The document describes a group's process of evaluating different WebQuests according to how applicable they are in a Philippine classroom setting and how effectively they make use of students' time. The group identified the WebQuests on Landfills and Poetry of War as the best because they are relevant to Philippine issues and can be completed in one class period respectively. They determined the WebQuests on John Wilkes Booth and Ancient Egypt were the worst because the topics are too specific to other contexts and the activity for Ancient Egypt could be done without the Web. The document also includes reflections that WebQuests should maximize technology use and guide internet usage, and that there is no single best WebQuest due to different teacher considerations.
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
The document is the full text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington, in which he calls for an end to racism and envisions a future where people "will not be judged by the color of their skin but by the content of their character." King delivers the speech after recounting the history of racial injustice and discrimination faced by black Americans and argues that now is the time for justice and equality. He expresses his dream that one day black and white Americans will be able to live together as equals in a just society.
The document discusses using the internet in education. It provides information on internet terms and evaluating websites. It considers whether to use internet resources in the classroom or internet-based activities. It discusses both the benefits and limitations of using the internet. Finally, it lists online resources for reading, writing, speaking, listening and activities that integrate multiple skills.
1. A multi-modal is an interactive learning device that combines different modes such as movies, images, artifacts and activities to engage students in historical inquiry.
2. Mighty multi-modals are multi in mode, appropriate for the curriculum, save teachers time, and develop students' digital literacy skills without requiring advanced technology.
3. Various apps and tools can be used to create interactive timelines, infographics, videos and other multi-modal formats to bring history to life for students.
The document describes literature ladders, which are collections of extension activities connected to a book that take students from one learning task to the next to enrich their reading experience. Each rung of the literature ladder expands students' knowledge about elements like characters, settings, themes through activities incorporating technology, writing assignments, and creative projects. The goal is to transform passive reading into an active, multi-dimensional learning experience.
This document provides examples and resources for digital storytelling in education. It discusses several digital storytelling projects created by students, including one where a student interviewed her great-grandmother and incorporated excerpts from the recording into a multimedia project. The document also outlines a digital storytelling activity where students create stories based on random story starters and then develop digital presentations using tools like PowerPoint and Audacity. Overall, the document demonstrates how digital storytelling can engage students and help preserve family histories.
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
The document discusses introducing book apps for iPads in libraries, including what book apps are, why librarians should care about them, and various features they provide like visual and audio elements, social interaction, and new ways to browse and search. It also covers issues like the digital divide, examples of book apps, and resources for librarians to learn more about book apps and their potential role in libraries.
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
The document is the full text of Martin Luther King Jr.'s iconic "I Have a Dream" speech delivered at the 1963 March on Washington, in which he calls for an end to racism and envisions a future where people "will not be judged by the color of their skin but by the content of their character." King delivers the speech after recounting the history of racial injustice and discrimination faced by black Americans and argues that now is the time for justice and equality. He expresses his dream that one day black and white Americans will be able to live together as equals in a just society.
The document discusses using the internet in education. It provides information on internet terms and evaluating websites. It considers whether to use internet resources in the classroom or internet-based activities. It discusses both the benefits and limitations of using the internet. Finally, it lists online resources for reading, writing, speaking, listening and activities that integrate multiple skills.
1. A multi-modal is an interactive learning device that combines different modes such as movies, images, artifacts and activities to engage students in historical inquiry.
2. Mighty multi-modals are multi in mode, appropriate for the curriculum, save teachers time, and develop students' digital literacy skills without requiring advanced technology.
3. Various apps and tools can be used to create interactive timelines, infographics, videos and other multi-modal formats to bring history to life for students.
The document describes literature ladders, which are collections of extension activities connected to a book that take students from one learning task to the next to enrich their reading experience. Each rung of the literature ladder expands students' knowledge about elements like characters, settings, themes through activities incorporating technology, writing assignments, and creative projects. The goal is to transform passive reading into an active, multi-dimensional learning experience.
This document provides examples and resources for digital storytelling in education. It discusses several digital storytelling projects created by students, including one where a student interviewed her great-grandmother and incorporated excerpts from the recording into a multimedia project. The document also outlines a digital storytelling activity where students create stories based on random story starters and then develop digital presentations using tools like PowerPoint and Audacity. Overall, the document demonstrates how digital storytelling can engage students and help preserve family histories.
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
The document discusses introducing book apps for iPads in libraries, including what book apps are, why librarians should care about them, and various features they provide like visual and audio elements, social interaction, and new ways to browse and search. It also covers issues like the digital divide, examples of book apps, and resources for librarians to learn more about book apps and their potential role in libraries.
