This document outlines a cross-school collaboration project where students from two elementary schools work together in partnerships to conduct science experiments online. The project involves students researching topics, planning experiments through video chats, conducting experiments simultaneously and comparing results to deepen understanding of science concepts and the nature of science. Students document the process using blogs, data collection, graphs and digital stories to share their learning.
The NETS*S Assessment Benchmarks for Grades 2 and 5 are used as guides to ensure that all the NETS*S (PK-5) are being covered in the elementary curriculum. Each teacher-created lesson presented shows how the technology standards are covered through critical thinking, interactive cross-curricular activities. These lessons provide the students with the skills needed to perform successfully on the suggested NETS*S assessments.
The Think Pair Share strategy is designed to allow students time to think individually, discuss in pairs, and share with the whole class. It aims to make students more active learners who better retain material. The strategy can be used across subjects and grades to check understanding, promote speaking and listening skills, and get students more engaged in lessons. It encourages metacognition as students think about and discuss their own understanding with peers before sharing. Technology can support Think Pair Share through tools for polling, blogging, and giving feedback.
16 technology tools for engaging students in higher educationIdea Works
The document discusses 16 technology tools for engaging students in higher education. It is divided into three sections: managing content, creating content, and sharing content. The first section describes tools like Blackboard, Moodle, wikis and blogs that can be used to manage course materials and provide a central location for students. The second section covers tools for creating content, such as wiki pages, blog posts, office tools, whiteboards, podcasts and video podcasts. The final section discusses ways to share content through RSS, social bookmarking, SlideShare, social networking and photo sharing sites.
1. The document discusses technology integration in a Project-Based Learning (PLN) classroom. It provides examples of different technology tools and levels of technology use, from presenting lessons to having students use technology to solve problems.
2. The goals of technology integration are discussed, ranging from students following teacher directions to using technology for creation and collaboration. Integrating technology can transform learning when used for designing content-area activities.
3. Setting essential questions, using tools like Inspiration for planning research and mapping ideas, and starting small with blogs or wikis are some suggestions for meaningful technology use provided in the document.
BrainNook is an online educational game that helps children develop math and English skills through exploration and playing games. It allows teachers to track student performance. A WebQuest is an inquiry-based activity where students use online resources provided by the teacher to complete tasks. Xtranormal allows users to create animated videos by scripting dialog and choosing characters and scenes. The presentation discusses using these tools in the classroom and the benefits and challenges of integrating Facebook.
This document outlines a culminating project by Ana Lovely that includes four main sections:
1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use.
2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations.
3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country.
4) A reflection on experiences using the TIM model for instructional planning.
The NETS*S Assessment Benchmarks for Grades 2 and 5 are used as guides to ensure that all the NETS*S (PK-5) are being covered in the elementary curriculum. Each teacher-created lesson presented shows how the technology standards are covered through critical thinking, interactive cross-curricular activities. These lessons provide the students with the skills needed to perform successfully on the suggested NETS*S assessments.
The Think Pair Share strategy is designed to allow students time to think individually, discuss in pairs, and share with the whole class. It aims to make students more active learners who better retain material. The strategy can be used across subjects and grades to check understanding, promote speaking and listening skills, and get students more engaged in lessons. It encourages metacognition as students think about and discuss their own understanding with peers before sharing. Technology can support Think Pair Share through tools for polling, blogging, and giving feedback.
16 technology tools for engaging students in higher educationIdea Works
The document discusses 16 technology tools for engaging students in higher education. It is divided into three sections: managing content, creating content, and sharing content. The first section describes tools like Blackboard, Moodle, wikis and blogs that can be used to manage course materials and provide a central location for students. The second section covers tools for creating content, such as wiki pages, blog posts, office tools, whiteboards, podcasts and video podcasts. The final section discusses ways to share content through RSS, social bookmarking, SlideShare, social networking and photo sharing sites.
1. The document discusses technology integration in a Project-Based Learning (PLN) classroom. It provides examples of different technology tools and levels of technology use, from presenting lessons to having students use technology to solve problems.
2. The goals of technology integration are discussed, ranging from students following teacher directions to using technology for creation and collaboration. Integrating technology can transform learning when used for designing content-area activities.
3. Setting essential questions, using tools like Inspiration for planning research and mapping ideas, and starting small with blogs or wikis are some suggestions for meaningful technology use provided in the document.
