Activities blog
•Download as DOC, PDF•
0 likes•227 views
This document outlines four activities for students to complete using online tools. Activity 1 has students create a photo album from past holidays using Mixbook and describing photos using past tenses. Activity 2 has students work in pairs, find environmental issues in their city, and create a newspaper article on solutions using Fodey. Activity 3 has students individually create an avatar on Reasonablyclever describing it using vocabulary like colors and body parts. Activity 4 has students individually create a comic using Makebeliefscomix asking and answering place-based questions. All activities are evaluated on accuracy, creativity, vocabulary use, and task development.
Report
Share
Report
Share
Recommended
Fmp production log_070414 Thomas Giblin
This document is a production log for a student's FMP (Final Major Project) creating armor sets for characters from the game World of Warcraft. In the first few weeks, the student gathered research on armor designs from World of Warcraft and other sources, created a questionnaire to get feedback, and started planning their project schedule. Later weeks were spent hand drawing armor designs, scanning them into Illustrator, and digitally creating the armor sets for four different characters. The student faced issues when one of their Illustrator files became corrupted but was able to complete all four sets. Feedback was received and improvements were made after the deadline.
Year 7 Shonibare hwk challenge
This document provides instructions for a Year 7 student to complete a self-assessment and peer assessment of homework assignments about the artist Shonibare. Students are prompted to evaluate their work based on criteria such as answering questions, using vocabulary, drawing one of Shonibare's aliens with color. They then choose a challenge question to improve upon and write their response. Example challenge responses are provided.
Carrie web quest
This document outlines a lesson plan for a third grade web quest on fables. Students will read several fables online and identify the characteristics of fables. They will then create their own fable, illustrate it, type it, and present it to the class. The goal is for students to learn the difference between fables and fairy tales and be able to write their own fable. Students will be graded on their originality, spelling, grammar, neatness, and oral presentation.
Lesson #5
This lesson involves students learning about different types of graphs through group reading, discussion, and building robots. Students will work in groups to create robots displaying graphs and will develop a master list of characteristics of three graph types. They will complete the activities with 95% accuracy within 10 days using robots, computers, an Elmo device, and smart board, with parents assisting. Students will have opportunities to participate through discussion, sharing ideas, and commenting on a book reading. Evaluations will be based on observing group work and robot activity participation.
2012 term 4 self evaluation
Anisha evaluates her performance in various subjects for the fourth term. She received an A grade in math, literacy, Spanish, art, homework, and Poutama. She enjoyed learning decimals in math and doing poetry in writing. In art, she made stained glass windows. For homework, she enjoyed fun projects. In Poutama, she made microwave pudding and rockets. She received an A grade in PE and enjoyed learning new sports and dances. For speeches, she got to the semi-finals and built confidence. Poetry was challenging but she learned about structures. Her goal for next term is to focus harder on her work.
Difference between butterflies and moths
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Butterfly or moth!
This document provides information about the differences between butterflies and moths. It discusses their anatomy, including antennas, wings, and whether they hatch from cocoons or chrysalis. Moths use their antennas to smell chemicals in the air up to 5 miles away, while butterflies use theirs to find food, mates, hear, and touch. While both have wings, some moths have patterns on their wings that resemble eyes to frighten predators. The document also describes the life cycles from egg to caterpillar to chrysalis or pupa and finally the adult butterfly or moth.
Technology Module on Butterflies
This document discusses how technology can be used to teach a unit on butterflies in 2nd grade. It provides examples of educational websites, videos, blogs, and podcasts that students can use to research butterflies and their life cycles. These online resources provide high-quality information through text, images, and video in engaging ways. Interactive activities and worksheets are also suggested to help students apply what they've learned from online research in visual and hands-on ways. The document advocates for using technology in the classroom to supplement lessons as it keeps students interested and supports different learning styles.