Written language has enabled the development of advanced civilization through its ability to encode and represent ideas enduringly. It allows for long-term commitments spanning generations, such as religious commandments. It also enables complex social institutions like governments, universities, and legal systems. However, the modern era has brought about negative consequences as well, such as a lack of depth in reading and thinking due to an overabundance of information. The ease of editing digitally has also reduced careful forethought in writing.
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
The document discusses challenges and opportunities for developing literacy skills in modern students. It notes that today's students write by hand less and may interact with books in digital rather than physical forms. It asks how teachers can prepare students for a future that is difficult to predict by focusing on transferable skills. The document presents various digital tools and approaches that can be used to engage and motivate students in developing literacy, such as collaborative writing platforms, digital storytelling, and multimedia book reviews. It emphasizes selecting tools relevant to students and starting small.
Literacy skills are essential for geography learning and should be embedded in lesson planning. Developing students' literacy involves writing, speaking, listening, engaging critically with information, and producing grammatically correct work. Literacy also requires students to communicate, collaborate, reflect on their thinking, engage with different types of texts including using ICT, and explore diverse languages and cultures. Storytelling is an important part of literacy development and digital tools can be used to help students tell stories.
This document provides suggestions for using iPads to get students excited about reading. It suggests apps and activities such as having students:
1) Get in pairs, choose a character, and text a conversation between the characters. They can take screenshots and post online.
2) Read graphic novels, comic books, and interactive stories on apps. This exposes students to different reading material.
3) Create character timelines, book trailers, podcasts and movie scenes to reflect on and showcase what they've read.
4) Use apps like Skitch for annotating, StoryKit to turn chapters into movies, and Voicethread for reflecting on themes. Assessing with rubrics helps evaluate students' work.
The document proposes a curriculum called FILTER that uses a text-focused approach to promote information literacy skills. FILTER ties information literacy learning to close readings, discussions, and creative production based on literary works. The goal is to internalize skills through situated learning experiences and empower teenagers as library users. Participants will engage with materials, discuss readings, research authors, and create collaborative "texts." FILTER aims to facilitate relationships between readers and texts and present information literacy as an iterative creative process. The curriculum's effectiveness will be evaluated through surveys, interviews, participation observations, and library statistics.
Hitchhiker's Guide to Digital Literacy MBudgeinotherwords
This document provides guidance for teachers on developing digital literacy skills in the classroom. It begins by outlining challenges teachers face with technology integration due to lack of training, support and reliable infrastructure. It then provides suggestions in three main areas: planning approaches to start small and focus on objectives, creating meaning through speaking, writing and presenting using digital tools, and making meaning through listening, reading and viewing online content. Specific tools are recommended for different activities. The document concludes by suggesting ways to reduce and reuse online resources, where to find additional support, and challenges teachers to try one of the suggested digital activities.
The document discusses how a high school teacher used Twitter to engage students with Shakespeare's Hamlet, with students tweeting in character and discussing the play in real time, demonstrating how social media can be used to make classical works more relevant to digitally-connected students. Statistics show teenagers are heavy users of technology and social media, motivating teachers to incorporate these tools into lessons to maintain students' interest. The teacher found Twitter enhanced understanding of the play and promoted discussion among students.
This document lists various literacy resources for educators organized into categories including common websites for educational materials, literary works available online, education platforms, tools for creating content, animation tools, video hosting sites, massive open online courses, and the SAMR model for technology integration with questions or thoughts.
This document provides an overview of digital storytelling. It discusses what digital storytelling is, how it combines various multimedia elements like graphics, text, audio and video. It explains that digital storytelling engages and inspires students when traditional storytelling meets the digital age. Examples are provided of student digital storytelling projects on topics like immigration and presentations to public audiences. The document outlines the educational benefits of digital storytelling, including increased student engagement, learning by doing, and developing 21st century skills like research, writing and communication. It also provides resources and guidelines for creating digital stories through tools like PowerPoint and PhotoStory and collaborating on projects.
This document discusses various types of charts and graphs, including organizational charts, classification charts, timelines, flowcharts, and tabular charts. It provides examples of each type of chart. The document also discusses the purpose of charts, how to design effective charts, and software that can be used to create charts and graphs, such as OpenOffice Calc and Microsoft Excel.
Lesson Plan for Dalawang Bayani ng Bansa by Rene O. VillanuevaAda Marie Tayao
This lesson plan aims to teach grade 3 students about heroes through comparing the lives of Jose Rizal and Andres Bonifacio. Students will learn about their backgrounds, characteristics, and contributions by reading a story and discussing their lives. To motivate students, pictures of superheroes will be shown to discuss favorite heroes and traits. Finally, students will write about a real-life hero in their own lives to understand that everyday people can also be heroes.
