This document provides resources and information for teaching STEM (Science, Technology, Engineering, and Mathematics) in an elementary school library setting. It discusses the engineering design process, hands-on learning, magazines, websites, apps, books, and other materials to engage students in STEM. Contact information is provided for the author, who is willing to provide tours of her STEM school library and resources.
Jennifer Swanson presented information on tools and strategies for engaging today's digital students. She began by noting key differences in how current students think and process information compared to prior generations. She then provided overviews of various digital tools for blogging, audio, images, video, document creation, and more. Swanson emphasized integrating tools naturally that fit a teacher's curriculum and exploring new tools through play. She concluded by offering contact information and additional resources.
The document discusses UDL coaching models used in schools to support student learning and engagement. It describes a dual approach to coaching that focuses on both instructional design and planning. Key aspects of the coaching model include focusing conversations using an ORID framework, establishing conditions for collaboration, and utilizing a growth matrix to track data and progress over time. The goal is to implement UDL principles through coaching to create more universally designed, inclusive learning environments for all students.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
The document discusses how Twitter can be used in educational settings. It provides examples of how teachers, students, and schools can use Twitter for classroom activities, collaboration, professional learning networks, and more. Key benefits mentioned include sharing ideas in short updates, following experts in various fields, and participating in discussions. Educators are encouraged to sign up for Twitter and begin engaging with others.
The document provides information for parents about the Woodsters fourth grade class including the daily schedule, homework philosophy, assessments, and birthday celebrations. Key details include a typical day starting with morning work and including math, reading, writing, social studies and science lessons. Homework aims for quality over quantity and developing independence. Birthdays are celebrated by having a family member read to the class and donating a gift to the classroom community. Standardized tests will assess math, ELA and science skills but not be included on report cards.
This document provides resources and information for teaching STEM (Science, Technology, Engineering, and Mathematics) in an elementary school library setting. It discusses the engineering design process, hands-on learning, magazines, websites, apps, books, and other materials to engage students in STEM. Contact information is provided for the author, who is willing to provide tours of her STEM school library and resources.
Jennifer Swanson presented information on tools and strategies for engaging today's digital students. She began by noting key differences in how current students think and process information compared to prior generations. She then provided overviews of various digital tools for blogging, audio, images, video, document creation, and more. Swanson emphasized integrating tools naturally that fit a teacher's curriculum and exploring new tools through play. She concluded by offering contact information and additional resources.
The document discusses UDL coaching models used in schools to support student learning and engagement. It describes a dual approach to coaching that focuses on both instructional design and planning. Key aspects of the coaching model include focusing conversations using an ORID framework, establishing conditions for collaboration, and utilizing a growth matrix to track data and progress over time. The goal is to implement UDL principles through coaching to create more universally designed, inclusive learning environments for all students.
The document discusses how e-learning has changed the ways people learn. It provides numerous examples of how learning can now take place using technology like online courses, social media, mobile devices, and virtual learning platforms. Specific apps, websites, and tools are mentioned that allow learning through smartphones, tablets, podcasts, videos, and more. The overall message is that e-learning has expanded options for learning anywhere and anytime through technology.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
The document discusses how Twitter can be used in educational settings. It provides examples of how teachers, students, and schools can use Twitter for classroom activities, collaboration, professional learning networks, and more. Key benefits mentioned include sharing ideas in short updates, following experts in various fields, and participating in discussions. Educators are encouraged to sign up for Twitter and begin engaging with others.
The document provides information for parents about the Woodsters fourth grade class including the daily schedule, homework philosophy, assessments, and birthday celebrations. Key details include a typical day starting with morning work and including math, reading, writing, social studies and science lessons. Homework aims for quality over quantity and developing independence. Birthdays are celebrated by having a family member read to the class and donating a gift to the classroom community. Standardized tests will assess math, ELA and science skills but not be included on report cards.
- The webinar focused on the CCGPS for kindergarten mathematics unit 1 on counting with friends.
