Bb Enhances RS Curriculum
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How can Blackboard enhance your Reading Street curriculum? Increase engagement, accountability, & station management.
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Loreto 5 Roslyn Halmy 2013
This document outlines a project to implement a flipped classroom style of teaching for selected topics in a year 7 class. It will find good online resources to teach without a textbook and set up a wiki page for students to access worksheets and other materials. The flipped classroom involves students watching videos or reading about the next lesson for homework and then discussing what they learned in class. More challenging questions and problem solving activities are completed during class time. A wiki page is needed to store and allow easy access to worksheets for students, provide extra practice material, store links to videos and activities for both students and teachers, and allow absent students to catch up.
Loreto 5 Jo Kachel 2013
This document summarizes the work of a teacher in the RE department who participated in the Loreto5 program in 2013. It discusses initial goals of introducing flipped learning strategies to engage students. It then describes how the teacher's work evolved throughout the year to focus on using Quia, an online tool, to create practice multiple choice questions for HSC revision. Analysis found that students who used Quia performed better. The teacher also created online tutorials and investigated options to better organize course content beyond the portal. Participation in Loreto5 provided new skills, opportunities to learn from colleagues, and inspiration to continue improving teaching practices.
Loreto 5 Richard Munro 2013
The document discusses using a flipped classroom approach to teach Ancient History. It involves creating a series of video lessons on a topic that would normally take 3 classroom lessons. The videos cover content, note taking skills, essay writing skills, and how to support ideas with evidence. Student surveys found the videos helped their understanding, note taking, analysis skills, and ability to work at their own pace. Some feedback was to speak slower in videos and to allow more flexibility in essay length. Overall, flipped classroom approaches can help develop critical thinking if combined with traditional support.
Loreto 5 Elsa Vink 2013
The document discusses implementing a "flipped learning" approach for the Year 11 Prelim Biology course to make it a more engaging and student-centered learning experience. It proposes developing interactive PDF portfolios consisting of digital activities for topics like evolution and fossils that are typically dry and rely solely on teacher delivery. This would allow students to take more responsibility for their learning and prepare better for the independent HSC studies. Resources would be archived for students to access as needed. The approach would develop students' independent attitude and problem-solving skills. Benefits include improving the document's and teachers' digital skills through collaboration. Challenges include issues with sharing digital resources across platforms.
Module 1: Chickering and Gamson's 7 Principles
This document provides information on Chickering and Gamson's seven principles for good practice in undergraduate education from 1987. The seven principles encourage student-faculty contact, cooperation among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Several resources are then summarized that discuss applying the seven principles in online and classroom settings and how they have been used in research studies.
Blair hatch gr. 9 pbl design
1. The document outlines a 9th grade inquiry project called "Experts: Problems and Solutions".
2. Students are divided into specialty groups in different subject areas and research real problems scientists are trying to solve.
3. Throughout the term, students become experts in their subject area and help classmates with questions while also presenting weekly on interesting discoveries.
4. The goal is to develop students' inquiry skills and habits by giving them more time for hands-on work analyzing data and complex situations like real scientists.
Flipped classrooms
The document describes a flipped classroom model where students watch instructional videos as homework and engage in hands-on activities and discussions in the classroom. This frees up class time for activities and questions. Some benefits are more opportunities for feedback, replay of videos, and parental involvement through access to the instructional videos. Challenges include students needing access to the videos and potentially feeling lost without watching them. One high school saw reduced discipline cases using this model.
Flipped Classroom Cooley
This document outlines the 5 steps to implementing a flipped classroom model:
1. Determine where the flipped model makes the most sense based on topics students struggle with or activities that are difficult to complete in class.
2. Spend class time engaging students in application activities and feedback to reinforce concepts learned outside of class.
3. Clarify the connections between in-class and out-of-class work so students understand what to prepare for and what will be built upon.