Detailed Lesson Plan in Science and Health Grade 3 Sense Organjanehbasto
The lesson plan aims to teach grade 3 students about the five sense organs - eyes, nose, ears, tongue, and skin. It includes objectives, subject matter, materials, references, and methodology. The methodology section outlines teacher and student activities including preliminary activities like prayer and attendance, a motivation story about Helen Keller, presentation and practice identifying senses, and an exploring group activity where students use their senses to describe objects. The lesson concludes with generalization of the senses, application questions, and evaluation.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
This document summarizes features and tips for the website "Good Reading on the Web". It includes exploration of geographic, scientific, and historical concepts as well as homework help, news summaries, and kid reporters. Tips recommend exploring the "What's Popular" and "TFK Mini-Sites" sections, which have short texts on various topics. The site also provides in-depth information about the Holocaust in over 10 languages.
Learning takes place differently in online and blended classrooms compared to traditional classrooms. In traditional classrooms, learning occurs in a physical space like a classroom with desks and other students of similar ages. However, in online settings students can learn from anywhere with an internet connection. They may have virtual classmates from different countries and ages. Traditional classrooms use physical books and tools while online settings use digital tools like videos and apps. Connectivism theory suggests that learning is networked and students are at the center, with technology altering how people learn. Both online and traditional settings can be effective depending on the individual student.
The document compares the author's experience teaching with limited technology resources to the television show "Lost" where characters are stranded on a mysterious island with outdated technology. It discusses five capacities the author has developed including participating in learning communities, engaging in critical reflection, integrating existing and emerging technologies, drawing on educational theories to inform technology use, and accessing new media. Each capacity is explained through examples from "Lost" and the author's teaching experiences with blogs and wikis. The impact of developing these capacities is discussed as unlocking new understandings, though leaving circumstances unexplained, similar to the experience of characters in "Lost".
Written language has enabled the development of advanced civilization through its ability to encode and represent ideas enduringly. It allows for long-term commitments spanning generations, such as religious commandments. It also enables complex social institutions like governments, universities, and legal systems. However, the modern era has brought about negative consequences as well, such as a lack of depth in reading and thinking due to an overabundance of information. The ease of editing digitally has also reduced careful forethought in writing.
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
The document discusses challenges and opportunities for developing literacy skills in modern students. It notes that today's students write by hand less and may interact with books in digital rather than physical forms. It asks how teachers can prepare students for a future that is difficult to predict by focusing on transferable skills. The document presents various digital tools and approaches that can be used to engage and motivate students in developing literacy, such as collaborative writing platforms, digital storytelling, and multimedia book reviews. It emphasizes selecting tools relevant to students and starting small.
Literacy skills are essential for geography learning and should be embedded in lesson planning. Developing students' literacy involves writing, speaking, listening, engaging critically with information, and producing grammatically correct work. Literacy also requires students to communicate, collaborate, reflect on their thinking, engage with different types of texts including using ICT, and explore diverse languages and cultures. Storytelling is an important part of literacy development and digital tools can be used to help students tell stories.
This document provides suggestions for using iPads to get students excited about reading. It suggests apps and activities such as having students:
1) Get in pairs, choose a character, and text a conversation between the characters. They can take screenshots and post online.
2) Read graphic novels, comic books, and interactive stories on apps. This exposes students to different reading material.
3) Create character timelines, book trailers, podcasts and movie scenes to reflect on and showcase what they've read.
4) Use apps like Skitch for annotating, StoryKit to turn chapters into movies, and Voicethread for reflecting on themes. Assessing with rubrics helps evaluate students' work.
The document proposes a curriculum called FILTER that uses a text-focused approach to promote information literacy skills. FILTER ties information literacy learning to close readings, discussions, and creative production based on literary works. The goal is to internalize skills through situated learning experiences and empower teenagers as library users. Participants will engage with materials, discuss readings, research authors, and create collaborative "texts." FILTER aims to facilitate relationships between readers and texts and present information literacy as an iterative creative process. The curriculum's effectiveness will be evaluated through surveys, interviews, participation observations, and library statistics.
Hitchhiker's Guide to Digital Literacy MBudgeinotherwords
This document provides guidance for teachers on developing digital literacy skills in the classroom. It begins by outlining challenges teachers face with technology integration due to lack of training, support and reliable infrastructure. It then provides suggestions in three main areas: planning approaches to start small and focus on objectives, creating meaning through speaking, writing and presenting using digital tools, and making meaning through listening, reading and viewing online content. Specific tools are recommended for different activities. The document concludes by suggesting ways to reduce and reuse online resources, where to find additional support, and challenges teachers to try one of the suggested digital activities.
The document discusses how a high school teacher used Twitter to engage students with Shakespeare's Hamlet, with students tweeting in character and discussing the play in real time, demonstrating how social media can be used to make classical works more relevant to digitally-connected students. Statistics show teenagers are heavy users of technology and social media, motivating teachers to incorporate these tools into lessons to maintain students' interest. The teacher found Twitter enhanced understanding of the play and promoted discussion among students.
