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![Why use podcasts?
Podcasting is yet another way for them
[students] to be creating and contributing ideas
to a larger conversation, and it’s a way of
archiving that contribution for future audiences
to use.
Will Richardson, Blogs, Wikis, Podcasts and Other
Powerful Web Tools for Classrooms](https://image.slidesharecdn.com/pnulccpdf-130726175236-phpapp02/75/Setting-up-the-Learner-Centered-Classroom-pdf-37-2048.jpg)
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Setting up the Learner-Centered Classroom. pdf
The passage criticizes the traditional classroom model of passive learning and argues that a more active approach is needed. It notes that the traditional model does not fit changing needs and is a passive way of learning, while the modern world requires a more active processing of information.
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Setting up the Learner-Centered Classroom. pdf
- 1. “The old classroommodel simply does not fit our changing needs. It’s a fundamentally passive way of learning, while the world requires more active processing of information.” - Salman Khan
- 2. DIRECT TEACHING KNOWLEDGE ANDSKILLS I ALREADY KNOW I CAN SHARE TODAY (Underline the words you already know well enough, Encircle the terms you want to learn more about) RELEVANT EDUCATION LEARNING BY DOING SOCIAL SKILLS PROBLEM SOLVING SKILLS ENGAGED READERS STUDENT CENTERED TEACHING SELF DIRECTED LEARNER SOCIAL SKILLS SAFE LEARNING ENVIRONM ENT VISUALIZING SCAFFOLDING READING BUDDIES MONITORING THOUGHTS PREDICTING CRITICAL THINKING MAKING CONNECTIONS ASKING QUESTIONS INDEPENDENT READING READING JOURNAL MODELING BELIEF IN THE LEARNER using the smiley icons–rate how you feel after the session on space provided CREATIVETHINKING SELF ASSESSMENT
- 3.
- 4. Learner-Centered Classroom • Focuseson the needs, preferences, and interests of the learners. • Teachers act as facilitators of the learning process, providing direction and feedback rather than just instruction
- 5. LEARNER • Demonstrates knowledgein unique ways • Engages actively and participates in individual and group learning activities Features of Learner- Centered Classroom
- 6. TEACHER •Encourages and facilitateslearners’ participation and decision making •Encourages learners to think for themselves Features of Learner- Centered Classroom
- 7. INSTRUCTIONAL STRATEGIES • Includelearning activities that are personally relevant to learners • Provide questions and tasks that stimulate learners’ thinking beyond rote memorization Features of Learner- Centered Classroom
- 8. CURRICULUM • Organizes contentand activities around themes that are meaningful to learners • Allows learning activities that are global, interdisciplinary and integrated • Has opportunities for all learners to engage their higher-order thinking skills Features of Learner- Centered Classroom
- 9. ASSESSMENT SYSTEM • Assessesdifferent learners differently • Promotes learners’ reflection on their growth as learners through opportunities for self- assessment Features of Learner- Centered Classroom
- 10. Teacher-Centered • Focus ison the teacher • Teacher talks, students listen • Students work alone • Teacher decides on the lesson • Teacher evaluates student learning • Classroom is quiet Learner-Centered • Focus is on both students and teachers • Students work in pairs, in groups, or alone depending on the purpose of the activity • Students have some choice of topics • Students evaluates their own learning • Classroom is often noisy and busy
- 11. For many years,teachers taught and students were responsible for learning the material. It was the student’s responsibility to acquire the knowledge for success. The primary concern of the teacher was to impart the knowledge.
- 12. Passive Learning •Slabs ofText •Multiple Choice Questions •Few opportunities to apply knowledge •Can’t learn from others •Poor demonstration of skills •Inadequate follow up with face to face assessment/further training •High drop out rate/low engagement
- 13. Student learning isthe primary goal of the teacher as opposed to teaching. The teacher must motivate the students to learn, participate, critically think and successfully perform in tests.
- 14.
