This presentation was made at the 2012 MANS convention (Michigan Association of Nonpublic Schools)
It details how I flipped my classroom and my experiences (good & bad).
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
Common Core Tech -Teaching with Video....Just Get StartedAdam Blum
This document discusses using video in teaching to support Common Core standards. It argues that video can facilitate discovery learning rather than replacing the teacher or making students passive. Video is a flexible tool that can be used in many ways, such as creating videos, showing videos during or outside of class, and tracking student progress. The document provides examples of how teachers are using different types of videos and encourages teachers to experiment with video in their own teaching.
This document outlines the agenda and content for a presentation on flipping the classroom. The presentation discusses:
1. Setting goals for flipping, such as flipping a whole class or individual lessons.
2. Strategies for creating instructional videos, including recording equipment, editing software, and tips for effective videos.
3. Engaging students by demonstrating the video process and providing accountability measures like checks for understanding.
4. Communicating the new approach to parents and involving them through blogs or social media.
5. Examples of how class time could be spent, such as discussions, hands-on activities, and projects instead of re-teaching content from videos.
The document discusses how to flip a classroom by moving direct instruction outside of class time and using class time for activities that require the teacher's presence. It recommends starting with flipping a single lesson rather than the whole course. At home, students would watch video lessons or read material, while class time would be used for discussion, projects, or doing homework with the teacher available to help. Some examples of content that could be flipped include lessons on the French Revolution or adding fractions. It also provides tips for student assessment, access to technology, creating your own video resources, and hosting materials on a course website.
Online learning presentation for blended learning summit 3:31:14 pdfAmy Balling
This document summarizes a presentation about running a blended Regents Biology class over the past four years. It discusses how online learning helps address the needs of students with varying abilities in a mixed classroom. Strategies and free tools that can enhance a traditional classroom and help create a blended learning environment are shared. Specific tools that can be used with Moodle, iPads, websites, and for differentiation of instruction are also outlined. Student testimonials praise the benefits of blended learning, including learning at one's own pace, reduced distractions, and increased organization.
Digital Literacy Webquest on Digital Etiquettezmt3
This document is a teacher's guide for a student webquest on digital etiquette (netiquette). Students will research netiquette topics, create an informative poster, and develop a video presentation. They will then present their findings to younger students. The teacher provides guidance on standards, resources, evaluation criteria, and concludes that teaching netiquette is important for developing good digital citizenship.
Flipping the Classroom Presentation Slideswilliamkiker
The document discusses the "flipped classroom" model, where students watch video lectures at home and class time is used for hands-on work and problem solving. It notes some myths about flipping the classroom, such as that videos need to be perfect or that it inherently makes teachers better. Teachers are encouraged to identify lessons that cannot be replaced by videos and determine what preparatory work students could do independently.
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
Common Core Tech -Teaching with Video....Just Get StartedAdam Blum
This document discusses using video in teaching to support Common Core standards. It argues that video can facilitate discovery learning rather than replacing the teacher or making students passive. Video is a flexible tool that can be used in many ways, such as creating videos, showing videos during or outside of class, and tracking student progress. The document provides examples of how teachers are using different types of videos and encourages teachers to experiment with video in their own teaching.
This document outlines the agenda and content for a presentation on flipping the classroom. The presentation discusses:
1. Setting goals for flipping, such as flipping a whole class or individual lessons.
2. Strategies for creating instructional videos, including recording equipment, editing software, and tips for effective videos.
3. Engaging students by demonstrating the video process and providing accountability measures like checks for understanding.
4. Communicating the new approach to parents and involving them through blogs or social media.
5. Examples of how class time could be spent, such as discussions, hands-on activities, and projects instead of re-teaching content from videos.
The document discusses how to flip a classroom by moving direct instruction outside of class time and using class time for activities that require the teacher's presence. It recommends starting with flipping a single lesson rather than the whole course. At home, students would watch video lessons or read material, while class time would be used for discussion, projects, or doing homework with the teacher available to help. Some examples of content that could be flipped include lessons on the French Revolution or adding fractions. It also provides tips for student assessment, access to technology, creating your own video resources, and hosting materials on a course website.