BrainNook is an online educational game that helps children develop math and English skills through exploration and playing games. It allows teachers to track student performance. A WebQuest is an inquiry-based activity where students use online resources provided by the teacher to complete tasks. Xtranormal allows users to create animated videos by scripting dialog and choosing characters and scenes. The presentation discusses using these tools in the classroom and the benefits and challenges of integrating Facebook.
This document outlines a culminating project by Ana Lovely that includes four main sections:
1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use.
2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations.
3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country.
4) A reflection on experiences using the TIM model for instructional planning.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
The document provides information on using Google Docs for classroom activities and student projects. It discusses using Google Docs for collaboration, collecting and analyzing student data through forms and spreadsheets, creating and grading student projects, and using formulas and functions to simplify tasks. Specific features and tools highlighted include forms, spreadsheets, documents, presentations, importing and analyzing student data, conditional formatting, and using comments for collaboration.
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.
How to Integrate 1:1 effectively in the Mathematics Classroomjenniech
The document discusses effective strategies for integrating one-to-one (1:1) computing in mathematics classrooms. It defines 1:1 computing as providing every student with their own computer or device. While some argue technology hinders learning, research shows 1:1 can improve test scores and build 21st century skills when used properly. The document recommends using technology to promote higher-order thinking skills like analysis and creation, through activities like math software exploration, webquests, and student-created multimedia projects. It emphasizes that the focus should be on learning and pedagogy, not just the technology itself.
How to Improve Library Instruction: Assessment in Five MinutesALATechSource
The document discusses quick assessment techniques that can be used in one-shot library instruction sessions. It recommends drafting learning outcomes using Bloom's Taxonomy and composing assessment questions based on the outcomes. The document reviews tools for quick assessment, such as polls, quizzes, and minute papers, and provides best practices for question drafting. The goal of assessment is to identify instructional gaps, determine how to spend class time effectively, and provide evidence of the impact of the instruction.
Reinventing Writing shared at KDCTTL Conference June 2014Vicki Davis
Writing has changed but many classrooms have not changed their instruction. Learn the 9 types of cloud tools that have changed everything about writing including electronic notetaking, electronic notecards, ebooks and epaper, cloud processing, brainstorming tools, infographics and more. Based upon the book by the same name, Reinventing Writing by Vicki Davis - this book is for every teacher teaching writing in the 21st century. It is designed to be practical and approachable for every teacher.
The document discusses using technology to landscape and improve the learning environment. It lists several elements that can be included in a learning landscape such as Bloom's Taxonomy, differentiated instruction, student-centered learning, 21st century skills, and more. Examples are given of how schools can use tools like Google Apps to support learning in various subjects and help engage and support students, teachers, and the community.
This document outlines a teacher's goal to go paperless in their math classroom by using technology tools. It discusses the large amount of paper currently used, reviews eBooks as a solution, and proposes various digital alternatives to replace paper handouts, homework, notes, and other materials. These include using Google Docs, online forums, Geogebra, blogs, calendars, and other apps. It also addresses balancing technology use and finding the right approach for students. The teacher aims to better implement these paperless solutions the following year through improvements like adding comments and closing problems to student blogs.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Five Ways to Use the "Not" Release Conditions to Impact Teaching & LearningD2L Barry
Webinar: March 1, 2016.
Title: Five Ways to Use the "Not" Release Conditions to Impact Teaching & Learning.
Presenter: Barry Dahl, Brightspace Teaching & Learning Community
This lesson plan teaches 6th grade students how to evaluate websites for reliability and credibility using the "Five Ws" method. Students will learn the criteria for evaluating websites, how to assess a site by asking who, what, when, where, and why questions. They will then practice this on a sample website about the fictional "tree octopus." By the end of the lesson, students will be able to begin conducting independent online research, having learned a simple framework for interpreting web content quality.
This document summarizes a webinar on transformative technology integration in education. The webinar goals were to understand the purpose of technology integration, explore examples through the SAMR framework, and introduce Web 2.0 tools. Attendees participated in polling, discussions in breakout groups, and reflected on how the session might impact their thinking about creating engaging learning environments with technology. Presenter contact information and opportunities for continued connection were provided.
