Edmodo and Herrington's 10 Principles Alice Winter
This presentation supports the use of Edmodo in a K-6 classroom according to Herrington and Kervin's 10 principles of authentic learning with technology. Including classroom examples and instructions for use.
This slideshare presentation is perfect for elementary and middle school teachers who are interested in what an electronic portfolio is and howt they can guide their students in the creation of one. You'll learn about the different portfolio types and their essential components.
Children as ‘produsers’: YouTube for Schools & learner-generated videosNicola Pallitt
YouTube for Schools allows teachers and students to access educational videos. However, educators across sectors need to embrace the notion of students as 'produsers'. Consuming videos needs to be supplemented with student created videos. This session will take you through the process of setting up a student video project and how to assess it. Youtube for schools is school-appropriate and therefore the best platform for publishing videos by school children and for creating a classroom video channel. This session will also discuss ethics in relation to children's use of videos in and out of the classroom and the importance of educating children to be responsible 'produsers'.
OER available at http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Centre-for-Educational-Technology/Student-Video-Production-Assignment-to-Assessment Although written for a Higher Ed context, this session will apply ideas to primary and secondary school students.
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Edmodo and Herrington's 10 Principles Alice Winter
This presentation supports the use of Edmodo in a K-6 classroom according to Herrington and Kervin's 10 principles of authentic learning with technology. Including classroom examples and instructions for use.
This slideshare presentation is perfect for elementary and middle school teachers who are interested in what an electronic portfolio is and howt they can guide their students in the creation of one. You'll learn about the different portfolio types and their essential components.
Children as ‘produsers’: YouTube for Schools & learner-generated videosNicola Pallitt
YouTube for Schools allows teachers and students to access educational videos. However, educators across sectors need to embrace the notion of students as 'produsers'. Consuming videos needs to be supplemented with student created videos. This session will take you through the process of setting up a student video project and how to assess it. Youtube for schools is school-appropriate and therefore the best platform for publishing videos by school children and for creating a classroom video channel. This session will also discuss ethics in relation to children's use of videos in and out of the classroom and the importance of educating children to be responsible 'produsers'.
OER available at http://opencontent.uct.ac.za/Centre-for-Higher-Education-Development/Centre-for-Educational-Technology/Student-Video-Production-Assignment-to-Assessment Although written for a Higher Ed context, this session will apply ideas to primary and secondary school students.
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Tenorio, Shariakiha
Spring 2010
ED 451-02
“A Day in the Life of…”
(ASSURE Lesson Plan)
Analyze learners
• General Characteristics
The learners are third grade students between the ages of 8 and 9 years old. The students have
diverse backgrounds – Chamoru, Filipino, Caucasian, and Japanese. All students come from
middle class families. Most students are average to above average achievers. Class size is small
with only 16 students, 9 boys and 7 girls. One student is a student with temporary moderate
traumatic brain injury.
• Entry Competencies
Students have been working on computers, learning to use blogs online on
http://www.blogger.com. During the student’s summer program, they were introduced to and
created personal email accounts for themselves on Gmail. Students have been introduced to
online slideshow makers such as http://www.slide.com and http://www.rockyou.com. Students
have also used and created accounts on http://www.tokbox.com to communicate with one
another and teacher.
• Learning Styles
Students are verbal and visual learners. Examples of uploading pictures need to be provided for
some.
S tate objectives
• Given a teacher-made handout, students will be able to complete that handout with 100%
accuracy.
• Students will capture the life of a trusted adult/person for 4 hours.
• Students will create a photo story on http://www.slide.com with the pictures they took.
• Students will post a 50-word reflection on blog with 0-5 writing errors.
• Students will tell their “story” with 0-5 speaking errors
S electinstructional methods , media, and
materials
• Methods
2. Tenorio, Shariakiha
Spring 2010
ED 451-02
o Students will have one week to complete this assignment, and may work on it in class if
time permits.
o Students will work individually.
o For student with disability, they will work with parent or caregiver
o Students will use handout and pictures to complete assignment.
o Students will write a reflection, then present story to class.