Recommended
Fmp production log_070414 Thomas Giblin
This document is a production log for a student's FMP (Final Major Project) creating armor sets for characters from the game World of Warcraft. In the first few weeks, the student gathered research on armor designs from World of Warcraft and other sources, created a questionnaire to get feedback, and started planning their project schedule. Later weeks were spent hand drawing armor designs, scanning them into Illustrator, and digitally creating the armor sets for four different characters. The student faced issues when one of their Illustrator files became corrupted but was able to complete all four sets. Feedback was received and improvements were made after the deadline.
Year 7 Shonibare hwk challenge
This document provides instructions for a Year 7 student to complete a self-assessment and peer assessment of homework assignments about the artist Shonibare. Students are prompted to evaluate their work based on criteria such as answering questions, using vocabulary, drawing one of Shonibare's aliens with color. They then choose a challenge question to improve upon and write their response. Example challenge responses are provided.
Carrie web quest
This document outlines a lesson plan for a third grade web quest on fables. Students will read several fables online and identify the characteristics of fables. They will then create their own fable, illustrate it, type it, and present it to the class. The goal is for students to learn the difference between fables and fairy tales and be able to write their own fable. Students will be graded on their originality, spelling, grammar, neatness, and oral presentation.
Lesson #5
This lesson involves students learning about different types of graphs through group reading, discussion, and building robots. Students will work in groups to create robots displaying graphs and will develop a master list of characteristics of three graph types. They will complete the activities with 95% accuracy within 10 days using robots, computers, an Elmo device, and smart board, with parents assisting. Students will have opportunities to participate through discussion, sharing ideas, and commenting on a book reading. Evaluations will be based on observing group work and robot activity participation.
2012 term 4 self evaluation
Anisha evaluates her performance in various subjects for the fourth term. She received an A grade in math, literacy, Spanish, art, homework, and Poutama. She enjoyed learning decimals in math and doing poetry in writing. In art, she made stained glass windows. For homework, she enjoyed fun projects. In Poutama, she made microwave pudding and rockets. She received an A grade in PE and enjoyed learning new sports and dances. For speeches, she got to the semi-finals and built confidence. Poetry was challenging but she learned about structures. Her goal for next term is to focus harder on her work.
Difference between butterflies and moths
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Butterfly or moth!
This document provides information about the differences between butterflies and moths. It discusses their anatomy, including antennas, wings, and whether they hatch from cocoons or chrysalis. Moths use their antennas to smell chemicals in the air up to 5 miles away, while butterflies use theirs to find food, mates, hear, and touch. While both have wings, some moths have patterns on their wings that resemble eyes to frighten predators. The document also describes the life cycles from egg to caterpillar to chrysalis or pupa and finally the adult butterfly or moth.
Technology Module on Butterflies
This document discusses how technology can be used to teach a unit on butterflies in 2nd grade. It provides examples of educational websites, videos, blogs, and podcasts that students can use to research butterflies and their life cycles. These online resources provide high-quality information through text, images, and video in engaging ways. Interactive activities and worksheets are also suggested to help students apply what they've learned from online research in visual and hands-on ways. The document advocates for using technology in the classroom to supplement lessons as it keeps students interested and supports different learning styles.
Bc week 8 lesson notes
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Who Wants to be a Millionare?
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
vocabulary
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
vocabulary
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
Challenge 4 6 project
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
Ashford 3 Week 2 Instructor Guidance Planning, .docx
Ashford 3: Week 2 Instructor Guidance
Planning, Writing Introductions, and Using Quotes
in a College Level Writing Class
Please think about these two important questions and after you have finished reviewing the Instructor
Guidance. Your instructor may want you to provide your answer to the questions at the end of the page.
Opening Question 1: What are the most important elements of an introduction?
Opening Question 2: Explain why the skill of integrating quotations is a key component to
academic success.
Overview of Week
In Week Two, we build on the insights gained from the foundation of Week One. Reflecting on the lessons from the
first assignments and from interacting with peers, we will develop strategies for improvement. This week, we will
work through the process of moving the personal essay to the next stage.
So, what are the next steps?
● First, everyone will develop a comprehensive outline.
See Section 4.4 in your etext: “Writing in Action: Producing a Formal Outline”
● Next, everyone will write an introductory paragraph.