The document discusses how technology is increasing exponentially and digital information is growing at a rapid pace. It predicts that the amount of digital information will increase 10-fold within the next 5 years. It also notes that computer chips will become twice as powerful within the next 12-18 months, enabling new educational tools and jobs. The document advocates that students need to become multi-literate and able to access information anytime in order to support their long-term needs.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
This document provides guidance on creating a project or web quest for students. It outlines the key steps: 1) examine standards to select important concepts, 2) brainstorm interactive lesson ideas using varied media and activities, and 3) clearly define tasks for students. Resources should be credible, varied and engage different learning styles. Assessments should be authentic and check understanding through questions, varied activities, and applying knowledge in new contexts. The overall goal is to create an engaging, multidisciplinary learning experience for students.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
1. The document outlines an activity plan for a Skype in the Classroom lesson about oceans. It provides learning objectives, materials, and step-by-step instructions for preparing for a Skype call with an expert, conducting the call, and reflecting afterwards.
2. Students will research an organization, brainstorm questions, and connect via Skype to learn about oceans. They will summarize their learning by creating forms and sharing feedback in small groups.
3. The plan supports standards for communication, collaboration, and global learning while engaging students through active research, questioning, and reflection.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
The document provides information on using Google Docs for classroom activities and student projects. It discusses using Google Docs for collaboration, collecting and analyzing student data through forms and spreadsheets, creating and grading student projects, and using formulas and functions to simplify tasks. Specific features and tools highlighted include forms, spreadsheets, documents, presentations, importing and analyzing student data, conditional formatting, and using comments for collaboration.
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.
How to Integrate 1:1 effectively in the Mathematics Classroomjenniech
The document discusses effective strategies for integrating one-to-one (1:1) computing in mathematics classrooms. It defines 1:1 computing as providing every student with their own computer or device. While some argue technology hinders learning, research shows 1:1 can improve test scores and build 21st century skills when used properly. The document recommends using technology to promote higher-order thinking skills like analysis and creation, through activities like math software exploration, webquests, and student-created multimedia projects. It emphasizes that the focus should be on learning and pedagogy, not just the technology itself.
How to Improve Library Instruction: Assessment in Five MinutesALATechSource
The document discusses quick assessment techniques that can be used in one-shot library instruction sessions. It recommends drafting learning outcomes using Bloom's Taxonomy and composing assessment questions based on the outcomes. The document reviews tools for quick assessment, such as polls, quizzes, and minute papers, and provides best practices for question drafting. The goal of assessment is to identify instructional gaps, determine how to spend class time effectively, and provide evidence of the impact of the instruction.
Reinventing Writing shared at KDCTTL Conference June 2014Vicki Davis
Writing has changed but many classrooms have not changed their instruction. Learn the 9 types of cloud tools that have changed everything about writing including electronic notetaking, electronic notecards, ebooks and epaper, cloud processing, brainstorming tools, infographics and more. Based upon the book by the same name, Reinventing Writing by Vicki Davis - this book is for every teacher teaching writing in the 21st century. It is designed to be practical and approachable for every teacher.
The document discusses using technology to landscape and improve the learning environment. It lists several elements that can be included in a learning landscape such as Bloom's Taxonomy, differentiated instruction, student-centered learning, 21st century skills, and more. Examples are given of how schools can use tools like Google Apps to support learning in various subjects and help engage and support students, teachers, and the community.
This document outlines a teacher's goal to go paperless in their math classroom by using technology tools. It discusses the large amount of paper currently used, reviews eBooks as a solution, and proposes various digital alternatives to replace paper handouts, homework, notes, and other materials. These include using Google Docs, online forums, Geogebra, blogs, calendars, and other apps. It also addresses balancing technology use and finding the right approach for students. The teacher aims to better implement these paperless solutions the following year through improvements like adding comments and closing problems to student blogs.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Five Ways to Use the "Not" Release Conditions to Impact Teaching & LearningD2L Barry
Webinar: March 1, 2016.
Title: Five Ways to Use the "Not" Release Conditions to Impact Teaching & Learning.
Presenter: Barry Dahl, Brightspace Teaching & Learning Community
This lesson plan teaches 6th grade students how to evaluate websites for reliability and credibility using the "Five Ws" method. Students will learn the criteria for evaluating websites, how to assess a site by asking who, what, when, where, and why questions. They will then practice this on a sample website about the fictional "tree octopus." By the end of the lesson, students will be able to begin conducting independent online research, having learned a simple framework for interpreting web content quality.