Online learning presentation for blended learning summit 3:31:14 pdfAmy Balling
This document summarizes a presentation about running a blended Regents Biology class over the past four years. It discusses how online learning helps address the needs of students with varying abilities in a mixed classroom. Strategies and free tools that can enhance a traditional classroom and help create a blended learning environment are shared. Specific tools that can be used with Moodle, iPads, websites, and for differentiation of instruction are also outlined. Student testimonials praise the benefits of blended learning, including learning at one's own pace, reduced distractions, and increased organization.
Digital Literacy Webquest on Digital Etiquettezmt3
This document is a teacher's guide for a student webquest on digital etiquette (netiquette). Students will research netiquette topics, create an informative poster, and develop a video presentation. They will then present their findings to younger students. The teacher provides guidance on standards, resources, evaluation criteria, and concludes that teaching netiquette is important for developing good digital citizenship.
Flipping the Classroom Presentation Slideswilliamkiker
The document discusses the "flipped classroom" model, where students watch video lectures at home and class time is used for hands-on work and problem solving. It notes some myths about flipping the classroom, such as that videos need to be perfect or that it inherently makes teachers better. Teachers are encouraged to identify lessons that cannot be replaced by videos and determine what preparatory work students could do independently.
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)suthers
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
Eating The Elephant (that is ICT) and eating it one bite @ a time!Rachel Evans Boyd
This document provides tips for integrating information and communication technologies (ICT) into classroom learning in bitesized pieces. It recommends selecting elearning opportunities based on criteria like whether the tool enhances learning, is sustainable, and helps students take ownership of their learning. It also emphasizes classroom management strategies like being prepared, having backup plans, assigning student experts, and breaking sessions into groups. The document concludes by emphasizing keeping learning paramount and teaching skills in authentic contexts.
This document summarizes a student's experience in an assistive adaptive technology course. It describes the technologies the student used before the course, their introduction to and exploration of various assistive technologies during the course, including electronic dictionaries, Braille, and communication disorders. The student found the course very helpful and learned how high and low technologies can help people of all ages communicate and support education.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
This document summarizes how Lumen Christi Catholic School uses iPads in the classroom to improve student learning through creating and publishing. Teachers provide examples of how they use apps like Evernote, Show Me, Explain Everything, Audio Boo, and Pinnacle Studio to create multimedia content and authentic assessments. Students use the apps to demonstrate higher-order thinking through book reports, experiments, stories, and more. The iPads allow students to move from content consumers to creators, collaborators, and publishers.
This document provides an overview of how a math teacher structures their class into three stations where students rotate between reviewing notes, working on practice problems together, and completing projects or quizzes. The teacher emphasizes using timers to keep students on task and providing all materials and information to students through an online wiki or learning management system. Technology tools like projectors, document cameras, and online resources are leveraged to create and share video lessons and tutorials to replace traditional textbook and notes.
This document summarizes 10 easy web 2.0 tools for secondary education teachers. It provides examples of each tool, including GoAnimate for digital storytelling, Prezi as an alternative to PowerPoint, WallWisher for posting questions and ideas, StoryBird for collaborative storytelling, and 360 Cities to explore locations virtually. Pros and cons of each tool are discussed. The document encourages teachers to try using one of the tools in their lessons. It also provides information about training sessions the presenter provides on integrating technology into teaching.
Smith w emerging and future technologies_final project_1wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proectwemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proect_3wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors, such as the ability to write digitally and have more interactive lessons. The IT specialist believes SMART boards will become standard in all classrooms within 20 years.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proect_3wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors, such as the ability to write digitally and have more interactive lessons. The IT specialist believes SMART boards will become standard in all classrooms within 20 years.
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
This document provides information about MakerKids, a makerspace for children. It includes quotes from children about lessons they've learned from making mistakes and working in groups. The document outlines MakerKids' approach which focuses on experiential learning through real tools in a dedicated space. Children teach each other and adults, and their work is exhibited for the community. Information is also provided about upcoming events to celebrate MakerKids' first anniversary.