4. Adapt materials for students to acquire content before class through videos, readings, or other media.
5. Extend learning beyond the classroom through discussion boards and collaborative groups to continue practicing ideas.
Recommended
Loreto 5 Roslyn Halmy 2013
This document outlines a project to implement a flipped classroom style of teaching for selected topics in a year 7 class. It will find good online resources to teach without a textbook and set up a wiki page for students to access worksheets and other materials. The flipped classroom involves students watching videos or reading about the next lesson for homework and then discussing what they learned in class. More challenging questions and problem solving activities are completed during class time. A wiki page is needed to store and allow easy access to worksheets for students, provide extra practice material, store links to videos and activities for both students and teachers, and allow absent students to catch up.
Loreto 5 Jo Kachel 2013
This document summarizes the work of a teacher in the RE department who participated in the Loreto5 program in 2013. It discusses initial goals of introducing flipped learning strategies to engage students. It then describes how the teacher's work evolved throughout the year to focus on using Quia, an online tool, to create practice multiple choice questions for HSC revision. Analysis found that students who used Quia performed better. The teacher also created online tutorials and investigated options to better organize course content beyond the portal. Participation in Loreto5 provided new skills, opportunities to learn from colleagues, and inspiration to continue improving teaching practices.
Loreto 5 Richard Munro 2013
The document discusses using a flipped classroom approach to teach Ancient History. It involves creating a series of video lessons on a topic that would normally take 3 classroom lessons. The videos cover content, note taking skills, essay writing skills, and how to support ideas with evidence. Student surveys found the videos helped their understanding, note taking, analysis skills, and ability to work at their own pace. Some feedback was to speak slower in videos and to allow more flexibility in essay length. Overall, flipped classroom approaches can help develop critical thinking if combined with traditional support.
Loreto 5 Elsa Vink 2013
The document discusses implementing a "flipped learning" approach for the Year 11 Prelim Biology course to make it a more engaging and student-centered learning experience. It proposes developing interactive PDF portfolios consisting of digital activities for topics like evolution and fossils that are typically dry and rely solely on teacher delivery. This would allow students to take more responsibility for their learning and prepare better for the independent HSC studies. Resources would be archived for students to access as needed. The approach would develop students' independent attitude and problem-solving skills. Benefits include improving the document's and teachers' digital skills through collaboration. Challenges include issues with sharing digital resources across platforms.
Module 1: Chickering and Gamson's 7 Principles
This document provides information on Chickering and Gamson's seven principles for good practice in undergraduate education from 1987. The seven principles encourage student-faculty contact, cooperation among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Several resources are then summarized that discuss applying the seven principles in online and classroom settings and how they have been used in research studies.
Blair hatch gr. 9 pbl design
1. The document outlines a 9th grade inquiry project called "Experts: Problems and Solutions".
2. Students are divided into specialty groups in different subject areas and research real problems scientists are trying to solve.
3. Throughout the term, students become experts in their subject area and help classmates with questions while also presenting weekly on interesting discoveries.
4. The goal is to develop students' inquiry skills and habits by giving them more time for hands-on work analyzing data and complex situations like real scientists.
Flipped classrooms
The document describes a flipped classroom model where students watch instructional videos as homework and engage in hands-on activities and discussions in the classroom. This frees up class time for activities and questions. Some benefits are more opportunities for feedback, replay of videos, and parental involvement through access to the instructional videos. Challenges include students needing access to the videos and potentially feeling lost without watching them. One high school saw reduced discipline cases using this model.
Flipped Classroom Cooley
This document outlines the 5 steps to implementing a flipped classroom model:
1. Determine where the flipped model makes the most sense based on topics students struggle with or activities that are difficult to complete in class.
2. Spend class time engaging students in application activities and feedback to reinforce concepts learned outside of class.
3. Clarify the connections between in-class and out-of-class work so students understand what to prepare for and what will be built upon.