This document summarizes a webinar on transformative technology integration in education. The webinar goals were to understand the purpose of technology integration, explore examples through the SAMR framework, and introduce Web 2.0 tools. Attendees participated in polling, discussions in breakout groups, and reflected on how the session might impact their thinking about creating engaging learning environments with technology. Presenter contact information and opportunities for continued connection were provided.
The document discusses how technology is increasing exponentially and digital information is growing at a rapid pace. It predicts that the amount of digital information will increase 10-fold within the next 5 years. It also notes that computer chips will become twice as powerful within the next 12-18 months, enabling new educational tools and jobs. The document advocates that students need to become multi-literate and able to access information anytime in order to support their long-term needs.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
This document outlines an inquiry-based research project for 3rd grade students that can be adapted for other grades. Students will choose their own topics to research and form essential questions. They will learn research skills like taking notes from sources found online, in books, and from interviews. Students will create an Animoto presentation to share what they learned. The teacher plans lessons to introduce inquiry, research skills, and note-taking to support students completing their projects independently with guidance.
This document provides guidance on creating a project or web quest for students. It outlines the key steps: 1) examine standards to select important concepts, 2) brainstorm interactive lesson ideas using varied media and activities, and 3) clearly define tasks for students. Resources should be credible, varied and engage different learning styles. Assessments should be authentic and check understanding through questions, varied activities, and applying knowledge in new contexts. The overall goal is to create an engaging, multidisciplinary learning experience for students.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
1. The document outlines an activity plan for a Skype in the Classroom lesson about oceans. It provides learning objectives, materials, and step-by-step instructions for preparing for a Skype call with an expert, conducting the call, and reflecting afterwards.
2. Students will research an organization, brainstorm questions, and connect via Skype to learn about oceans. They will summarize their learning by creating forms and sharing feedback in small groups.
3. The plan supports standards for communication, collaboration, and global learning while engaging students through active research, questioning, and reflection.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
This document summarizes several educators' use of technology to improve student learning. Key points include:
- Teachers used tools like Edmodo, Google Docs, Blackboard, Learn360 and videos to engage students, provide alternative ways for students to interact with material, and offer differentiation.
- Evidence of impact included increased student engagement, collaboration, access to information, and opportunities for feedback and assessment.
- Moving forward, teachers planned to continue and expand their use of technology tools to further transform learning and meet varied student needs.
This document summarizes an instructional rounds process at Challenger Elementary School. Teachers observed classrooms and took notes focused on how teachers and students provide feedback to each other about learning. They identified patterns in the observations, made predictions about student learning, and proposed recommendations for next steps to address the problem of practice. The rounds process was designed to gather evidence on teacher-student feedback, analyze findings, and develop an action plan to improve student learning.
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
LBIS Professional Development Day 21/09/12davidjjenkins
This document provides an overview of a professional development day focused on 21st century education. It discusses using inquiry-based approaches and differentiating instruction to meet diverse student needs. Presenters will cover integrating technology and applying educational theory to practice. Teachers will participate in activities exploring the five senses in education and Bloom's taxonomy. Breakout sessions will address how to design inquiry-based units, assess student learning, and incorporate technology into various subject areas. The goal is to help teachers develop skills for student-centered, technology-rich instruction catering to different learning styles.
This document provides an overview of a peer coaching program between February and October that included 8 workshops over 9 months. It introduces the 8 peer coaches from different South African provinces and describes the program's focus on lesson design, coaching skills, and integrating information and communication technology (ICT). Examples are provided of activities used in the workshops, such as a chalk talk reflection where teachers silently responded to a question in writing. The document emphasizes that ICT integration should enhance learning by meeting objectives like providing access to information or allowing new ways to investigate concepts. Coaches are advised to help teachers improve lessons using a common definition of effective design and recommend how technology can enrich learning.
The document discusses using data to assess educational technology initiatives and interventions. It provides a six-step process for conducting research: 1) ask a question, 2) define indicators, 3) identify a sample, 4) identify a method, 5) gather data, and 6) analyze results. Key recommendations include identifying clear learning goals connected to the technology, measuring progress towards those goals using random samples, and using assessment data to improve instruction.