Eizenga Inquiry presentation CEA Oct 24, 2013Dale Eizenga
This presentation is about using inquiry methods in a high school science classroom and was presented at the Christian Educators Conference Oct 24, 2013 in S. Bend IN
The Flipped Classroom: How videos can turn your classroom upside downDale Eizenga
In this presentation I describe my journey in using videos to teach skills in my high school chemistry classroom. This is now referred to as the "flipped classroom"
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)suthers
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
Eating The Elephant (that is ICT) and eating it one bite @ a time!Rachel Evans Boyd
This document provides tips for integrating information and communication technologies (ICT) into classroom learning in bitesized pieces. It recommends selecting elearning opportunities based on criteria like whether the tool enhances learning, is sustainable, and helps students take ownership of their learning. It also emphasizes classroom management strategies like being prepared, having backup plans, assigning student experts, and breaking sessions into groups. The document concludes by emphasizing keeping learning paramount and teaching skills in authentic contexts.
This document summarizes a student's experience in an assistive adaptive technology course. It describes the technologies the student used before the course, their introduction to and exploration of various assistive technologies during the course, including electronic dictionaries, Braille, and communication disorders. The student found the course very helpful and learned how high and low technologies can help people of all ages communicate and support education.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
This document summarizes how Lumen Christi Catholic School uses iPads in the classroom to improve student learning through creating and publishing. Teachers provide examples of how they use apps like Evernote, Show Me, Explain Everything, Audio Boo, and Pinnacle Studio to create multimedia content and authentic assessments. Students use the apps to demonstrate higher-order thinking through book reports, experiments, stories, and more. The iPads allow students to move from content consumers to creators, collaborators, and publishers.
This document provides an overview of how a math teacher structures their class into three stations where students rotate between reviewing notes, working on practice problems together, and completing projects or quizzes. The teacher emphasizes using timers to keep students on task and providing all materials and information to students through an online wiki or learning management system. Technology tools like projectors, document cameras, and online resources are leveraged to create and share video lessons and tutorials to replace traditional textbook and notes.
This document summarizes 10 easy web 2.0 tools for secondary education teachers. It provides examples of each tool, including GoAnimate for digital storytelling, Prezi as an alternative to PowerPoint, WallWisher for posting questions and ideas, StoryBird for collaborative storytelling, and 360 Cities to explore locations virtually. Pros and cons of each tool are discussed. The document encourages teachers to try using one of the tools in their lessons. It also provides information about training sessions the presenter provides on integrating technology into teaching.
Smith w emerging and future technologies_final project_1wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proectwemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proect_3wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors, such as the ability to write digitally and have more interactive lessons. The IT specialist believes SMART boards will become standard in all classrooms within 20 years.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors for lesson planning and student interactivity.
Smith w emerging and future technologies_final proect_3wemism2
This document summarizes obsolete and emerging technologies used in a career and technology department. It discusses how multimedia projectors were previously used but have now been replaced by interactive SMART boards. The document includes interviews with an IT specialist and career and technology teacher who discuss the benefits of SMART boards over projectors, such as the ability to write digitally and have more interactive lessons. The IT specialist believes SMART boards will become standard in all classrooms within 20 years.
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
Learn the best practices for adapting blended learning to your classroom. It isn't elearning it isn't really face to face - it is both. You can do this.
This document provides information about MakerKids, a makerspace for children. It includes quotes from children about lessons they've learned from making mistakes and working in groups. The document outlines MakerKids' approach which focuses on experiential learning through real tools in a dedicated space. Children teach each other and adults, and their work is exhibited for the community. Information is also provided about upcoming events to celebrate MakerKids' first anniversary.
Eizenga Inquiry presentation CEA Oct 24, 2013Dale Eizenga
This presentation is about using inquiry methods in a high school science classroom and was presented at the Christian Educators Conference Oct 24, 2013 in S. Bend IN
The Flipped Classroom: How videos can turn your classroom upside downDale Eizenga
In this presentation I describe my journey in using videos to teach skills in my high school chemistry classroom. This is now referred to as the "flipped classroom"
The pupil is a hole in the iris that controls the amount of light entering the eye. The pupillary light reflex controls the diameter of the pupil in response to light intensity to help the eye adapt to different light levels. An amaurotic pupillary defect occurs when an eye cannot see light at all due to severe retinal or optic nerve disease. In an amaurotic pupil, the pupils are equal in size and neither pupil reacts when light is shone in the defective eye, but both pupils react when light is shone in the good eye.