4. Adapt materials for students to acquire content before class through videos, readings, or other media.
5. Extend learning beyond the classroom through discussion boards and collaborative groups to continue practicing ideas.
Edmodo
Edmodo is an education platform that allows classes to connect, share content, and access homework. The group chose Edmodo because it is free, easy to use, and safe. Edmodo could support a flipped classroom model by hosting videos and assignments. A psychology teacher used Edmodo successfully with her class. While students found it similar to Facebook, they needed more internet access to fully participate. The group felt Edmodo's teacher options and changing lessons took too much time. They would change Edmodo to allow previewing student posts and improve navigation. Edmodo teaches students responsible social media use.
Strategy Sessions: Making the most out of Kahoot!
You’ve probably seen the promotional videos from companies like Kahoot! and Socrative that show students having lots of fun doing a test on their phone or laptop. But polling and survey programs such as Kahoot! are much more useful than first meets the eye.
In this presentation, Rachel Maissan explores other uses for Kahoot! aside from testing student knowledge. These include: saving paper, getting better student responses, asking more personal questions and gathering usable data.
Flip learning a review1
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
Flipped classroom1
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Engaging large groups in active learning
This document discusses techniques for engaging large groups of students in active learning. It begins by outlining the learning outcomes of exploring techniques for large group teaching. Some examples of techniques provided include having students work in pairs or groups to discuss questions, using real-life cases and problems for group work, implementing elements of a flipped classroom approach, and incorporating one-minute writing activities. The document encourages making lectures more interactive, incorporating student-centered activities, and not relying solely on lectures. It concludes by providing additional resources on interactive teaching strategies for large groups.
Flipped classroom approaches
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...
This project demonstrates a hybrid model to onboarding teaching assistants at an intensive English program. The model uses a collaborative Wordpress blog platform as its foundation to support new teachers and track training evidence for accreditation compliance. Discussion will include lessons learned and adapting the model to different contexts.
Prototyping
The document describes prototypes created by students for helping high schoolers recognize the soft skills they acquire. Prototype A involved students creating a skills map to track their progress. Some students said it would be too burdensome without time in school. Prototype B instead proposed students create art each period showing their skills growth. Students strongly preferred this as it resonated more emotionally and required deeper thinking than just filling out a map. They felt it would motivate students more to demonstrate their skills through art. Feedback noted art may still need a reflection piece to clarify which skills were being shown.
ENGAGE webinar1
This document outlines the agenda for Webinar 1 of the Engaging Science course. The webinar will include introductions and discussions about why engaging science is important in the classroom. It will also cover how to introduce and use dilemmas in science lessons to promote discussion, problem solving, and conversation among students. Participants will learn about the key features and outcomes of using dilemmas, as well as methods, structures, and strategies for facilitating them. The course will be led by science educators and will provide lesson plans and materials for participants to apply what they learn to their own teaching practice.
The day after flipping classroom 翻轉課堂之後
The document discusses the benefits and process of flipping the classroom for a math teacher. It describes having students complete pre-learning activities like watching instructional videos or doing worksheets at home. This allows class time to be used for doing assignments, working on higher-order thinking problems, and getting assistance from the teacher. The teacher checks pre-learning results through an online system. Flipping the classroom provides data on student understanding and pre-learning habits to help tailor lessons. It is presented as an effective way to change traditional teaching methods.
Class 2 student inquiry
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
EDU309: Week 6
This week's agenda includes sharing, discussing the lesson plan model, and completing assessments 3 and 4. Students should post their learning styles paper by Thursday, begin their technology-embedded lesson plan on Friday, respond to classmates' posts over the weekend, and email a reflection on Sunday. Looking ahead, students should read Chapter 12, react to and discuss it with classmates, and work on gathering websites for an upcoming assignment. Effective technology integration means using it across the curriculum to actively engage students, support group work, provide frequent feedback, and connect to real-world experts, making its use routine and transparent while supporting curricular goals.