Online collaborative learning with audiencefeedbackAndrea Stone
The document discusses practical ways to implement online collaborative group activities in courses. It recommends using tools like screen sharing, video chat, wikis and Google docs for group work. It provides tips for forming student groups, tracking participation, handling group issues, and providing feedback. The presenters are Andrea Stone from Oklahoma State University and Liz Crowell from University of Central Oklahoma.
The document summarizes key points from a focus group discussion on differentiation in teaching. It defines differentiation as identifying the most effective strategies for each learner to reach targets. Differentiation should be seen as integral to learning, not just for struggling students. It can be aimed at whole classes, groups, or individuals. The document lists different categories of differentiation, such as by task, outcome, support, resources, interest, variety of teaching methods, and grouping. It emphasizes the importance of knowing student data like needs and prior attainment to effectively differentiate. Technology tools for homework like Google Forms and Classroom are also discussed.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
The document outlines an inquiry unit plan for a grade 5 social studies unit on contemporary Canadian people. It provides background on the unit's objectives from the Saskatchewan curriculum. The plan involves students researching a Canadian hero of their choice, developing questions to guide their research, locating relevant information from various sources, organizing and presenting their findings. Letters are included to introduce the project to parents and students. The plan details each step of the inquiry process and identifies skills, strategies, assessments and resources to support students.
Making Groups Work: Practical Strategies for Accountability and Engagement - ...Andrea Stone
When students hear about group work, they often groan. Multiply that by the challenges presented in an online learning environment, and sometimes even the professors groan! With online course quality measures that recommend student interaction and group activities and calls to create classrooms that encourage collaboration and critical thinking, faculty need to find new ways to conquer group work dilemmas. This session offers practical strategies for facilitation of group work, both online and in-class. The session will include innovative ways to select students for group membership, techniques for management and accountability, and suggestions for group assignments. Participants will be encouraged to share their own tips and strategies for facilitating successful group assignments.
Online collaborative learning oacc 2012Andrea Stone
The document outlines strategies for effective group projects in online courses. It discusses using group projects to reduce grading and get better work. Tools recommended for group collaboration include screen sharing, video chat, wikis, Google Docs, and social media. The document provides tips for forming groups, tracking participation, setting policies for underperforming group members, and getting feedback to evaluate each member's contributions. The goal is to facilitate accountability and engagement among students working in online groups.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
This document discusses action research, which aims to help teachers improve their practice by critically reflecting on what is happening in their classrooms. The key aspects of action research highlighted include focusing on interests relevant to teaching, engaging teachers in inquiry to challenge their assumptions, and contributing to the professional knowledge of schools. Examples of action research topics and a suggested structure for conducting action research over terms 1-4 are also provided.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Children learn by doing and finding
success in the doing (Charney, 2002, p. 17).
• In the classroom, students conduct science
experiments in groups to develop collaborative
skills while exploring scientific concepts
• How will working with partners from another
school deepen student understanding of
scientific concepts and the Nature of Science?
3. • The following lessons will:
▫ Allow students to explore Physical Science
concepts as well as the Nature of Science
▫ Provide opportunities for collaboration within and
beyond the school walls
▫ Strengthen verbal, written and media literacy
through the use of various methods including
video conferencing and blogs
4. Websites/Software Used
• www.kidblog.com
• Skype
• Microsoft Excel
• Google custom search engine
• Microsoft Movie Maker
• Photo software
• Screen capture software
5. Cross School Collaboration
• I will be working with a colleague at Madeira
Beach Elementary School in Pinellas County
• Our students will work collaboratively to
complete this project
6. Part 1
• Display a list of physical science topics:
Electricity, Gravity, Friction, Motion, Sound Energy, Light
Energy, Thermal Energy, Matter, Physical & Chemical changes,
etc.
• On a scratch piece of paper, have students list their top 3
choices for further exploration
• Place students into partnerships based on interest
• Allow partnerships to research information about their
topic using a teacher created search engine
http://www.google.com/cse/home?cx=0046667053085
99471608:9ribgz-q4v4
• Inform students the purpose of their research is to come
up with a list of 5-7 questions they have about their topic
7. Story Planning Guide
How did you decide which question you would explore? How
will you show this to the audience?
What materials will you need to conduct your experiment?
How will you show this to the audience?
How will you show the audience how to follow your
directions?
How will you document your experiment? Who will conduct
the experiment? Who will take the photos/video?