Men and Boys, Women and Children - Pakistan 1979Clare Smith
This book is a portfolio and a travel memoir. We visited and traveled with Pakistani family friends for a month in the Northwest Frontier Province and the Northern Territories, along the Indus River and in the Karakoram Mountain range. The photographs look as though they were taken two hundred years ago, not thirty years. Today it is one of the world’s most dangerous spots, bordering Afghanistan, it’s a tribal land and never, I think, very peaceful.
Hardcover, with jacket, 11” x 8.5”, 90 pages, 101 images, published 2010, $135 ppd. (ISBN: 978-1-4507-2293-3)
The document discusses amaurotic pupil, which is a pupillary abnormality where the eye has no light perception due to severe retinal or optic nerve disease. Key points:
1. An amaurotic pupil will not react directly to light in the affected eye but will consensually contract when light is shown in the normal eye.
2. Testing involves shining light in each eye to check for direct and consensual reactions. An amaurotic pupil shows no direct reaction but normal consensual reaction.
3. Causes include complete optic nerve atrophy, central retinal artery occlusion, glaucoma, or old retinal detachment resulting in no light perception.
A portfolio of photographs of Japan, its unique style, at once so simple and so complex. Black & white photographs plus commentary, taken in Tokyo, Kyoto, Nara, Sendai and Morioka, in connection with the World Craft Council Conference in 1978.
Hardcover with jacket, 11” x 8.5”, 48 pages, 52 images, published 2009, $80 ppd.
Photographing in Stanley's plants was as foreign to my eye as in Africa and Asia, where I worked with artisans. Responding only visually at first, I soon developed great respect for the ingenuity in industry and its highly skilled workers. Sadlly, just as rural artisans around the world are vanishing, so too are the once essential factories throughout New England.
This document provides details about an educational building project in Zaragoza, Spain. It summarizes key details such as the architect, developer, construction budget, and year completed. Floor plans and diagrams show the building layout, including classrooms around a central patio. The sloped roof design and skylights provide natural lighting while motorized slats control solar radiation. Interior finishes include perforated acoustic panels.
The San Francisco Federal Building uses numerous green features and technologies to reduce its environmental impact. It incorporates natural ventilation, daylighting, low-emissions materials, and smart sensor systems. These sustainable design elements allow for a 33% reduction in energy use, 50% reduction in solar heat gain, and 7% savings in costs compared to a conventional building. The building aims to minimize its carbon footprint through strategies like replacing Portland cement with recycled materials in its concrete.
The Nakagin Capsule Tower in Tokyo, Japan is considered the world's first modular building. It consists of 140 prefabricated steel capsules stacked around a central concrete core. Each detachable and replaceable capsule measures 2.5m x 4.5m x 2.5m and contains a bathroom, kitchenette, and living space. Designed by architect Kisho Kurokawa in 1972 based on his concept of metabolism, the capsules were intended to be replaceable as needs and technology changed over time, though lack of maintenance has now threatened the landmark structure.
This document provides information about the Taipei 101 skyscraper built in Taiwan. Some key details include:
- It was designed by C.Y. Lee & Partners and Thornton Tomasetti Engineers, with a steel and concrete structure.
- Construction began in 1998 and was completed in 2004, resulting in a 101-floor, 508m tall office and retail complex.
- Its distinctive design was inspired by bamboo, with modules of 8 floors flaring at the top to reference the lucky number 8 in Chinese culture.
High performance building for cold climateKrishna Jhawar
This document provides details on building design for cold climates. It discusses site selection, orientation, building envelopes, and passive design techniques. Specific recommendations are made for compact plans with southern exposure, well-insulated envelopes, and passive solar techniques like trombe walls, water walls, and roof-based solar heating. The goal is to maximize solar heat gain in winter while preventing overheating in summer through features like adjustable shading and insulation. High performance buildings in cold climates aim to resist heat loss and promote solar heat gain with minimal energy usage.
The India Habitat Centre is located on Lodhi Road in New Delhi. It was designed by architect Joseph Allen Stein and covers an area of 9 acres. It is a cultural center that hosts various events like plays, concerts, exhibitions and conferences. The complex contains galleries, restaurants, an auditorium and landscaped outdoor spaces. It was designed to segregate pedestrian and vehicular movement with level changes and connected buildings to create courtyards throughout.