See Section 5.1 in your etext: “Writing in Action: Strategies for Hooking the Reader”
APA Journal Assignment
Another important element of Week Two is the APA journal assignment which focuses on academic writing. The
style of the APA journal assignment contrasts with the writing of a personal essay. The emphasis for this week’s
APA journal assignment is effectively integrating a quote into a paragraph, a key component of academic writing.
Reminders:
● Academic writing almost always requires writing from sources, so this skill is essential to your academic
success!
●
● Students will not be able to access some of the activities until certain tasks are completed. For
example, students must have completed the Writing Center Acknowledgement located in Week
One to move forward to the Week Two discussion questions or assignments this week.
●
● Students should not confuse the APA journal assignment with a personal journal. The APA
journal requires organization, effective style and grammar, and proper integration of your source.
It is not an area for freewriting or reflective writing.
Elaboration
● Instructors: You may use the section below or you may provide your own personal
intellectual elaboration on the week’s content, (Be sure to model APA citation for any resources
you quote in your elaboration).
“Whatever is begun with planning, ends in a victory.”
― Amit Kalantri
Most of us would not consider taking a trip, building a house, moving to a new location, organizing a wedding, or
changing jobs without first putting some time into a planning stage. Certainly, taking a trip to Europe for a month
would take more planning than a weekend visit to a friend, still each takes some effort in planning to make the trip
successful. Organizations and businesses, too, need planning to be successful. For example.
Critique
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
SREB slides for presentation
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
Assignment 4 - Fiore Natalia Macarena
The document provides instructions for 4 activities using online tools to create digital projects around the topic of clothes. Activity 1 involves using Mixbook to create a photo album. Activity 2 uses Reasonablyclever to create an avatar and describe its clothes. Activity 3 has students use MakeBeliefComix to create a comic strip conversation about a classmate's birthday party. Activity 4 asks students to use Xtranormal to make a video conversation about a Halloween party. Descriptions of each website are also provided.
Teaching english with tools 2 tp 4
The document discusses using various Web 2.0 tools for teaching English, including blogs, wikis, and online movie and comic creation tools. Blogs allow teachers to communicate with students outside of class time and provide exercises. Wikis enable collaborative work and student communication. Tools like Dvolver and Make Beliefs Comix allow students to creatively make movies and comics online. Sample activities are provided using these tools to teach English around Christmas and encourage student imagination and language use.
Resources folder
This document contains a series of lesson plans and activities for teaching English to students of various proficiency levels. The activities focus on skills like writing summaries, describing favorite music bands, speaking about favorite people, discussing summer travel plans, reading comprehension, book reviews, pronunciation practice, comprehending information about famous places and people, understanding grammar tenses, and comprehending phrasal verbs. Each activity provides the purpose, stage of learning, and target proficiency level. Rubrics are included for assessing students on the activities.
Tm london presentation on teacher talk
This document discusses the importance of teacher talk and provides strategies for using talk to: 1) give explanations to help student understanding, 2) model academic language, and 3) ask questions that develop critical thinking. Specific techniques are outlined, such as starting and ending explanations with the main point, using analogies to illustrate concepts, and employing Socratic questioning to challenge students' initial responses. The document also addresses using talk to provide immediate feedback through gallery critiques and referring to specific criteria so students understand how to improve their work.
Year 8 fine art scheme
This document provides information about the Year 8 Fine Art scheme at a school. It includes:
- An overview of the unit which builds on skills from Year 7 and introduces students to a wider range of art study including drawing, tones, pattern-making, 3D reliefs, and experimentation.
- Details on how the unit addresses the school's requirements around the "Every Child Matters" framework and "Personal Learning & Thinking Skills."
- Information on assessment methods including peer assessment and grading using an art department rubric.
- A lesson-by-lesson breakdown covering 16 lessons, with objectives, activities, homework, differentiation and teaching styles addressed for each. Topics include elements of art
Digital storytelling unit plan
This unit plan outlines a digital storytelling project for elementary students. The plan is divided into 5 parts:
1. Planning and drafting the story. Students will brainstorm ideas, create storyboards, and write first drafts of their stories in groups.