How did you analyze your data? What did you learn? How
will you show this to the audience?
Distribute the Digital
Story Planning Guide Did you experiment turn out like your cross school partner’s?
(right) Why do you think your experiment turned out the way it did?
How will you show this to the audience?
Students will use this guide
throughout the project to document
their work
What did you learn by working with students from another
school? How will you show this to the audience?
8. Blog
#1
What topic are you and you partner interested in
studying? List 2-4 questions you have about
your project.
9. Cross School Collaboration
• At the end of the day, I will video conference
with my colleague to review our partnerships
• We will create groups of four by blending
partnerships from each school
10. Part 2
• Using Skype, the teachers will introduce
students to their cross county partners
• The teachers will remind students how to use
Skype, then send partnerships off for their first
team Skype conference
• During this conference, students will share their
list of questions and narrow down the list to the
top 3 experiments they would like to conduct
• The group must present their experiment ideas
to the teacher for approval before moving on
11. Skype Conferences
• During each Skype conference, students will use
a form like the one below to document their
conversations. This form will be turned into the
teacher for a grade.
Date Students Topics Discussed Action Plan What will be done
Present by the next
conference?
12. Cross School Collaboration
• Teachers will review then approve experiment
ideas for groups
• Students needing assistance selecting an
experiment will have a conference with their
teacher
13. Part 3
• Students will continue to have Skype
conferences to:
▫ Share ideas
▫ Create a materials list
▫ Write directions for completing their experiment
14. Blog
#2
What materials will you need to complete your experiment?
Compile your list then visit at least 2 other classmates’ blogs.
Read over their materials list and comment on whether or not
they have forgotten anything.
#3
List the directions to complete your experiment. Remember to
use metric measurements and to start each sentence with a
verb. After completing your list, visit at least 2 other group’s
blogs and review their directions. Did they forget something?
Let them know!
15. Part 4
• Using the directions created by the team, school
partnerships will conduct their experiments,
documenting their work using still or video
cameras
• Students will use Microsoft Excel to collect the
data they collect
16. Part 5
• Using the data they collected, students will
create a graph on Microsoft Excel
• School partnerships Skype to review their graphs
looking for trends and discussing why they feel
their experiment turned out the way it did
17. Blog
#4
Compile your data using Microsoft Excel and use
the data to create a graph. Take a screen
capture of your graph and post it on your blog
so your partners at Madeira Beach can see your
results. Then, compare your graph to theirs.
What is similar? Different? Explain your
thinking.
18. Part 6
• School partnerships will use their Digital Story
Planning Guide to create a storyboard for their
digital story
• Partnerships will select and import the images
they will use into Microsoft Movie maker, record
their voice-over and add any text, screen shots,
music etcetera to their digital story
19. Part 7
• Students will share their learnings with their
schoolmates by presenting their digital stories
• After viewing the class’s projects, the teacher will
lead students in a discussion about what they have
learned through this process
▫ Discussion should focus on the results of their
experiments
▫ If students completed their experiments correctly,
their results should mirror those of their cross school
partners. If they do not, something was not done
correctly. This is a Nature of Science concept students
struggle with, therefore seeing multiple groups attain
similar results should reinforce this concept
20. Blog
#5
What did you learn by working with scientists
from another school? Did you enjoy this
experience? Why or why not?
21. Sample Experiment Digital Story
• Below you will find a link to a VoiceThread
created by Heather Sullivan
• Ms. Sullivan is a teacher who uses VoiceThread
for her student’s lab reports
• This is an example of what how students can
document their learning using multimedia tools
• http://voicethread.com/?#q.b167884.i893744
22. Contact Me
Tracy Staley
5th Grade Math/Science
Ponce de Leon Elementary
staleyt@pcsb.org
References:
Charney, Ruth, S. (2002). Teaching children to care: Classroom management for
ethical and academic growth, K-8. Greenfield, MA: Northeast
Foundation for Children.
Editor's Notes
As a science teacher, I have seen the benefit of providing hands-on, collaborative learning experiences for my students. My exploration of Convergence Culture has led me to ponder how cross school collaboration may deepen learning for my students. So I developed a series of lessons to complete with my class.
Teachers wanting to use these lessons will need internet access as well as access to the software programs listed above. Some of these programs may not be available at your school. Search the web. There are several similar programs which are free and may work in your school setting.