The document discusses several architectural theories and styles including deconstructivism, postmodernism, parametric design, futuristic design, and cybertecture. Deconstructivism focuses on non-rectilinear forms and fragmented features. Postmodernism incorporates references from multiple historical styles. Parametric design uses computer software to generate complex shapes. Futuristic designs presented use bio-inspired vertical designs and sustainability. Cybertecture proposes buildings that incorporate technology, multimedia, and intelligence.
Gretchen Pierce completed a work log documenting her experience learning about dentistry procedures and Down Syndrome dentistry from April 2011 to March 2012. She observed a dentist complete various procedures like fillings and root canals for 20 hours total. Gretchen also created a 1-hour observational video of Down Syndrome students demonstrating proper dental hygiene. While editing took her several attempts over 3 hours, she was finally able to complete and upload the video.
Lessons from Class Recording & Publishing of Eight Online CoursesMustafa Jarrar
Mustafa Jarrar presented lessons learned from recording and publishing eight of his online courses. He found that recording his lectures helped him improve his teaching materials and presentation. It also allowed students to watch lectures they missed or did not understand. Jarrar provided tips for effective recording, such as breaking lectures into short videos, adding titles and annotations, and working with students to help with equipment and uploading videos. Recording lectures benefited both professors and students by improving teaching quality and providing flexibility for students to learn.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, traditional lecture content is delivered to students through videos for homework, while class time is used for hands-on activities, projects, discussions, and addressing individual questions. This allows for more flexible pacing and personalized instruction. Potential benefits include increased student engagement, better homework completion, and more time for in-depth learning activities. The document provides examples of how different subjects could structure flipped lessons.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, instruction that traditionally took place in the classroom, such as lectures, is moved outside of the classroom via video. This frees up class time for hands-on activities, collaborative work, and addressing individual student needs. The document provides examples of how the flip model could work for different subjects and outlines the benefits, which include increased engagement, individualized instruction, and giving teachers more time with students.
The document discusses the history and success of e-learning. It notes that e-learning uses internet technologies to deliver broad solutions that enhance knowledge and performance. The document then reviews the history of e-learning and how it has evolved from early technologies to modern implementations. It also discusses some of the benefits of e-learning, such as increased productivity, supporting new learning approaches, and its just-in-time flexible nature.
This document discusses using video in the classroom to capture student voice, data, and ideas. It provides 8 ways to use video, including recording student ideas, buddy reading, showing instructions, and sharing student work. Using video allows all students, including ESOL and low-level learners, to contribute and share their work with a wider audience in a less intimidating way. It also utilizes multiple learning modalities and provides a way to track student progress over time. The document outlines how to set up video recording in the classroom and considerations for organizing, sharing, and saving student video work.
This document discusses using video in the classroom to capture student voice, data, and ideas. It provides 8 ways to use video, including recording student ideas, buddy reading, showing instructions, and sharing student work. Using video allows all students, including ESOL learners, to contribute and share their work with a wider audience. It utilizes multiple learning modalities and provides a way to track student progress over time. The document also discusses practical considerations for how to capture, organize, and share video in the classroom.
This document announces a Teachmeet event on March 11th 2013 from 3-4pm in the Drama Studio to share ideas about improving teaching and learning. Staff can give either 7 minute micro presentations or 2 minute nano presentations on complex or simple innovations using various mediums. The goal is to collectively spread excellent teaching practices to help all staff become better educators. Those interested in presenting should sign up or see Ray Chambers or Tim Dolan for more details.
Ut teaching symposium project based learning and technology 2012David Harms
Project-based learning engages students through hands-on exploration of real-world problems. It asks an open-ended question and allows students to investigate potential solutions. Students research the topic using various materials and technologies. Examples of projects include creating claymation movies, traditional movies, podcasts, wikis, and online discussions. Technologies like Edmodo, Quizzes, Wikis, and Glogster can support project-based learning. While technology enables many possibilities, inconsistent access and buy-in can complicate implementation.
Edmodo for Young Learners Presented By Janet DeSenzoedmodo
This document discusses the benefits of using Edmodo for early learners and provides examples of how it can be used effectively for homework assignments and lesson plans. Some key points include:
- Young children have limited reading skills and attention spans, so Edmodo allows embedding of audio/video and posting of reminders.