Flipped classroom sharing critter33
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
Pd session 12th march 2014 nem
This document outlines a professional development session about developing higher-order thinking skills in students through a cross-curricular unit on Australia's asylum seekers and refugees. The 8-week unit aims to have students think beyond themselves and see themselves as part of a global community. Students will analyze images, work in groups, and complete assessments including essays. The session discusses introductory activities, image analysis, group roles, video analysis, follow-up interviews and surveys, and resources available for teaching the unit.
Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching a...
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
This is a presentation at a NERCOMP event on continuity of learning. This presentation explores using the hybrid flexible approach to allow for maximum learning for college students. The presentation explores how designing a course to run entirely face-to-face, online, and a mixture of both can prevent loss of learning throughout the semester.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
HotChalk_Pawlicki
HotChalk is a platform that connects teachers, students, and parents through various classroom tools and resources. It provides teachers with features like a grade book, curriculum manager, test creator, and lesson plans. Students can access homework, assignments, ask questions, and view grades. Parents are able to view their child's grades, track assignments, and communicate with instructors. The platform aims to improve communication between these groups and automate daily classroom tasks like assigning and grading work.
Flipped Learning
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
Day 11 april 15 effect literacy rt i (for slideshare)
This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
Creating a Student Online School Newspaper
The document outlines the steps needed to create an online school newspaper. It discusses analyzing student skills and interests, getting necessary permissions, developing technology and writing mini-lessons, creating a wiki platform, collaborating across subjects, establishing procedures, and evaluating the process. Key aspects include engaging students in real-world journalism projects, developing their writing and technology abilities, and setting roles like editors and photographers to oversee sections of the online publication.
Google doc = stress free teaching
The document discusses how teachers can use Google forms to reduce stress and make their jobs easier. It explains that Google forms allow teachers to create quizzes, collect writing assignments, and conduct projects and surveys digitally. Forms can be shared with students and responses are automatically recorded, saving teachers time grading and providing immediate feedback. The document provides steps for teachers to set up a Google form and embed it into their Blackboard course for in-class or at-home student use.
Station Rotation chart for blended environment
This unit plan focuses on how people overcome personal challenges. Students will read novels about survival and biographies of influential people. They will write stories and dialogues while learning about Native American cultures. In science, students will study the properties of matter and density. Additional activities include vocabulary work, social studies research on Native Americans, and independent reading assignments to choose their own book.
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Edmodo
Edmodo is an education platform that allows classes to connect, share content, and access homework. The group chose Edmodo because it is free, easy to use, and safe. Edmodo could support a flipped classroom model by hosting videos and assignments. A psychology teacher used Edmodo successfully with her class. While students found it similar to Facebook, they needed more internet access to fully participate. The group felt Edmodo's teacher options and changing lessons took too much time. They would change Edmodo to allow previewing student posts and improve navigation. Edmodo teaches students responsible social media use.
Strategy Sessions: Making the most out of Kahoot!
You’ve probably seen the promotional videos from companies like Kahoot! and Socrative that show students having lots of fun doing a test on their phone or laptop. But polling and survey programs such as Kahoot! are much more useful than first meets the eye.
In this presentation, Rachel Maissan explores other uses for Kahoot! aside from testing student knowledge. These include: saving paper, getting better student responses, asking more personal questions and gathering usable data.
Flip learning a review1
The document describes several examples of assigning homework that involves students watching instructional videos before coming to class. For some lessons:
- Students watch a video for homework and complete tasks like information sheets or time plans based on the video. In class, students take the lead by teaching or working independently based on their homework.
- Not all students complete the homework. Teachers have backup plans like worksheet for non-completers or pairing completers with non-completers.
- Teachers find this approach effective for developing student independence and leading more discussion-based lessons rather than direct instruction. It reduces teacher planning and preparation time.
Flipped classroom1
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Engaging large groups in active learning
This document discusses techniques for engaging large groups of students in active learning. It begins by outlining the learning outcomes of exploring techniques for large group teaching. Some examples of techniques provided include having students work in pairs or groups to discuss questions, using real-life cases and problems for group work, implementing elements of a flipped classroom approach, and incorporating one-minute writing activities. The document encourages making lectures more interactive, incorporating student-centered activities, and not relying solely on lectures. It concludes by providing additional resources on interactive teaching strategies for large groups.