2. Researching images and music to accompany their stories. Students will find or create visuals and audio to match their narratives.
3. Storyboarding to plan how the multimedia elements will fit together.
4. Producing the digital stories by combining the narrative, images, and music based on their storyboards.
5. Presenting the completed digital stories to an audience such as parents or by posting online. The unit provides detailed
TM London presentation on teacher talk
Presentation from #TMLondon July 5th 2013 from Debbie Light of @TeacherTweaks discussing quality teacher talk.
ICT Tools for Literacy
The document discusses various ICT tools that can be used for literacy learning including:
1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
Bc week 8 lesson notes
The document provides an agenda for a teacher candidate class that includes a picture book lesson presentation, connecting writing expectations to current events, professional learning communities, and an example lesson. It also previews what will be covered the following week, including an online forum post and professional learning community activities. Students are asked to complete a survey for an educational research study on literacy beliefs that is optional and separate from course requirements.
Bollinger The Odyssey Project
1) The document outlines a project for students where they will research a character from Homer's Odyssey and create a multimedia presentation about the character's purpose and importance.
2) Students will write a script, find an image of the character, research the character's history, and explain the character's purpose and importance to the story.
3) They will then record their script and upload the image using an online tool to create an audiovisual presentation they will share with the class.
Contextual FactorsDefinitionFactors which reflect a particul
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or thing(characteristics of educational setting which you will report on). Provide discussion of the contextual factors in your school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/ boys
Student achievement level. A, B C students. Can offer test scores as explanation. Are there adjustments needed to be made to ensure student achievement? Where does these students live in your community?
What type of social community (working class, farming, middle class. lower class What drives employment ( high paying / low paying. Family’s income level
How typical is your school in comparison to other schools small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of classrooms, typical classroom size
What grade level are your students. What grade levels exit is your school?
Describe characteristics of classroom small, large, windows, doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and not well lighted. There are 15 desk in the classroom and one blackboard in the back wall of the classroom. Two book shelves are located as you enter the room on each side of the door. The lighting in the room was not good as several bulbs needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of school)
Identify a groups of students with similar characteristics and discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being asked of you. This is contextual make sure you follow and discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades. Some maybe poor attendance, overcrowded classrooms, lack of parent involvement. Lack of qualified staff and so on. What conditions improve student achievement (classrooms that are not overcrowded).. Implications that may cause a particular state is what you want to report. Use what you are reporting to make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonom ...
Tutorials blog
The document describes the website Mixbook, which allows users to create photo albums online. Users can choose album designs and layouts, upload photos from their computer or social networks, and add captions and text. The process involves selecting a category and cover for the album, adding photos to slides, editing colors and backgrounds, and saving the completed album to view or share. Mixbook makes it easy to creatively decorate photo albums for occasions like birthdays and holidays.
Blogs theory
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to other resources, and class discussions outside the classroom.
More Related Content
Similar to Activities blog
Bc week 8 lesson notes
The document discusses an upcoming writing lesson for teacher candidates, including presenting a picture book lesson, connecting writing expectations to current events, participating in professional learning communities, and reviewing an example lesson plan. Teacher candidates will also be given a homework assignment for the following week.
Who Wants to be a Millionare?
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
vocabulary
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
vocabulary
This lesson plan aims to help 4th grade students improve their vocabulary. Each week, students are assigned one of five vocabulary words to explore more deeply. Students put the definition in their own words, write sentences and a metaphor using the word, and find online resources related to the word. Students create Google Docs for each part and post them to a class vocabulary wiki page. At the end of the week, groups present their word to the class. On Monday, the teacher tests students on all five words. The goal is for students to understand words at a deeper level and be able to use them in conversations and writing.
Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
Challenge 4 6 project
The document outlines the objectives and activities for several course units. The first unit aims to help students develop a critical perspective on how their past English learning and life choices relate to their goals and dreams. Students will write an autobiography exploring this connection. The second unit focuses on how students have helped friends and what they are willing to do for friends. Students will participate in online discussions about helping friends. The third unit examines how difficult experiences have shaped students' characters and what experiences have made them stronger. Students will write a narrative story about overcoming an obstacle.