- Creative activities like scavenger hunts, photo uploads, and links to educational videos/games can motivate young learners more than traditional worksheets.
- Specific lesson plan examples are provided for a first grade math lesson on measurement and a second grade writing lesson introducing different text types.
- Tips are given for starting young learners off with good digital citizenship habits like proper spelling/grammar,
This document discusses the analysis and vision presentation for redesigning an educational course to better connect mobile technology affordances with student needs. The objectives are to (1) provide on-spot assistance using course tools/methods and (2) allow more flexible access to materials. A prototype will be created and tested. The presentation covers personas developed from student interviews, insights into student behavior to inspire innovations, and the vision is informed by various educational experts and technologies. One idea involves leveraging the promise of mobile devices while connecting to laptops.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
The document summarizes a study on students' views of using virtual classrooms to support interaction, communication, and relationship development in their courses. The study examined students' perspectives on two virtual classrooms, Adobe Connect Pro and Wimba-Live Classroom, over two semesters. Key findings included that the virtual classrooms helped consolidate relationships but did not establish new ones, and factors like multimedia usability, communication tools, tasks, and technical/logistical issues influenced students' ability to interact and communicate effectively.
As instructional technologists and integration specialists we are faced with the challenge of making trainings with our teachers meaningful and productive. Here are some lessons I learned from flipping my high school chemistry classes and applying those same principles to training teachers on edtech tools.
These are the slides for my Virtual EdTech Rally keynote address.
The document discusses different methods for testing signed languages, including the traditional "sign twice" method and alternatives like written or oral exams used in other languages. It notes that simply rereading material is not an effective study strategy. The document then introduces the "flipped classroom" approach, where lectures are viewed online and homework is done in class, allowing more face time with teachers for projects and discussions.
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
This presentation provides a multi-sensory toolbox for differentiated instruction. It focuses on incorporating multiple teaching strategies for different learners by taking a multi-sensory approach. The presentation provides visual, auditory, and kinesthetic tools and modifications that teachers can use in their classrooms. Teachers will leave with techniques they can apply immediately to meet the needs of diverse 21st century students.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
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.
The workshop introduced the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It emphasizes having students complete preparatory work before class individually to learn basic concepts. Then, class time focuses on higher-level learning through engaging activities that apply the concepts. Tips included establishing FLIP from the start, ensuring pre-work has an action component, and "chunking" lessons with varied activities every 10 minutes to maintain engagement. Examples demonstrated how to FLIP through games, videos, discussions, and summarizing activities.
Similar to Flipped Classroom: How Videos can Turn your Classroom Upside-down by Dale Eizenga (20)
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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Flipped Classroom: How Videos can Turn your Classroom Upside-down by Dale Eizenga
1. What do you want to know?
Pedagogy
Is the “flipped classroom” good teaching/learning?
How should it be implemented?
Technology
How do you make the videos?
How do students watch the videos?
Wednesday, October 17, 2012
2. The Flipped Classroom:
How Videos can turn Your Classroom Upside-Down
Dale Eizenga
deizenga@hollandchristian.org
Wednesday, October 17, 2012
3. Introduction
Slides are at: slideshare.net (search on “eizenga)
About me
HCHS Chemistry teacher since 1992
Always enjoyed using technology for education
Started using video in 2009
Wednesday, October 17, 2012
4. Who’s in the Room?
Have you...
Heard/Read about Flipped Classrooms
Know someone who has “flipped”
Have done some “flipping”
Just wandered in & hoping to get cheap SB-CEU’s
Wednesday, October 17, 2012
5. My Story
Chemistry
Lab Skills - using balances, hot plates, volumetric flasks
Math Skills - calculations
Frustrations
Demonstrate & Repeating Lab Skills - I need 8 more of me!
How many Example Calculations on the board?
Everyone learns at different paces - Differentiated Educ.
Wednesday, October 17, 2012
6. My Story (cont.)
Holland Christian H.S goes 1 to 1 laptops!
I started making videos & putting them on Moodle
This would change everything!
