Multimedia madness
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This document discusses using multimedia like eBooks, podcasts, videos and screencasts to support instruction. It notes that multimedia engages students through multiple senses, provides mobile access, and allows for feedback. Different types of multimedia content from sources like YouTube, Khan Academy and universities can be used for differentiation based on content interest, learning preferences, and skill levels. The document also lists various tools that can be used to create multimedia content like podcasts, photo essays, and video pathways to support instruction in a learning management system.
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This document discusses how the brain learns best from a neurological perspective. It notes that digital technology is changing brain structure and that neuroplasticity allows the brain to adapt based on use. It provides guidelines for instruction including creating meaningful learning experiences, incorporating different sensory pathways, allowing for attention spans of 10-20 minutes, incorporating social and active learning, and reflecting on learning. It emphasizes the importance of sleep, nutrition, exercise and learning throughout life. Overall it aims to provide research-based strategies to create brain-compatible classrooms.
Dy know monitor
The document discusses using the DyKnow Monitor software for teaching and monitoring students. It includes options to learn more about DyKnow, take a poll, view a YouTube video for entertainment, broadcast the teacher's screen, manage files, and answer a question about the theme of The Great Gatsby novel. Links are provided to online tools like a countdown timer and collaborative document for further discussion.
Pontiac differentiation
This document discusses strategies for differentiation in the classroom. It begins by defining differentiation and discussing Sternberg's three types of intelligence: analytical, practical, and creative. It emphasizes the need for students to have options for taking in information, organizing ideas, and expressing what they learn. The rest of the document provides examples of strategies to support differentiation, including formative assessment, student choice, understanding assessment, graphic organizers, tiered and layered curriculum approaches, Bloom's Digital Taxonomy, flipped classroom approaches, and using tools like Google Forms, OneNote, and Socrative. It argues these strategies can create a more engaging learning environment.
Nation building in iraq
The document discusses the reasons for occupying Iraq, including fighting terrorism, installing a new government, and finding oil. However, it argues that while Iraq has vast oil resources that could increase the US supply and lower prices, the high price of occupation outweighs the benefits of gaining oil. It also notes that the American people do not trust the government's claims that occupation is aimed at fighting terrorism and regime change given the focus on oil.
Lakeview brain
This document discusses principles of brain-based learning and summarizes key points from a conference on brain research. It covers the following main topics:
1. An overview of brain anatomy and the different parts of the brain including the cortex, cerebellum, and brainstem.
2. Principles of how the brain learns including that learning engages the whole body, each brain is unique, emotions are important for learning, and learning occurs through meaning and patterning.
3. A discussion of 12 principles of brain-based learning including that the brain is a parallel and social processor, learning involves conscious and unconscious processes, and memory is organized in different ways including short and long-term.
Lakeview the flipped classroom
The document defines and discusses the flipped classroom model of instruction. It involves providing lectures and notes to students as homework using tools like videos and slides, then using class time for collaborative work and challenge problems led by the teacher. The flipped classroom was pioneered by Jonathan Bergmann and Aaron Smith and popularized by Karl Fisch and Daniel Pink. It allows teachers to re-purpose existing online content and tools to implement the flipped model.
Reflective practice
This document discusses reflective practice and self-assessment in education. It provides definitions and perspectives on reflective practice from thinkers like Socrates, Joseph Vaughan, John Dewey, and Donald Schon. The document outlines the mindset of a reflective practitioner and presents the reflective practice cycle. It also shares York-Barr's theory of action for reflective practice, which involves pausing, openness, inquiry, thinking, learning, and action to enhance student learning. Key points are that reflective practice centers around a problem or dilemma and that reflective practice means no class will be the same.
Lakeview tpack
This document discusses frameworks for evaluating technology integration in education, including TPACK and SAMR. It provides an overview of these models and suggests their use in developing teacher skills through professional development opportunities. These include individual after-school sessions, institutional projects, learning groups, and a summer professional development program to encourage reflective practice and goal setting around pedagogy, content knowledge, and technology use.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined, including being central to the curriculum and focused on driving questions. The document also discusses designing curriculum using Understanding by Design framework, employing formative and summative assessments, and developing driving questions and authentic projects for students.
Lakeview differentiation
The document discusses differentiation and strategies to support it in the classroom. It defines differentiation as ensuring students have options for taking in information, organizing ideas, and expressing what they learn. The document promotes creating a learning environment that incorporates formative assessment, student choice, and strategies like graphic organizers to aid student understanding. Areas that support differentiation include assessment, student choice, and using strategies that are both simple and encourage long-term student choice.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined: they are central to the curriculum, focused on driving questions, involve constructive investigation, are student-driven, and feel realistic. The document provides examples of PBL projects and emphasizes the importance of assessment, collaboration, and reflection in the PBL process.
Research lausanne2011
This document outlines elements and strategies for conducting research in a digital world. It discusses frameworks like project based learning and POGIL that encourage collaboration. It provides tools and strategies for defining tasks, conducting searches, evaluating resources, organizing information, synthesizing writing, and evaluating work. The goal is to update the research process by incorporating digital tools and emphasizing common vocabulary, differentiated roles, and feedback throughout the process.
Thinking lausanne
This document discusses emerging research on brain science and its implications for education. It emphasizes the importance of metacognition, stress management, differentiation, feedback, and developing students' thinking habits and dispositions. It provides examples of thinking routines, formative assessment strategies, and technology tools that can support these goals by making thinking more explicit and developing students' reflective abilities. The overall message is that understanding how the brain learns can help educators create learning environments centered around developing lifelong thinking skills.
Thinking lausanne
This document discusses emerging research on brain science and its implications for education. It emphasizes the importance of metacognition, stress management, differentiation, feedback, and developing students' thinking habits and dispositions. It provides examples of thinking routines, formative assessment strategies, and technology tools that can support these goals by making thinking more explicit and developing students' reflective abilities. The overall message is that understanding how the brain learns can help educators create learning environments centered around knowledge, assessment, learners, and community.
Research lausanne2011
This document outlines elements and processes for conducting research in a digital world. It discusses frameworks like project based learning and POGIL that encourage collaboration. It also provides examples of digital tools that can aid different stages of the research process, from developing search strategies and locating resources to organizing, synthesizing, and presenting information. The goal is to update the traditional research model to incorporate more student-driven learning and digital tools that facilitate sharing and feedback.
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Multimedia madness
- 1. Multimedia Madness Creating eBooks, Podcasts, Videos and Screencasts to Support Instruction
- 2. WHY?
- 8. Easy and Content is Plentiful • Delicious.com/ehelfant/videos • Crashcourse World History and Biology • Kahn • Standford, Harvard, MIT, Yale • TED
- 9. Scaffolding for Flow and ZPD
- 10. Differentiation Possibilites • For Content Interest • For Learning Preference (audio, video, text) • For Skill Level
- 11. LMS Support
- 13. Sophia
- 16. Papyrus
- 19. iMovie
- 20. Audio Content
- 22. Knovio
Editor's Notes
- A. Elizabeth Helfant: Creating eBooks, Podcasts, Videos and Screencasts to Support InstructionIn redesigning curriculum, the use of textbooks has diminishedin favor of multimedia content that is often teacher created. This session will examine how we create eBooks, podcasts, screencasts and short video segments to enhance and differentiate instruction. A number of applications will be examined including MoGlue, Pages, and Sophia. If time permits, we will also examine how the same process can be used for student projects.Room 102
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