This project requires collaboration with at least one teacher from another school. I will be working with another 5th grade teacher at Madeira Beach Elementary school in Pinellas County. We have a strong working relationship and currently virtually collaborate on lesson plans. It is important you find someone who is willing to put forth a little extra effort and time to make this project work.
The first step is helping your students narrow their focus on a topic of interest. I will display a list of topics covered for students to review. I compiled this list using the 5th grade Physical Science benchmarks. Remember that although this lesson was created for Physical Science but can be easily adapted for any of the sciences. I do not allow talking during this time because I want my students to choose a topic that interests them, not because it’s what their friend chose. After students list their top 3 choices, I will partner them up with a student who is interested in the same topic. Then the partnerships will explore their topic using a search engine I created using Google Custom search engines to ensure the information students find is grade level appropriate. As students are researching, they are to develop a list of questions about their topic they wish to further explore.
This planning guide should be distributed to students before they start researching. It should be used throughout this project as it will become very important at the end of their project when they have to share their learnings. Refer to it often and ensure students are completing it as they go.
After researching with their partners, students will complete their 1st blog entry. I use KidBlog, a website created for teachers. It is an easy to use website which allows you to moderate conversations while encouraging collaborations. My students absolutely love the site and enjoy the opportunity to share their thinking in this way. Students at both schools will be able to see and comment on each other’s blogs. This 1st entry will allow students to discuss the process of determining a topic and working with their partner, while giving me a sneak peak at their project ideas.
After partnering students up, I will Skype with my partner at Maderia Beach to review our partnerships and match students up with partners from the other school
For the next lesson, I will Skype with my partner at Madeira Beach. This will be a great time to review Skype with my students and remind them how things work. If your students are new to Skype, you may want to have additional lessons in this area. During this conversation, my students will be introduced to their partners at Madeira Beach. Then I will send them off to Skype on their own. During their 1st conference, students will share their project ideas and create a list of 3 experiments they would like to conduct. I have them list 3 just in case one of their ideas doesn’t work or doesn’t fit the curriculum.
On a side note, students will be provided with a form to help them document their Skype conferences. This form will help me to determine participation as well as help guide students as the have their conferences.
Once again, I will work with my teaching partner to approve experiment ideas or determine if certain groups need additional teacher support.
Over the next few days, students will have conferences to share ideas, determine the materials they will need to conduct their experiment and write the directions for their experiment.
After conferencing, students will blog to reflect on their work thus far. In addition to helping students reflect, blog entries will be quite useful when students work on their final presentations.
Once the directions have been written, school partnerships will conduct their experiments. I will have students use Microsoft Excel to collect their data. Excel allows students to easily convert their data table into a graph, creating a tool for data analysis.
During this part of the lesson, students will be reviewing their graphs and sharing them with their cross school partners. During this conference, student conversation should be focused on similarities and differences in their results as well as why they believe their experiment turned out the way it did.
Once again, students will blog about their project, particularly their data collection. Students will post a screen capture of their graph onto their blog allowing their partners at the other school to compare the data. The goal is for students to see that although the conducted their experiments in different locations, the results are similar if not the same
Using the Digital Story Planning Guide given to them at the beginning of this project, students will create a digital story to document their experience. If you have not created Digital Stories with your students, you will want to spend time before this project helping them learn how to use the appropriate software, create storyboards, write scripts, etc. There are several resources available online to those who are interested in using digital stories in the classroom. My students will work with their in-class partner to create their digital story.
Students will share their digital stories with their classmates. After viewing the stories, I will guide students in a discussion about the results of their experiments. Students struggle with understanding the importance of writing explicit directions and following them precisely and how this helps scientists learn. By allowing students to see students in an entirely different location had similar results, I hope to reinforce this Nature of Science phenomena. If students have different results, I will focus the conversation on why they feel that happened, hoping they will realize that small changes can have a big impact on experiment results.
For a final reflection, students will blog about their experience working with students from another school. This will be the first time I use a learning experience like this and I am interested in their feedback.
To wrap things up, I have included a link to a VoiceThread presentation created by a teacher named Heather Sullivan. She uses VoiceThread as a way for students to share their lab reports. This is similar to what I would like to do with my students, but not exactly.
After implementing this project, I will be happy to share student projects with you. Please feel free to contact me if you are interested in seeing my student samples or if you have any questions or comments!