advanced. A graph shows the school's technology teaching and readiness scores compared to state averages. The presentation encourages teachers to be open to technology, seek additional training, and let technology help with tasks like grading. It advises not being afraid to try new technologies and having backup plans.
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This document outlines an agenda for a peer coaching workshop facilitated by Lena Arena. The workshop covers various topics related to peer coaching including communication skills, lesson design, and technology integration. The schedule includes sessions on coaching roles and attributes, 21st century skills, and using tools like wikis and Microsoft OneNote for coaching portfolios. Participants will engage in activities like clock partners, chalk talk, and reviewing sample coaching portfolios. The goal is to help coaches strengthen skills to assist teacher colleagues in improving learning activities and using technology to enhance student learning.
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This technology plan aims to provide students with skills for college and careers by improving access to technology, training teachers, and supporting technology integration. Key elements include providing 5 computers per classroom, hiring staff to oversee professional development, and ensuring fast technical support. The planning process will involve assessing current needs, formulating a detailed plan, and implementing changes while evaluating outcomes to ensure goals of preparing students are met.
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The document outlines the schedule and activities for a workshop on peer coaching. It includes:
- A morning session reviewing lesson improvement processes and templates.
- Developing coaching plans and peer coaching presentation materials in the afternoon.
- Activities include practicing peer lesson reviews using communication tools, improving lessons, and getting feedback.
- The goal is for teachers to gain skills in reflective coaching to improve teaching practice.
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Reflection no. 5
The document discusses using technology in instruction. It describes showing students a video to motivate them, then giving an activity sheet for drawing. The teacher rates the activity an 8 out of 10, noting a projector could provide a bigger picture. The lesson flowed smoothly and students were eager to watch and listen. Integrating technology captured students' attention and encouraged participation. Given the good impact on learning, the teacher would continue using technology but with a projector for larger images.
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Using technology to reach 21st century learners
The document discusses the importance of technology integration in the classroom. It notes that students are comfortable with technology, but teachers often lack training and resources to implement it effectively. The document advocates for technology use because it can enhance lessons and help students develop 21st century skills. Some challenges to integration are lack of current technology, time for proper implementation, and not enough resources for whole classes. Strategies are provided for teachers to observe technology use, attend training, and get assistance to overcome barriers to integration.
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Computer Literacy and Awareness in Schools
This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not a test or replacement for teachers. It requires creativity to break content into small, logical steps and provide feedback to students as they learn at their own pace. Different types of programming include linear and branched structures. Teaching machines were constructed to deliver programmed instruction without a teacher and allow students to learn through doing and self-assessment. Cybernetics, the science of communication and control in animals and machines, informed the development of these systems.
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This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not solving all educational problems. It helps students learn at their own pace through a controlled, step-by-step presentation. Teaching machines can provide individualized, self-paced instruction without a teacher being physically present. They provide feedback to students and assess student performance and learning.
Project-Based Learning and Multi Media
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
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Assure model
The document describes the ASSURE model of instructional design. ASSURE is an instructional systems design (ISD) process modified for use by teachers in the classroom. It incorporates Robert Gagne's events of instruction to ensure effective use of media in instruction. The steps are: 1) Analyze learners, 2) State standards and objectives, 3) Select strategies, technology, media and materials, 4) Utilize technology, media and materials, 5) Require learner performance, 6) Evaluate and revise. The model provides a systematic approach for teachers to design lessons that meet learners' needs and help them achieve learning objectives through strategic use of appropriate materials and technology.
Tutorial Software
The document outlines key considerations for developing effective tutorial software: it should provide extensive interactivity, thorough user control, appropriate pedagogy with logical sequencing of lessons/examples/exercises, adequate feedback capabilities, appropriate graphics that support topics, and record keeping of student progress. While drill software reinforces concepts, tutorial software allows self-paced learning but may contradict constructivism by delivering direct instruction instead of hands-on learning. Developing high-quality tutorial software is challenging due to difficulties in programming, inclusion of suitable graphics, and determining what/how to teach and sequencing of lessons.
Bloomstaxonomy
This document discusses computer assisted instruction (CAI) and computer managed instruction (CMI) in education. CAI refers to using computers to aid teaching through methods like drill and practice, tutorials, games, simulations, and more. It allows for self-paced learning, immediate feedback, and one-on-one instruction. CMI uses computers to manage administrative tasks like grading, scheduling, tracking resources and student data to help instructors and evaluate instruction. Both CAI and CMI can help improve the learning process when implemented effectively in schools and colleges.