Flipped classroom approaches
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...
This project demonstrates a hybrid model to onboarding teaching assistants at an intensive English program. The model uses a collaborative Wordpress blog platform as its foundation to support new teachers and track training evidence for accreditation compliance. Discussion will include lessons learned and adapting the model to different contexts.
Prototyping
The document describes prototypes created by students for helping high schoolers recognize the soft skills they acquire. Prototype A involved students creating a skills map to track their progress. Some students said it would be too burdensome without time in school. Prototype B instead proposed students create art each period showing their skills growth. Students strongly preferred this as it resonated more emotionally and required deeper thinking than just filling out a map. They felt it would motivate students more to demonstrate their skills through art. Feedback noted art may still need a reflection piece to clarify which skills were being shown.
ENGAGE webinar1
This document outlines the agenda for Webinar 1 of the Engaging Science course. The webinar will include introductions and discussions about why engaging science is important in the classroom. It will also cover how to introduce and use dilemmas in science lessons to promote discussion, problem solving, and conversation among students. Participants will learn about the key features and outcomes of using dilemmas, as well as methods, structures, and strategies for facilitating them. The course will be led by science educators and will provide lesson plans and materials for participants to apply what they learn to their own teaching practice.
The day after flipping classroom 翻轉課堂之後
The document discusses the benefits and process of flipping the classroom for a math teacher. It describes having students complete pre-learning activities like watching instructional videos or doing worksheets at home. This allows class time to be used for doing assignments, working on higher-order thinking problems, and getting assistance from the teacher. The teacher checks pre-learning results through an online system. Flipping the classroom provides data on student understanding and pre-learning habits to help tailor lessons. It is presented as an effective way to change traditional teaching methods.
Class 2 student inquiry
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on asking questions, student inquiry, collaborative teacher inquiry, and an inquiry project involving developing an essential question and monograph. Students will read about inquiry, develop questions on the Mars One project, and participate in an inquiry-based learning activity involving developing questions, research, presentation, and reflection. Guidelines are provided for an inquiry project, meeting logs, and using inquiry-based learning in the classroom.
EDU309: Week 6
This week's agenda includes sharing, discussing the lesson plan model, and completing assessments 3 and 4. Students should post their learning styles paper by Thursday, begin their technology-embedded lesson plan on Friday, respond to classmates' posts over the weekend, and email a reflection on Sunday. Looking ahead, students should read Chapter 12, react to and discuss it with classmates, and work on gathering websites for an upcoming assignment. Effective technology integration means using it across the curriculum to actively engage students, support group work, provide frequent feedback, and connect to real-world experts, making its use routine and transparent while supporting curricular goals.
Flipped classroom sharing critter33
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
Pd session 12th march 2014 nem
This document outlines a professional development session about developing higher-order thinking skills in students through a cross-curricular unit on Australia's asylum seekers and refugees. The 8-week unit aims to have students think beyond themselves and see themselves as part of a global community. Students will analyze images, work in groups, and complete assessments including essays. The session discusses introductory activities, image analysis, group roles, video analysis, follow-up interviews and surveys, and resources available for teaching the unit.
Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching a...
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
This is a presentation at a NERCOMP event on continuity of learning. This presentation explores using the hybrid flexible approach to allow for maximum learning for college students. The presentation explores how designing a course to run entirely face-to-face, online, and a mixture of both can prevent loss of learning throughout the semester.
Good tidings,
Lance
Lance Eaton
he/him/his
http://www.ByAnyOtherNerd.com
https://twitter.com/leaton01
https://www.linkedin.com/in/leaton01/
____________________
I wish I had all the answers; better yet, I wish I knew all the questions to ask.