• Media
o Gmail
o http://www.blogger.com
o MS Word
o http://www.slide.com
o http://www.tokbox.com
• Materials
o Personal cameras
o Computer with camera, microphone, and speakers
o Teacher-made handout
o Gmail account
o Blogger account
o Class account at http://www.slide.com
o Account on http://www.tokbox.com
o Projector acquired by teacher
Utilize media and materials
• Teacher will use personal laptop and projector to show:
o Teacher-made handout
o Instructional video
o Sample digital photo story
• In class, teacher will show students how to use http://www.slide.com, showing them different
layouts and transitions in the service.
Require learner participation
• Students will work independently or with some assistance from teacher.
• For student with disability, they will have a task-completion checklist to keep them focused.
They are to check off each task when completed.
• Students will download teacher-made handout from email accounts.
• Students will review instructional video on http://www.tokbox.com and respond with concerns
or questions.
3. Tenorio, Shariakiha
Spring 2010
ED 451-02
• Using teacher-made handouts, students will follow selected person for 4 hours, completing their
handout.
• While student is with adult, they will also take pictures to digitally document their experience.
• Student will upload pictures to computer, by connecting their hardware to the USB port, then
do the following:
o In the start menu, click the Computer button.
o Click the media that contains photos.
o Copy photos to pre-made folder for this assignment
o Safely eject media
• Students will log onto http://www.slide.com account, then do the following:
o Students will click Create button on welcome page.
o Upload photos by clicking My Files tab and click Browse button
o Arrange photos so they are in sequential order
o Edit captions for each photo
o Students will then edit their slideshows changing transition styles, skins, backgrounds,
and changing the size of the show to large.
o After editing slideshow, click green Save button
o Students will title Slideshow as “A Day in the Life of…” in the Slideshow Details Box
o In the Directed by Box, they will put their name
o They will put the “Star of the Show” (i.e., my teacher Ms. Tenorio) in the Stars in This
Show box, and click blue Add Star button
o Choose between start transitions: Classic, Pink, or Hollywood
o Click green Save Slideshow button
o Students will click on My Slide to ensure their slideshow is saved
o Log out of http://www.slide.com.
• Once students have completed slideshow, they type a 50-word reflection essay on Microsoft
Word.
o For student with disability, they will have someone help them complete essay.
• Students will log onto http://www.blogger.com, and do the following:
o Click on Create New Blog
o Title blog A Digital Story
o Pick a blog address
o Type word verification
o Click Continue arrow
o Choose a template for their blog
o Click Continue arrow
o Click Start Blogging button
o Title the blog A Day in the Life Of…
o Copy reflection from Microsoft word
4. Tenorio, Shariakiha
Spring 2010
ED 451-02
o Click Edit Html tab
o Paste reflection using Ctrl+V or mouse right click and choose paste
o Click Preview to ensure essay is correct
o Click Orange Publish Post button if no corrections need to be made
o Click View Post to ensure everything is on page
o Sign out of http://www.blogger.com.
• In class, students will give teacher site for their slideshows.
• Students will present slideshow to class and tell their photo story
Evaluate and revise
• Assessment of Learners
o Teacher will ensure that teacher-made handout is complete with 100% accuracy by
having adult/person followed sign handout.
o Teacher will evaluate photos, if they are relevant to project and correspond with
handout.
o Teacher will check to see if photos in photo story are in sequential order
o Teacher will assess essay based on the following criteria: (total possible 4/4)
Five sentences per paragraph
Topic sentence with supporting details
Conclusion
There are 0-5 writing errors
o While presenting to class, teacher will assess based on the following criteria (total
possible 4/4)
Speaks clearly and loudly
Has constant eye contact with class
Uses appropriate diction for the setting
Presents story in correspondence with handout and photo story
• Evaluation of Methods
o Teacher will assess if
Teacher will assess if students were able to complete a satisfactory project
within the given time
Teacher will assess if students were able to work well individually
Teacher will assess if students were able to complete assignment with little
assistance
• Evaluation of Media
o Teacher will evaluate student’s use of media based on observation.
5. Tenorio, Shariakiha
Spring 2010
ED 451-02
o Students will assess media tools based on teacher –made survey
Easy to use/not easy to use
Able to navigate
Fun using tools
NOTES:
Resources:
Blogger. http://www.blogger.com.
Gmail. http://mail.google.com.
Slide.com. http://www.slide.com.
Tokbox. http://www.tokbox.com.