Benefits of technology in the classroom
The document discusses the benefits of using technology in the classroom. It provides research from Dr. C. Terry Morrow that found technology enhances the curriculum, increases flexibility of presentations, and improves lectures by providing visualization. Teacher and student comments showed support for technology, with teachers saying it engages students and students enjoying using technology and wanting more of it. Survey results also showed teachers and students increasing their use of technology over time. In conclusion, the document argues that technology can be a useful tool for teachers to reach students and promote lifelong learning, without needing to abandon all current teaching practices.
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The document discusses the role of Technology Integration Facilitators (TIF) at Qatar Academy. TIFs assist and train teachers to integrate technology tools into their curriculum to improve student learning. They support teachers in the classroom, help with professional development, and ensure technology standards are met. The goal is to provide more authentic learning opportunities through curriculum-focused technology integration rather than isolated software skills lessons.
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This document outlines the agenda and activities for a teacher workshop on 21st century learning and peer coaching. The workshop includes:
1. A review of the previous workshop and homework assignments from 9-10am.
2. From 10-10:30am, participants will learn new digital pedagogy strategies by sharing web tools and software with each other.
3. From 11am-1pm, participants engage in lesson improvement activities which involve reviewing sample lessons using a Learning Activity Checklist and providing feedback to teachers to strengthen areas of lessons.
4. From 1:30-2:30pm, the document discusses preparing for peer coaching by outlining the roles and skills of an effective coach and
The use of ICT in Education
This document discusses using the educational tool Kahoot in the classroom. It explains that Kahoot increases student curiosity and engagement by turning lessons into a game. Students compete to answer multiple choice questions quickly for high scores. The document asserts that Kahoot can help solve low grades by captivating students with technology they enjoy. It also argues that Kahoot could be effectively used as a learning tool in Suriname by making traditional lessons more interactive and preventing boredom.
Texas STaR Chart Analysis
The document discusses technology use in classrooms and schools. It asks teachers questions about how they currently use technology, how they are prepared to use it, what support they receive, and whether they have sufficient resources. It then describes levels of technology integration from early to advanced. A graph shows the school's technology teaching and readiness scores compared to state averages. The presentation encourages teachers to be open to technology, seek additional training, and let technology help with tasks like grading. It advises not being afraid to try new technologies and having backup plans.
CPS, STEMx and the Classroom
The document provides guidance for designing STEM activities that use creative problem solving (CPS). It recommends 1) basing the activity on a topic from the curriculum, 2) connecting the activity challenge to a real-world application, and 3) choosing an open-ended challenge suitable for the CPS process. The document also suggests integrating the activity into the lesson plan by aligning components with CPS steps, keeping the activity design flexible, allowing choice in tool use, and making learning come alive for students.
Peer coaching workshop 1_final
This document outlines an agenda for a peer coaching workshop facilitated by Lena Arena. The workshop covers various topics related to peer coaching including communication skills, lesson design, and technology integration. The schedule includes sessions on coaching roles and attributes, 21st century skills, and using tools like wikis and Microsoft OneNote for coaching portfolios. Participants will engage in activities like clock partners, chalk talk, and reviewing sample coaching portfolios. The goal is to help coaches strengthen skills to assist teacher colleagues in improving learning activities and using technology to enhance student learning.
Wicks Tech Plan
This technology plan aims to provide students with skills for college and careers by improving access to technology, training teachers, and supporting technology integration. Key elements include providing 5 computers per classroom, hiring staff to oversee professional development, and ensuring fast technical support. The planning process will involve assessing current needs, formulating a detailed plan, and implementing changes while evaluating outcomes to ensure goals of preparing students are met.
Peer Coaching workshop3
The document outlines the schedule and activities for a workshop on peer coaching. It includes:
- A morning session reviewing lesson improvement processes and templates.
- Developing coaching plans and peer coaching presentation materials in the afternoon.
- Activities include practicing peer lesson reviews using communication tools, improving lessons, and getting feedback.
- The goal is for teachers to gain skills in reflective coaching to improve teaching practice.
Innovative Teaching using Technology
This CPD course is designed for educators, clinicians and teaching professionals who would like to integrate e-learning technologies into their teaching strategies. It may also be of general value to those who are interested in learning more about some of the most commonly used technologies, or would like to implement them in their interaction with students but are not sure how to do so. This course is aimed at individuals who are not experienced users of e-learning technologies.
Reflection no. 5
The document discusses using technology in instruction. It describes showing students a video to motivate them, then giving an activity sheet for drawing. The teacher rates the activity an 8 out of 10, noting a projector could provide a bigger picture. The lesson flowed smoothly and students were eager to watch and listen. Integrating technology captured students' attention and encouraged participation. Given the good impact on learning, the teacher would continue using technology but with a projector for larger images.