HotChalk_Pawlicki
HotChalk is a platform that connects teachers, students, and parents through various classroom tools and resources. It provides teachers with features like a grade book, curriculum manager, test creator, and lesson plans. Students can access homework, assignments, ask questions, and view grades. Parents are able to view their child's grades, track assignments, and communicate with instructors. The platform aims to improve communication between these groups and automate daily classroom tasks like assigning and grading work.
Flipped Learning
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
Day 11 april 15 effect literacy rt i (for slideshare)
This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
Creating a Student Online School Newspaper
The document outlines the steps needed to create an online school newspaper. It discusses analyzing student skills and interests, getting necessary permissions, developing technology and writing mini-lessons, creating a wiki platform, collaborating across subjects, establishing procedures, and evaluating the process. Key aspects include engaging students in real-world journalism projects, developing their writing and technology abilities, and setting roles like editors and photographers to oversee sections of the online publication.
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The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...
The Collaborative Blog: Serving Pre-Service Teachers & Program Administrators...
Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching a...
Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching a...
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
The Snowpocalypse Has Been Postponed Indefinitely: Using Hybrid Flexible Design
Day 11 april 15 effect literacy rt i (for slideshare)
Day 11 april 15 effect literacy rt i (for slideshare)
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Google doc = stress free teaching
The document discusses how teachers can use Google forms to reduce stress and make their jobs easier. It explains that Google forms allow teachers to create quizzes, collect writing assignments, and conduct projects and surveys digitally. Forms can be shared with students and responses are automatically recorded, saving teachers time grading and providing immediate feedback. The document provides steps for teachers to set up a Google form and embed it into their Blackboard course for in-class or at-home student use.
Station Rotation chart for blended environment
This unit plan focuses on how people overcome personal challenges. Students will read novels about survival and biographies of influential people. They will write stories and dialogues while learning about Native American cultures. In science, students will study the properties of matter and density. Additional activities include vocabulary work, social studies research on Native Americans, and independent reading assignments to choose their own book.
Weekly stations
This document outlines the weekly reading stations schedule and objectives for a classroom. It includes the daily rotation of stations like independent reading, whole group lessons, skills practice, and choice rotations. The choice rotations include topics like science, social studies, writing, and current events. The weekly objectives cover adapting to different situations in reading, drawing conclusions and visualizing in comprehension, persuasive writing skills, and science, social studies, and math units on exploration, long division, and space.
2016 2017 parent calendar
The document is a school district calendar for the 2016-2017 school year. It lists the months of July 2016 through June 2017 and indicates which days schools and district offices will be closed or in session. Key dates include the start of classes for different grade levels in August, holidays like Labor Day and winter break in December/January, end of quarters and trimesters, and last days of school in May for elementary and middle schools and late May for high schools. The calendar also notes days reserved for parent-teacher conferences when schools will be closed.
Top Five Challenges with Blended Learning
As you personalize learning for your students in a blended environment, what are the 5 biggest challenges?
Top 5 successes
Personalized learning in a blended environment has led to 5 key successes: 1) It provides extra time for teachers by building independent learners and collaborators; 2) Using an LMS with video instructions allows one teacher to effectively reach 10 times as many students; 3) Teachers have extra planning time; 4) Technology increases student engagement and access to information anytime by housing numerous lessons at multiple levels; 5) Personalized learning builds confidence in students of all levels through increased "I can" attitudes, willingness to troubleshoot, and perseverance.
Reading log
This document is a reading log for a student to record 60 minutes of reading per week over 7 days to earn 5 gold slips. It includes spaces for the student's name, week, daily reading times, book titles, and a parent signature to verify the reading was completed.
Story circle!
This document outlines the typical structure of a story, including a problem or need that emerges for the main character, a journey where the character encounters smaller problems while working toward a solution, an "ah ha" moment or climax where a dramatic event occurs, and an opposite want or need where the character experiences change and solves the problem or meets their initial need. It prompts the reader to identify these elements - the main character, their traits, setting, problem, plot events, climax, and solution - along with the page numbers where evidence for each can be found in the story.