Ashford 3 Week 2 Instructor Guidance Planning, .docx
Ashford 3: Week 2 Instructor Guidance
Planning, Writing Introductions, and Using Quotes
in a College Level Writing Class
Please think about these two important questions and after you have finished reviewing the Instructor
Guidance. Your instructor may want you to provide your answer to the questions at the end of the page.
Opening Question 1: What are the most important elements of an introduction?
Opening Question 2: Explain why the skill of integrating quotations is a key component to
academic success.
Overview of Week
In Week Two, we build on the insights gained from the foundation of Week One. Reflecting on the lessons from the
first assignments and from interacting with peers, we will develop strategies for improvement. This week, we will
work through the process of moving the personal essay to the next stage.
So, what are the next steps?
● First, everyone will develop a comprehensive outline.
See Section 4.4 in your etext: “Writing in Action: Producing a Formal Outline”
● Next, everyone will write an introductory paragraph.
See Section 5.1 in your etext: “Writing in Action: Strategies for Hooking the Reader”
APA Journal Assignment
Another important element of Week Two is the APA journal assignment which focuses on academic writing. The
style of the APA journal assignment contrasts with the writing of a personal essay. The emphasis for this week’s
APA journal assignment is effectively integrating a quote into a paragraph, a key component of academic writing.
Reminders:
● Academic writing almost always requires writing from sources, so this skill is essential to your academic
success!
●
● Students will not be able to access some of the activities until certain tasks are completed. For
example, students must have completed the Writing Center Acknowledgement located in Week
One to move forward to the Week Two discussion questions or assignments this week.
●
● Students should not confuse the APA journal assignment with a personal journal. The APA
journal requires organization, effective style and grammar, and proper integration of your source.
It is not an area for freewriting or reflective writing.
Elaboration
● Instructors: You may use the section below or you may provide your own personal
intellectual elaboration on the week’s content, (Be sure to model APA citation for any resources
you quote in your elaboration).
“Whatever is begun with planning, ends in a victory.”
― Amit Kalantri
Most of us would not consider taking a trip, building a house, moving to a new location, organizing a wedding, or
changing jobs without first putting some time into a planning stage. Certainly, taking a trip to Europe for a month
would take more planning than a weekend visit to a friend, still each takes some effort in planning to make the trip
successful. Organizations and businesses, too, need planning to be successful. For example.
Critique
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
SREB slides for presentation
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
Assignment 4 - Fiore Natalia Macarena
The document provides instructions for 4 activities using online tools to create digital projects around the topic of clothes. Activity 1 involves using Mixbook to create a photo album. Activity 2 uses Reasonablyclever to create an avatar and describe its clothes. Activity 3 has students use MakeBeliefComix to create a comic strip conversation about a classmate's birthday party. Activity 4 asks students to use Xtranormal to make a video conversation about a Halloween party. Descriptions of each website are also provided.
Teaching english with tools 2 tp 4
The document discusses using various Web 2.0 tools for teaching English, including blogs, wikis, and online movie and comic creation tools. Blogs allow teachers to communicate with students outside of class time and provide exercises. Wikis enable collaborative work and student communication. Tools like Dvolver and Make Beliefs Comix allow students to creatively make movies and comics online. Sample activities are provided using these tools to teach English around Christmas and encourage student imagination and language use.
Resources folder
This document contains a series of lesson plans and activities for teaching English to students of various proficiency levels. The activities focus on skills like writing summaries, describing favorite music bands, speaking about favorite people, discussing summer travel plans, reading comprehension, book reviews, pronunciation practice, comprehending information about famous places and people, understanding grammar tenses, and comprehending phrasal verbs. Each activity provides the purpose, stage of learning, and target proficiency level. Rubrics are included for assessing students on the activities.