Edtech554final paper
The workshop is designed to educate 10 elementary teachers in project based lessons over 1.5 days. It will cover topics such as the principles of project based learning, applying it across disciplines, integrating standards, differentiated instruction, and the role of technology. Teachers will participate in hands-on activities, view student project videos, and create their own projects. Learning will be measured through pre and post assessments, observation of teachers implementing lessons, and evaluations during and after the workshop. The goal is for teachers to adopt project based approaches and for students to improve skills like critical thinking.
Using technology to reach 21st century learners
The document discusses the importance of technology integration in the classroom. It notes that students are comfortable with technology, but teachers often lack training and resources to implement it effectively. The document advocates for technology use because it can enhance lessons and help students develop 21st century skills. Some challenges to integration are lack of current technology, time for proper implementation, and not enough resources for whole classes. Strategies are provided for teachers to observe technology use, attend training, and get assistance to overcome barriers to integration.
Introduction to Module 7
This module will cover best practices for online teaching including engagement, preparation, academic integrity, and closing out a course. It will discuss the top 10 practices for successful online courses, how to prepare for teaching online to ensure technological and instructional readiness, the importance of faculty presence and engagement, addressing academic integrity concerns specific to online learning, and properly wrapping up a course. Students will also continue working on media projects and participate in a discussion board activity.
Professional development action plan
The document outlines a professional development action plan to address issues with technology access and use at a school. It identifies two main problems: 1) Some teachers lack confidence using technology in the classroom. 2) Staff and students report lack of access to web resources and ineffective use of devices. Goals and objectives are outlined to provide ongoing teacher training, increase technology skills, and enhance the learning experience through greater access to resources and use of student devices. Activities like training sessions, needs assessments, and policy proposals are identified to achieve the goals.
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This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
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This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not a test or replacement for teachers. It requires creativity to break content into small, logical steps and provide feedback to students as they learn at their own pace. Different types of programming include linear and branched structures. Teaching machines were constructed to deliver programmed instruction without a teacher and allow students to learn through doing and self-assessment. Cybernetics, the science of communication and control in animals and machines, informed the development of these systems.
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This document discusses programmed instruction and teaching machines. It notes that programmed instruction is an instructional strategy aimed at modifying learner behavior, not solving all educational problems. It helps students learn at their own pace through a controlled, step-by-step presentation. Teaching machines can provide individualized, self-paced instruction without a teacher being physically present. They provide feedback to students and assess student performance and learning.
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Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
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Technical Assistance is a very useful way to guide teachers do their task in providing learners quality basic education.
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4.teaching strategies-for-managing-digital-classroom
- 1. Some teaching strategies to help teachers in managing their students in the digital classrooms
- 2. 1. Effective Computer Scheduling Sagutan ang pagsususulit na matatagpuan sa schoology. Some teaching strategies to help teachers in managing their students in the digital classrooms Avoid giving huge project, break it instead into well-defined tasks to enable students to use their computer wisely.
- 3. 2. Use project management techniques Some teaching strategies to help teachers in managing their students in the digital classrooms Inform your students of the date of submission of the project so the amount of time they need to devote in the project will be clearly defined.
- 4. 3. Storyboarding Some teaching strategies to help teachers in managing their students in the digital classrooms Require your students to create a visual plan prior to working with computers.
- 5. 4. Effective research strategiesSome teaching strategies to help teachers in managing their students in the digital classrooms Have gathering information and other searching work be done in advance or as home works to practice quality work time.
- 6. 5. Utilize student expert Some teaching strategies to help teachers in managing their students in the digital classrooms Allow assistance from classmates who are experts in the software.
- 7. 6. Ensure student participation Some teaching strategies to help teachers in managing their students in the digital classrooms Assign roles of students in each project so everyone will participate. Evaluate participation of each student.
- 8. 7. Maximize one-to-one computing Some teaching strategies to help teachers in managing their students in the digital classrooms Use other digital technologies besides computers.
- 9. 8. Help students Some teaching strategies to help teachers in managing their students in the digital classrooms Entertain students who has queries and those who need your expertise.
- 10. 9. Handle technical questions Some teaching strategies to help teachers in managing their students in the digital classrooms Allow students to throw their questions to their group members first before they can ask you.
- 11. 10. Visible classroom rules Some teaching strategies to help teachers in managing their students in the digital classrooms Post technology guidelines and policies to a visible place. Inform them likewise of these guidelines and policies prior to the start of their project.
- 12. 1. Effective Computer Scheduling 2. Use project management techniques 3. Storyboarding 4. Effective research strategies 8. Help students 6. Ensure student participation 7. Maximize one-to-one computing 10. Visible classroom rules 5. Utilize student expert 9. Handle technical questions Some teaching strategies to help teachers in managing their students in the digital classrooms