- 15. “Technology will nothave a significant impact on student learning until teachers change the way they teach.” - Larry Cuban, 1986
- 16. ICT in educationis a much needed vehicle of achieving the modern philosophy of education whereby a student can decide on: WHAT he learns WHEN he learns WHERE he learns, and HOW he learns
- 17. Enabling new formsof learning
- 18. All shapes &sizes •Learners exhibit a variety of learning styles, Computer literacy & attitudes to learning preferences •Have a Goers •Reflectors •Watchers •Listeners
- 19. Cater for them •Reducereliance on text thru multimedia (Audio, Visuals, Video) •Engage learner to think through online material (learning activities) •Assess the sharing of perspectives •Put back industry knowledge
- 21. • Technology helpschange the student/teacher roles and relationships. • Technology cannot teach; only teachers can teach. • Technology can enhance the teaching- learning process.
- 22. What is Technologyintegration? • Technology integration is the use of technology resources -- computers, Internet, e-mail, digital cameras, CD-ROMs, software applications, electronic publications, etc. -- in daily classroom practices, and in the management of a Classroom and school.
- 23. • ICTs providean array of powerful tools that may help in transforming the present isolated teacher-centered and text - bound classrooms into rich, student – focused, interactive LEARNER- CENTERED CLASSROOM.
- 24. Food for thought “Any technology which increase the rate of learning would enable the teacher to teach less and the learner to learn more”
- 25. Learning Facilitator Collaborator Trainer Advisor Knowledge Manager Curriculum designer Instructional designer Team Coordinator Co-learner Assessment Specialist
- 26. Advantages of ICT resourcesharing; wide variety of services; flexibility; reliability; faster speed; cheaper cost.
- 27. Learning tools: E-mail Every teacher should have an e-mail account Communicate with students Communicate with parents Students can submit assignment Can have attachments Create a paperless environment Simple but effective Efficient and cost effective
- 28.
- 29. Learning tools: Chat& Video Conference Synchronous communication tool Communicate with students Communicate with parents More students participate Collaborative learning Can conduct a live lecture Support by audio, chat and whiteboard Support sharing of applications Can be recorded for later use Demonstrate process
- 30. Video Sources •YouTube •Vimeo •Teacher Tube •Createyour own! •Blog •Flip Video Capture tools •NetVideoHunter
- 31. Learning tools: OnlineForum Asynchronous discussion forum Teacher can create discussion groups Teacher could post a question and request students to comment Students can post their comments Can encourage community participation Collaborative learning can be fostered Feedback from diverse culture
- 32. Blogs A blogis a website for which an individual or a group frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis. The term is a shortened form of weblog. Authoring a blog, maintaining a blog or adding an article to an existing blog is called "blogging". Individual articles on a blog are called "blog posts," "posts," or "entries". The person who posts these entries is called a "blogger".
- 33. Interactivity, publishing, collectiveintelligence Blogger http://blogger.com Blogmeister - http://classblogmeister.com/ Edublogs - http://edublogs.org/
- 34. Blogs in School TeacherBlogs Homework Keep Parents in the Loop Virtual Inservice Professional collaboration Student Blogs This week in class, we... Student Work Online portfolio Peer/teacher feedback
- 35. Podcasts iPod + Broadcast= Podcast Amateur radio Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet using either the RSS or Atom syndication formats, for playback on mobile devices and personal computers.
- 36. Why use podcasts? Podcastsenable students to share their knowledge and expertise with others through a creative outlet. Podcasts tap into a mode of media input that is commonplace for digital natives. Podcasts empower students to form relationships with the content and each other in relevant ways.
- 37. Why use podcasts? Podcastingis yet another way for them [students] to be creating and contributing ideas to a larger conversation, and it’s a way of archiving that contribution for future audiences to use. Will Richardson, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms
- 38. How can podcastsbe used? In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest. Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new. Podcasts can also be used to edutain others through creative narratives.
- 39. How can podcastsbe used? Podcasts engage students in thinking critically about their speaking fluency and communication skills. The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating.
- 40. Searching for Podcasts- iTunes
- 41.
- 42. What is aWiki? A wiki is a type of website that allows users easily to add, remove, or otherwise edit and change most available content.
- 43. How is aWiki Constructed? A single page in a wiki is referred to as a "wiki page", while the entire body of pages, which are usually highly interconnected via hyperlinks, is "the wiki“ in effect, a wiki is actually a very simple, easy-to-use user-maintained database for searching and creating information.
- 44. Are Wikis Safe? Wikisare generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them.