Tm london presentation on teacher talk
This document discusses the importance of teacher talk and provides strategies for using talk to: 1) give explanations to help student understanding, 2) model academic language, and 3) ask questions that develop critical thinking. Specific techniques are outlined, such as starting and ending explanations with the main point, using analogies to illustrate concepts, and employing Socratic questioning to challenge students' initial responses. The document also addresses using talk to provide immediate feedback through gallery critiques and referring to specific criteria so students understand how to improve their work.
Year 8 fine art scheme
This document provides information about the Year 8 Fine Art scheme at a school. It includes:
- An overview of the unit which builds on skills from Year 7 and introduces students to a wider range of art study including drawing, tones, pattern-making, 3D reliefs, and experimentation.
- Details on how the unit addresses the school's requirements around the "Every Child Matters" framework and "Personal Learning & Thinking Skills."
- Information on assessment methods including peer assessment and grading using an art department rubric.
- A lesson-by-lesson breakdown covering 16 lessons, with objectives, activities, homework, differentiation and teaching styles addressed for each. Topics include elements of art
Digital storytelling unit plan
This unit plan outlines a digital storytelling project for elementary students. The plan is divided into 5 parts:
1. Planning and drafting the story. Students will brainstorm ideas, create storyboards, and write first drafts of their stories in groups.
2. Researching images and music to accompany their stories. Students will find or create visuals and audio to match their narratives.
3. Storyboarding to plan how the multimedia elements will fit together.
4. Producing the digital stories by combining the narrative, images, and music based on their storyboards.
5. Presenting the completed digital stories to an audience such as parents or by posting online. The unit provides detailed
TM London presentation on teacher talk
Presentation from #TMLondon July 5th 2013 from Debbie Light of @TeacherTweaks discussing quality teacher talk.
ICT Tools for Literacy
The document discusses various ICT tools that can be used for literacy learning including:
1. The Gloss and Story Starter which aim to improve vocabulary and provide engaging templates to start writing lessons.
2. Fotobabble and Wallwisher allow recording audio onto photos and posting comprehension answers online for discussion.
3. Kid Pix is a drawing program where students can create art, animations and recordings to add to slideshows reflecting on their reading.
4. Story Jumper and Writing Fun provide ways for students to publish their own stories and access writing exemplars.
Bc week 8 lesson notes
The document provides an agenda for a teacher candidate class that includes a picture book lesson presentation, connecting writing expectations to current events, professional learning communities, and an example lesson. It also previews what will be covered the following week, including an online forum post and professional learning community activities. Students are asked to complete a survey for an educational research study on literacy beliefs that is optional and separate from course requirements.
Bollinger The Odyssey Project
1) The document outlines a project for students where they will research a character from Homer's Odyssey and create a multimedia presentation about the character's purpose and importance.
2) Students will write a script, find an image of the character, research the character's history, and explain the character's purpose and importance to the story.
3) They will then record their script and upload the image using an online tool to create an audiovisual presentation they will share with the class.
Contextual FactorsDefinitionFactors which reflect a particul
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or thing(characteristics of educational setting which you will report on). Provide discussion of the contextual factors in your school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/ boys
Student achievement level. A, B C students. Can offer test scores as explanation. Are there adjustments needed to be made to ensure student achievement? Where does these students live in your community?
What type of social community (working class, farming, middle class. lower class What drives employment ( high paying / low paying. Family’s income level
How typical is your school in comparison to other schools small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of classrooms, typical classroom size
What grade level are your students. What grade levels exit is your school?
Describe characteristics of classroom small, large, windows, doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and not well lighted. There are 15 desk in the classroom and one blackboard in the back wall of the classroom. Two book shelves are located as you enter the room on each side of the door. The lighting in the room was not good as several bulbs needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of school)
Identify a groups of students with similar characteristics and discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being asked of you. This is contextual make sure you follow and discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades. Some maybe poor attendance, overcrowded classrooms, lack of parent involvement. Lack of qualified staff and so on. What conditions improve student achievement (classrooms that are not overcrowded).. Implications that may cause a particular state is what you want to report. Use what you are reporting to make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonom ...