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This document is a beginning of the year conference form that collects basic information about a student including their name, parents' names, siblings, birthday, favorite subject and book/author, hobbies, goals for the year, concerns, internet access at home, and preferred contact method for the parents.
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This document lists and briefly describes 10 tools that can be used to personalize learning: Blackboard's Adaptive Release, Kaizena, Screencast-O-Matic, Google Forms, Seesaw, Thinglink, Padlet, Crafty Text, Storify, and Tackk. Each tool is accompanied by 1-2 sentences on how it can be used, such as tracking student progress, creating video lessons, checking understanding through forms, and creating digital portfolios.
Google = stress free.pptx
This document discusses how using Google tools can help teachers reduce stress by freeing up their time. It outlines several Google applications like Drive, Forms, and integration with learning management systems that can be used for math quizzes, writing workshops, instructional videos, and collecting student responses. Steps are provided for getting started, including logging into a Google account and accessing Drive to create and embed forms and share materials across grade levels and years.
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This document discusses simple ways to add active learning to library instruction. It describes how the University of North Texas used a library instruction assessment software and adding a worksheet increased student success from 11% to 38%. The document recommends designing instruction using experience, practice, and application. It explains that active learning engages students and facilitates assessment and teacher learning. Some simple strategies suggested include using worksheets, dividing students into groups for searches, and using cards to illustrate Boolean concepts.
How Flipping your Classroom Can Improve Instruction
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Flipped classroom
The document discusses the flipped classroom teaching model. It explains that the flipped classroom delivers instruction at home through videos created by teachers and moves homework into the classroom. This allows teachers to spend more one-on-one time with students in class. Students can ask questions and work through problems with teacher guidance. The flipped classroom also builds stronger student-teacher relationships and allows students to learn at their own pace by rewatching lessons.
Flipped classroom cooley
The document outlines 5 steps for using a flipped classroom approach: 1) determine what topics are best suited, 2) engage students in applying concepts during class, 3) clarify connections between in-class and out-of-class work, 4) adapt materials for students to acquire content before class, and 5) extend learning beyond class through individual and group practice. It also lists pros such as helping absent students keep up and allowing multiple explanations to be accessed, and cons such as the digital divide and upfront work needed to create instructional videos.
Activities And Lessons
The document discusses planning activities and lessons for teaching English as a foreign language. It describes the key steps in planning a lesson as familiarizing yourself with material, anticipating problems, timing, and student needs. When running an activity, the teacher should introduce, set up, and allow the activity before closing with feedback. The document also discusses choosing classroom activities, content and procedures, and different kinds of lesson structures like logical lines, topic umbrellas, and jungle paths.
Activities And Lessons
The document discusses planning activities and lessons for teaching English as a foreign language. It describes preparing for lessons by familiarizing oneself with materials, anticipating problems, and considering time and student needs. When running activities, teachers should introduce, set up, and oversee the activity while allowing student work, and close with feedback. Lessons can follow a logical, topic-based, or flexible structure. Coursebooks provide support but should be selected and exploited judiciously.
Lli power point december 2011
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.
Flipped classroom sharing 8 june 2016 amk sec
This document describes how a teacher flipped their classroom. It discusses:
1. Providing instructional content as pre-learning through videos and presentations for students to access online or through hardcopies.
2. Devoting class time to completing work, reversing the traditional approach of instruction in class and homework at home.
3. The benefits experienced including having more time for learning, timely intervention, and being able to cover more content in less time.
Flipping the classroom presentation
The document discusses flipping the classroom with Google Apps for Education (GAFE). It describes flipping as having students watch lecture-style videos for homework to free up class time for hands-on activities and collaboration. It provides examples of how to create and share video lessons using GAFE tools like Google Forms, Docs, and Drive. Benefits mentioned include allowing more one-on-one teacher time and developing critical thinking. Ways to ease into flipping are also presented, such as starting with one lesson per week or using existing online videos.