- 45. Are Wikis Safe? Thuswhile wikis are very open, they provide a means to verify the validity of recent additions to the body of pages. The most prominent, on almost every wiki, is the "Recent Changes" page—a specific list numbering recent edits, or a list of all the edits made within a given timeframe.
- 46.
- 47. Class Wikis -Webquests
- 48. Tools: Learning Management System(LMS) Management of content Tracking students Administrative features Integration with various tools such as chat, forum, e-mail, etc. Reporting Portfolio of Multimedia Learning System (MMLS)
- 49. Teacher Presence The bestteachers - according to students - are those who show their presence multiple times a week, and at best, daily.
- 50.
- 51. PLC – ProfessionalResearch
- 52. PLC – VirtualTraining
- 53. PLC – CurricularCollaboration
- 54. PLC – SupportingTeachers
- 60. TeacherWebCreate class pages,activities, templates Free WebQuest generator http://www.teacherweb.com/wq_home.html http://www.teacherweb.com
- 61. Classroom Resources NoteStarenhanced research tools http://notestar.4teachers.org/ RubiStar rubric creation tools http://rubistar.4teachers.org/index.php QuizStar online quiz creation tools http://quizstar.4teachers.org/ TrackStar online hotlist and Internet activity creation tools http://trackstar.4teachers.org/ Web Worksheet Wizard http://wizard.4teachers.org/ Project Poster online project-based activity creation tools http://poster.4teachers.org/ Discovery School Puzzle Maker http://www.puzzlemaker.com/ National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html
- 62. Other Enduring Benefits Alongwith the use of technology there are certain responsibilities that educators and students need to follow. Educators need to instruct students on safe and acceptable use of technology in and outside of the classroom. Not only do students need to learn how to appropriately research, but also how to safely and properly share information online. Allow students to learn first hand about copyright laws and fair use issues.
- 64.
- 65. ENGAGING STUDENTS • STUDENTSARE MOTIVATED • STUDENT BEHAVIOR MANAGEMENT • STUDENTS ARE ACCOUNTABLE FOR THEIR OWN LEARNING • CREATING A CULTURE OF COLLABORATION AND LEARNING COMMUNITIES
- 66. SETTING UP THEREADING BUDDIES LET THEM READ BOOKS TOGETHER
- 67. SUPPLEMENT TO READING •CLASS DISPLAY/ WORD WALL
- 68. WORD WALL Why WORDWALL? Creating a print rich environment that may help students to master spelling, be familiar with sight words, be reminded of pronunciation rules (vowels, consonants, diagraphs, blends etc.), review terms and enrich their vocabulary.
- 69. WORD WALL You canuse the entire wall inside your classroom, not just the bulletin board. You can post sight words that are currently in use by the class. Change the words as class goes along in their reading journey.
- 70. WORD WALL Other subjectarea teachers can put MATH WORDS, SCIENCE WORDS, HISTORY and other TECHNICAL TERMS.
- 71. WORD WALL You cansimply post the words that student share every time they have READING session. Ask them the meanings of those words and use in their own sentences.
- 72.
- 73. TEACHERS, REMEMBER: • BASICSIGHT WORDS SHOULD BE ON THE WORD WALL RIGHT AT THE BEGINNING OF EACH SCHOOL YEAR. JUST SLOWLY TAKE DOWN THE WORDS THAT HAVE BEEN MASTERED BY THE STUDENTS AS INDICATED IN YOUR REGULAR SPELLING TESTS AND REGULAR WRITING ACTIVITIES.
- 74. WORD GAMES • WORDBALL • READING RELAYS • HEAR AND SAY THE WORDS • PINOY HENYO • PUZZLES • PROBLEM SOLVING
- 75.
- 76. PRELUDE TO COMMUNICATION SKILLS:READING JOURNALS • Students are encouraged to read books and write journals. They should follow the prompts given by the teacher. • Teachers can better assess and talk with students about his progress in reading • The journal is NOT to be GRADED. IT is for the STUDENT’S benefit and not yours.
- 77. READING JOURNALS: Whatit looks like Date:_____ Title of the book:________ Page numbers read today:_____ (Prompts) On page__ of the book I am reading, the character said”______________” and this made me think of the time when ____________________________.