Similar to Activities blog (20)
Reaching All Learners: Differentiating with Technology
Reaching All Learners: Differentiating with Technology
Ashford 3 Week 2 Instructor Guidance Planning, .docx
Ashford 3 Week 2 Instructor Guidance Planning, .docx
Contextual FactorsDefinitionFactors which reflect a particul
Contextual FactorsDefinitionFactors which reflect a particul
More from mbrot89
Tutorials blog
The document describes the website Mixbook, which allows users to create photo albums online. Users can choose album designs and layouts, upload photos from their computer or social networks, and add captions and text. The process involves selecting a category and cover for the album, adding photos to slides, editing colors and backgrounds, and saving the completed album to view or share. Mixbook makes it easy to creatively decorate photo albums for occasions like birthdays and holidays.
Blogs theory
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to other resources, and class discussions outside the classroom.
Blogs theory
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to extra resources, and class discussions outside the classroom.
Blogs theory
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow extra practice, class summaries, and discussion outside the classroom.
Evaluation of websites
This document evaluates 10 different websites related to caterpillars and butterflies. It assesses each site based on accuracy, currency, content, and functionality. The sites evaluated provide information on caterpillar anatomy, facts about caterpillars, the life cycle of butterflies, butterfly anatomy, and include videos and dictionaries. Overall, the document finds that the sites are generally accurate, up-to-date resources that contain useful educational content and functional links for students.
Lesson plan #3
This lesson plan is for a 4th grade class about the life cycle of butterflies. It includes warmer activities to review vocabulary words like caterpillar and chrysalis. Students will then play spelling games online about the life cycle. They will complete a webquest by relating information learned online to stages of the life cycle in the book "The Very Hungry Caterpillar". Students will work together to create a poster explaining the butterfly's metamorphosis. Finally, the class will be divided into groups where each will briefly present one stage of the life cycle.
Lesson plan #2
Lesson plan for a 4th grade class on the life cycle of butterflies. The students will be divided into 4 groups of 5. They will play an online hangman game to review vocabulary. Then each group will research butterfly anatomy using provided websites, design their own butterfly by labeling its body parts, and write a brief description. Next, the groups will research the butterfly life cycle using additional websites and videos, and answer questions. Finally, students will present their butterfly drawings and descriptions to the class.
Lesson plan #1
This lesson plan involves students learning about the life cycle of butterflies through a webquest activity. The students will be divided into 4 groups of 5. They will start by reading "The Very Hungry Caterpillar" and then begin working on a webquest about caterpillars. The webquest involves students gathering information from various websites to answer questions and draw a diagram of a caterpillar's body parts. After completing the first two sections, the class will discuss words related to caterpillars. The goal is for students to understand the transformation from caterpillar to butterfly.
Form
Educational technology refers to the instructional use of technology tools like computers, television, and other electronic hardware and software in educational settings including primary schools, secondary schools, and universities. It involves using audiovisual tools like radio, films, television, and techniques to support the educator. Some of the earliest technologies used in education included radio and films, while computers are now widely used. Both advantages like improved learning and engagement, as well as disadvantages like technical issues and lack of human interaction must be considered when implementing educational technology.
History of educational technology
This document provides a history of educational technology. It begins by defining educational technology as the use of technology in educational settings, including computers, television, and other electronic hardware and software used for instructional purposes. It then discusses the history of audiovisual education from films in the early 20th century to computers becoming widespread in schools by the 1980s. The document also covers debates around behaviorism versus constructivism, the role of computers as tools and catalysts for reform, current issues like funding and ethics, and examples of modern classroom technologies.
Plan #2 hot potatoes
The lesson plan focuses on distinguishing between summer and winter clothes. It includes routines like singing greeting and weather songs. An activation game has students identify missing clothes flashcards. The application section consists of three activities: singing a clothes song, ordering words to form sentences about clothes, and completing a clothes-themed crossword. Students end by underlining clothes in sample sentences. The goal is to practice "I am/He/she is wearing..." grammar and clothes vocabulary.