This would change some things - I see the flip happen
Others were talking about this too:
Wes Fryer: wesfryer.com
Salman Khan: khanacademy.org
Jonathan Bergman/Aaron Sams: flippedclassroom.org
Wednesday, October 17, 2012
7. Learning Skills
How do you learn a Skill?
Demonstration - by an “expert”
Practice, Practice, Practice
Feedback
Learning “on-line”
Good: 24/7, learn/review at different paces,
Bad: no feedback
Wednesday, October 17, 2012
8. Using Technology
I was blessed with...
Highly Supportive Environment
Dedicated funds
Everyone trying new things
Administration support
Gifted & Dedicated Tech people
Don’t let a different environment discourage you
This has been done in many situation & different ways!
Wednesday, October 17, 2012
9. Two Track Discussion
Pedagogy Technology
Directed OR Inquiry? Highly Supported OR
Less Supported?
Discussion:
Discussion:
What skills do you
teach? What time, technology,
& energy do you have
available?
Wednesday, October 17, 2012
10. Making Videos
Lab Skills - this is where I started
Easy - Camera & iMovie (w/help from my son)
Math Skills - need 3 things
Electronic white board
Writing instrument
Recording audio/video of screen
Wednesday, October 17, 2012
11. Making Videos (cont.)
Writing Instrument:
Electronic White Board:
stylus, Wacom slate
Promethean: ActivInspire
(software w/ActivSlate)
Skitch (free download) Recording screen:
iPad apps: Screencast-o-matic (website)
Explain Everything! Camtasia (software)
Screenchomp, ShowMe, Built in to program/app
Educreations
Wednesday, October 17, 2012
12. What Happened?
Students HATED it! & Students did AWFUL!
“Teacher isn’t teaching us” & “I can’t learn this way”
“I thought I understood it” & “I don’t get it”
Changes that I made
Explained various ways to use the videos:
Introduction, while performing the skill, as review
Offered optional lectures - one day, 1 or 2 problems “live”
Students began CHOOSING how to LEARN
I “flipped”: more time to work with more help in class
- that work used to happen at home, help before/after school
Wednesday, October 17, 2012
13. Two Track Discussion
Pedagogy Technology
Why do you think Which method of
students reacted making a video seems
they way they did? most plausible for you?
What preparation What hurdles will you
could be done for a need to over come?
smoother start?
Wednesday, October 17, 2012
14. My “Flipped Classroom”
My classroom began to look like this:
12 students up at the front listening to a 20min lecture -
then I am watching/asking Q’s/answering Q’s
(Assessing!)
Students watching videos: alone & together
Students working on practice sheets (remember these are
skills) & checking answers online
Not all the time - I do it with skills not concepts
Students use/request the videos after they leave my class!
Wednesday, October 17, 2012
15. The “Flipped Classroom”
“Flipped Classroom”
Students watch videos at home & practice in class w/teacher
as tutor
Hesitations & Criticisms:
Some students benefit from lecture - esp. if they chose it
Choosing HOW to use the videos is a powerful way to have
students own their learning, rather than as an “assignment”
Skills vs. Concept & Doing vs. Understanding
Ramsey Mussallum - Explore, Flip, Apply
Q’s in the videos
Misconceptions & mistakes (expert & novice in video)
Wednesday, October 17, 2012
16. Student Access
On the Internet: Use someone else’s videos
Khan academy
iTunesU
Search YouTube, Vimeo, SchoolTube
WARNING: Can students get to it?
Giving students access to your videos
Moodle/Google site/Posterous - limited upload sizes
Be your own iTunesU - need tech people!
Wednesday, October 17, 2012
17. Two Track Discussion
Pedagogy Technology
Which hesitations Which method of
resonate with you? distribution is best for
Do you have your situation?
additional ones?
What hurdles will you
What about the need to over come?
flipped style might
be better than what
you are doing?
Wednesday, October 17, 2012
18. Student/Parent Comments
Parents - at P/T conferences
I wish I had this - I might have done better in chemistry!
That’s what I heard all the way to Florida!
Students
I like to watch the videos before the lecture and see if I need to
come to it.
I use them while I’m doing the problems when I get stuck and
don’t know the next step
Wednesday, October 17, 2012
19. Thanks for coming!
Dale Eizenga
deizenga@hollandchristian.org
Wednesday, October 17, 2012