- The big idea of unit 1 is developing a deep understanding of quantity, relationships among numbers, and representation of number.
- Resources and tools for teaching number sense such as dot cards, number cubes, and collections were discussed.
This document discusses formative and summative assessment in language learning. It provides examples of formative assessments that teachers can use in the classroom, such as sharing student work videos, using stoplights to gauge understanding, and short intense speaking activities. It also includes links to additional resources on using formative assessment and examples of formative assessment projects like having students participate in a classroom green screen travel activity. The document emphasizes that formative assessment should provide clear learning targets and feedback to help students understand expectations and improve.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
The document discusses incorporating "wicked problems" and complex real-world skills into library instruction. It defines wicked problems as big, messy real-world issues. The goal is for students to feel confident taking on wicked problems in their careers. Key concepts covered include creating wicked learning objectives, assignments, and assessment. Examples are provided of how to design activities for a single library instruction session that incorporate wicked problems, such as an activity for an art history course focusing on finding and interpreting expert commentary on works of art.
This document discusses embracing digital technology in the classroom and moving beyond traditional teaching methods. It suggests having teachers stand up and introduce themselves to ask other teachers about their views on using technology, the importance of homework, and their favorite song. It also provides links to various websites about interactive whiteboards, best practices for technology integration, and how the role of the teacher is changing with increased digital tools and resources in education.
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This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
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This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
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The document discusses blended learning, which combines face-to-face instruction with technology-based learning. It provides three models of blended learning and encourages using existing open educational resources. The document promotes engaging and meaningful learning by flipping the classroom, using learning management systems, and having students collaborate online. Educators are challenged to leverage all available resources to best facilitate learning.
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Dr. TJ Farler presented on the future of education. He discussed challenges like global competition, outsourcing of jobs, and lack of an educated workforce in the US. He also discussed opportunities like using new technologies to customize learning for each student. Farler emphasized that educators need more time for planning collaborative lessons incorporating students' use of technology. Overall, he argued that the most important factor is engaging teachers and students through collaborative, challenging, and inquiry-based learning that cultivates curiosity.
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Moving Beyond Textbooks: OER in Support of K-12 Education
1. Support of K-12 Ed
Textbooks: OER in
Moving Beyond
Jason Neiffer
C u r r i c u l u m D i r e c t o r, M o n t a n a D i g i t a l A c a d e m y
6 March 2012
SXSWedu 2012
Austin, Texas
10. What’s wrong with that?
• Not very flexible
• Not remixable
• Doesn’t really fit into a digital content
platform (blog, wiki, Moodle or other
LMS)
• Potential copyright/licensing issues
• Not scalable
• Not sharable
15. Licensing?
Click to edit Master title style
Traditional Public
copyright - domain -
all rights unrestricted
reserved use
Karen Fasimpaur
16. Licensing?
Click to edit Master title style
Traditional Public
copyright - domain -
all rights unrestricted
reserved use
Copyright with
open licenses -
some rights
reserved
Karen Fasimpaur
17. Attribution (BY) ▪ Non-commercial (NC) ▪
No derivatives (ND) ▪ Copyleft - Share-Alike (SA)
Recommended for education:
CC BY
Karen Fasimpaur
18. Time opportunity
1:1 Schools New
Common
and Digital Generation
Core
Learning of Teachers
39. Considerations
Any Given Resource
Might Not Be
• Little assessment materials Comprehensive • Remember… there is
• Not many ready-out-of- safety in numbers. J
the-box materials • Must move away from the
“textbook as curriculum”
mentality
• Great opportunity to
develop your own… then
share!
Lack of ancillary
Requires Prep Work
materials
41. Websites:
www.montanadigitalacademy.org
www.techsavvyteacher.com
www.neiffer.com
Email:
neiffer@gmail.com
Twitter:
@techsavvyteach
Google Plus:
gplus.to/techsavvyteacher
T h a n k y o u ! J