- 78. What it lookslike… TALK BACK PROMPTS I am thinking… I am wondering… This reminds me of… This is confusing…. I like this part because…. I think the character is feeling ____ because…. Why is the character….. I am surprised….
- 79. VISUALIZING Please spell thewords BACKWARDS • COMPUTER, • BIRD • CELLPHONE What did you do to spell the words backwards? “CREATING PICTURES IN YOUR HEAD IN ORDER TO AID COMPREHENSION” MIND MAP MAKING
- 80. SUMMARIZING AND ASKING QUESTIONS •CREATE Ws and H questions and answer their own questions. • Write the answers in METACARDS • Post the meta cards in such a way that a summary is created • GO BACK TO YOUR READING BUDDIES and SUMMARIZE A PAGE YOU FINISHED READING.
- 81. ASKING QUESTIONS • PLEASEJOT DOWN 5 QUESTIONS ABOUT THE BOOK YOU ARE READING. • SHARE IT WITH YOUR BUDDY • TELL IF IT IS A LOW(THIN) OR HIGH (THICK) QUESTION • THE GOAL IS TO IDENTIFY GOOD OR NOT SO GOOD QUESTIONS
- 83.
- 84. COLLABORATIVE ACTIVITIES= ACCOUNTABLE TALK •CLASSROOM TALK THAT IS ACCOUNTABLE TO LEARNING- STUDENTS ARE ACCOUNTABLE TO THEIR OWN LEARNING • RESPECTFUL FEEDBACK • THEY NEED TO BE TRAINED TO LISTEN TO EACH OTHER AND STICK TO THE TOPIC • GIVING EVIDENCES TO WHAT THEY ARE SAYING/GIVING PROOFS/PROBING/ • TURN AND TALK WITH THEIR BUDDIES • STOP AND JOT DOWN QUESTIONS
- 85. ASSESSMENT • OBSERVATIONS • READINGALOUD • WRITING AND SPELLING TESTS • AUTHENTIC ASSESSMENTS (PORTFOLIO,ROLE PLAY, PUPPETS ETC.) IMPORTANT TO HAVE RUBRICS IN THE ASSESSMENT PROCESS.
- 86. Rubric – is away of describing evaluation criteria (or “grading standards”) based on the expected outcomes & performances of students. Assessment Purposes Improve the reliability of scoring performance (musical, procedural, sports, oral presentation & report) & product/output (arts, project, write-up, ) Clearly convey goals & performance expectations as related to scoring standards or point values of students Engage students in critical evaluation of their own performance or output.
- 87. A useful toolin integrating topics and concepts Graphic organizers are designed to provide a visual representation of facts and concepts from a text and their relationships to each other Graphic organizers are powerful teaching and learning tools that encourage active learning and facilitate cooperative work. Demonstrate that learning is interconnected
- 88.
- 89. Muddiest Point “What isthe muddiest point (most unclear) in the story?” _____________________ _____________________ Minute Paper “What was the most useful or important thing you learned ?” ___________________________ With the recent session in mind, kindly answer the following questions either in bullet form or in 1 or 2 sentences. Thank You very much!
- 90. Plus, the good points Minus thenegative features Intriguing, interesting Creative or Alternative Assessment Critique the usefulness of the session to your own class/subject matter.
- 91. A-”Ahem!” Things fully understood A-”Ano daw?” Interestingor student’s questions A- ”Aha!” Discovered new ideas Another one: Creative or Alternative Assessment 3A’s
- 93. just right pacing Encirclethe word/s which describe/s how you feel or what you think after the session. enlightened bored informed a lot confused enjoyed could have been given more time eager to apply lessons learned needs a more comprehensive session on the topic thankful needs to be clarified on _____________ _____ confident increased confidence in doing task more time needed able to absorb everything learned satisfied not convinced more examples please unsure how to do it on my own distracted by _____________ _____ helped needs more practice learned fast-paced using the smiley icons– rate how you feel after the session on space provided can’t wait to try to be creative
- 94. “Today’s education systemfaces irrelevance unless we bridge the gap between how youth live and how they learn.” Learning for the 21st Century
- 95. Shape it, Build it, Transformit, Act on it.