Plan #1 hot potatoes
The lesson plan focuses on distinguishing between summer and winter clothes. It includes routines like singing greeting and weather songs. An activation activity has students saying "stop" when called clothes are touched on flashcards. Application activities include singing a clothes song, matching pictures to words, choosing clothes for seasons, and completing sentences about clothes. A reflection has students identify sentences about clothes. The plan is for a 2nd form book focusing on the grammar of "I am/He/she is wearing..." and vocabulary of common clothes.
More from mbrot89 (12)
Activities blog
- 1. Activity #1 – Mix book Creator Course: 5th Form Grammar Focus: past simple verb to be- past simple regular and irregular verbs- past continuous Vocabulary focus: places, family, clothes, sports, actions, weather Students will work individually. They will have to create a photo album by using photos from a past holiday. Students will have to write a brief description in each photograph about what were they doing at that moment, what were they wearing, who did they go with, what was the weather like, etc. they have to use the past simple or the past continuous in order to help them at the moment their own albums will be presented to the whole class by using an overhead projector. They will enter this link http://www.mixbook.com Click here to see some useful instructions to create this photo album. Evaluation criteria: Fluency Excellent Very good Good Needs improvement Accuracy Excellent Very good Good Needs improvement Creativity Excellent Very good Good Needs improvement Use of vocabulary Excellent Very good Good Needs improvement Task development Excellent Very good Good Needs improvement Activity #2 – Newspaper Creator Course: 4th Form Grammar Focus: should- shouldn’t (give advice and suggestions) Vocabulary focus: environment, nature, actions Students will work in pairs. They will be asked to go around their city and find some environmental problems and take down notes about what solutions can be applied to solve them. They have to enter the following link in order to create an article where they will pretend to be professional journalists. They have to describe what could they appreciate while they were walking around the city and what environmental problems could they find. They will have to give their newspaper readers some suggestions or advices to take care of our world and how to avoid the problems mentioned in the article. Students can print all their samples and stick them on a piece of cardboard individually and teacher can tie them all together in order to create a kind of newspaper with all the students’ articles. They will enter this link http://www.fodey.com
- 2. Click here to see some useful instructions to create this comic strip. Evaluation criteria: Accuracy Excellent Very good Good Needs improvement Creativity Excellent Very good Good Needs improvement Use of vocabulary Excellent Very good Good Needs improvement Task development Excellent Very good Good Needs improvement Activity #3 - Avatar Creator Course: 1st Form Grammar Focus: verb to have- can/can’t Vocabulary focus: colours, clothes, adjectives, parts of the body Ss will work individually. The aim of this activity is that they will be able to practice all the topics learnt along the year. They will create a character which is an avatar on their own. It can be a real person or a superhero. When the student finishes creating it, he/she has to describe it to the teacher. Students will have to mention parts of the body, describe clothes, colors, its physical appearance, what it can or can’t do in case student has created a super hero. Teacher can print all students’ projects and place them in a poster in order to set it in the classroom. Students can also write short sentences describing their avatars with the teacher’s help. Descriptions can be stick below the avatars’ pictures. They will enter this link www.reasonablyclever.com Click here to see some useful instructions to create this avatar.
- 3. Evaluation criteria: Accuracy Excellent Very good Good Needs improvement Creativity Excellent Very good Good Needs improvement Use of vocabulary Excellent Very good Good Needs improvement Task development Excellent Very good Good Needs improvement Activity #4 – Comic Strip Creator Course: 3rd Form Grammar Focus: Do you know where…? - Where is…? Vocabulary focus: prepositions of place, parts of the house and furniture, possessive adjectives. Students will work individually. They will have to create a comic in which the characters will make questions and answers in order to use the following structures: prepositions of place, parts of the house and furniture. Students should be careful with the accuracy of the written comic, vocabulary and structures and also to the mastery of the tool. They will enter this link http://www.makebeliefscomix.com/ Click here to see some useful instructions to create this comic strip. Evaluation criteria: Accuracy Excellent Very good Good Needs improvement Creativity Excellent Very good Good Needs improvement Use of vocabulary Excellent Very good Good Needs improvement Task development Excellent Very good Good Needs improvement