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Simple Ways To Add Active Learning To Your
This document provides suggestions for adding active learning techniques to library instruction sessions. It discusses how using worksheets and assessments at the University of North Texas increased student success at performing subject searches from 11% to 38% after instruction. The document advocates designing instruction around experience, practice, and application. It also acknowledges that active learning requires more effort from instructors but can increase student engagement, participation, and meaningful learning through accommodating different learning styles. Specific low-effort strategies suggested include using wait time, rewarding participation, and ending with informal questions. Worksheets, group searches, and Boolean card games are presented as active learning activities.
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Taking STEAM Programs to the Next Level
This document outlines Amy Holcomb's presentation on taking steam programs to the next level. The presentation defines steam learning and discusses the benefits of steam programs in libraries. It also provides examples of structured and unstructured steam activities for different age groups, including multi-day bootcamp programs. Resources for steam learning are shared, and the presentation concludes with a question and answer session.
Ict Presentation
The document provides instructions for teachers to set up a Facebook group page for a class on Organic Chemistry. It instructs teachers to sign up for a Facebook account for the class, add all students to the account, and create groups of 5 students each to discuss case studies. It outlines the benefits of using Facebook for the group project, including allowing for online discussion and sharing of materials, as well as facilitating simultaneous and self-directed collaborative learning. However, it also notes some potential issues and limitations, such as distractions on Facebook and the inability to upload files or provide real-time feedback on the group pages.
Classroom video in pre-service teacher training TESOL 2010
1. The document discusses using classroom video in teacher training programs to allow pre-service teachers to observe real ESL classroom interactions and discussions.
2. It describes a multimedia corpus of video recorded from an adult ESL lab school, and how the videos are used in courses to focus on classroom observation, lesson plan design, and student participation.
3. The goal is to help pre-service teachers learn to describe what they see, understand students' experiences, and consider learners when planning lessons. Activities include watching clips multiple times and discussing observations.
Flip it presentation
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
Flipped classroom
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Innovating pedagogy at the OU
Presentation given to the OpenTEL Group at The Open University, Milton Keynes, on 9 May 2018 by Rebecca Ferguson
Prepare your esol students for the real world with pbl google docs pres 1 - copy
This document discusses how project-based learning (PBL) can help prepare ESOL students for the real world. PBL focuses on real-world problems and promotes using all four language skills. It engages students in learning how to learn while developing language skills. Benefits include teachers acting as coaches and students improving critical thinking. Challenges for teachers include time needed and maintaining order, while students must learn independence and coordination. The document provides an example of a PBL video and outlines the PBL process and tools to guide students through projects.
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Bb Enhances RS Curriculum
- 1. Use Blackboard to Enhance Your Reading Street Curriculum Diana Bailey Deerfield Elementary 5th grade
- 2. Beginning Screen shots from the TE Journals linked with main passage Videos with concepts & activities Graphic organizers Blackboard Unit 1
- 3. More organized Created a module for weekly vocabulary Linked to RS Added activities to spelling concept Discontinued time consuming stuff Looked to incorporate more accountability Newsela Google docs with slueth See saw Blackboard Unit 2
- 4. Bright Idea Talked with collegues K-5 Incorporated the best of what they all were doing Weekly vocabulary Newsela (current events) Sleuth with google forms Videos Independent reading module Social Studies and Science Blackboard Unit 3 Created a BLANK unit to copy
- 5. What are our colleagues doing? This is a screen shot from Keri Lauxman’s high school English class Acronym: LPAT Learn Practice Apply Teach
- 6. Paula Barr’s Second Grade ELA
- 7. Now…time to create! Questions? Other suggestions from the group Not sure where to start? Work with small groups Go to youtube, find comprehension strategies Create a module for weekly vocabulary Create a Sleuth station Independent reading module http://www.scottsboro.org/~flewis/index.html
Editor's Notes
- It was like I was creating a student workbook!