This document lists various literacy resources for educators organized into categories including common websites for educational materials, literary works available online, education platforms, tools for creating content, animation tools, video hosting sites, massive open online courses, and the SAMR model for technology integration with questions or thoughts.
This document provides an overview of digital storytelling. It discusses what digital storytelling is, how it combines various multimedia elements like graphics, text, audio and video. It explains that digital storytelling engages and inspires students when traditional storytelling meets the digital age. Examples are provided of student digital storytelling projects on topics like immigration and presentations to public audiences. The document outlines the educational benefits of digital storytelling, including increased student engagement, learning by doing, and developing 21st century skills like research, writing and communication. It also provides resources and guidelines for creating digital stories through tools like PowerPoint and PhotoStory and collaborating on projects.
This document discusses various types of charts and graphs, including organizational charts, classification charts, timelines, flowcharts, and tabular charts. It provides examples of each type of chart. The document also discusses the purpose of charts, how to design effective charts, and software that can be used to create charts and graphs, such as OpenOffice Calc and Microsoft Excel.
Lesson Plan for Dalawang Bayani ng Bansa by Rene O. VillanuevaAda Marie Tayao
This lesson plan aims to teach grade 3 students about heroes through comparing the lives of Jose Rizal and Andres Bonifacio. Students will learn about their backgrounds, characteristics, and contributions by reading a story and discussing their lives. To motivate students, pictures of superheroes will be shown to discuss favorite heroes and traits. Finally, students will write about a real-life hero in their own lives to understand that everyday people can also be heroes.
Detailed Lesson Plan in Science and Health Grade 3 Sense Organjanehbasto
The lesson plan aims to teach grade 3 students about the five sense organs - eyes, nose, ears, tongue, and skin. It includes objectives, subject matter, materials, references, and methodology. The methodology section outlines teacher and student activities including preliminary activities like prayer and attendance, a motivation story about Helen Keller, presentation and practice identifying senses, and an exploring group activity where students use their senses to describe objects. The lesson concludes with generalization of the senses, application questions, and evaluation.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
This document summarizes features and tips for the website "Good Reading on the Web". It includes exploration of geographic, scientific, and historical concepts as well as homework help, news summaries, and kid reporters. Tips recommend exploring the "What's Popular" and "TFK Mini-Sites" sections, which have short texts on various topics. The site also provides in-depth information about the Holocaust in over 10 languages.
Learning takes place differently in online and blended classrooms compared to traditional classrooms. In traditional classrooms, learning occurs in a physical space like a classroom with desks and other students of similar ages. However, in online settings students can learn from anywhere with an internet connection. They may have virtual classmates from different countries and ages. Traditional classrooms use physical books and tools while online settings use digital tools like videos and apps. Connectivism theory suggests that learning is networked and students are at the center, with technology altering how people learn. Both online and traditional settings can be effective depending on the individual student.
The document compares the author's experience teaching with limited technology resources to the television show "Lost" where characters are stranded on a mysterious island with outdated technology. It discusses five capacities the author has developed including participating in learning communities, engaging in critical reflection, integrating existing and emerging technologies, drawing on educational theories to inform technology use, and accessing new media. Each capacity is explained through examples from "Lost" and the author's teaching experiences with blogs and wikis. The impact of developing these capacities is discussed as unlocking new understandings, though leaving circumstances unexplained, similar to the experience of characters in "Lost".
How can we move beyond recorded lectures?Clive Young
Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London
European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal
as part of the Erasmus REC:all project [http://www.rec-all.info/]
This document provides a summary of several educational websites that are good for reading on the web, including what each site includes and tips for using the sites. Some of the sites summarized are www.nationalgeographic.com/kids, www.timeforkids.com/TFK, www.nytimes.com/learning, www.nws.noaa.gov, www.ushmm.org/education, and www.exploratorium.org. Tips are provided for each site about features students may find interesting or how teachers can utilize the site's resources.
This document provides a summary of several educational websites that are good for reading on the web, including what each site includes and tips for using the sites. Some of the sites summarized are www.nationalgeographic.com/kids, www.timeforkids.com/TFK, www.nytimes.com/learning, www.nws.noaa.gov, www.ushmm.org/education, and www.exploratorium.org. Tips are provided for each site about features students may find interesting or how teachers can utilize the site's resources.
The document summarizes feedback from 14 students who attended Event 3 of the LitSciMed Project in July 2010. Key highlights included:
- Students enjoyed tours of the National Maritime Museum and Royal Institution, as well as handling original manuscripts and other archival materials.
- Educational sessions with Crosbie Smith and David Knights were praised as inspirational and for modeling interdisciplinary approaches.
- Students benefited from networking with others from different disciplines but united by common research interests.
- Suggested improvements included providing hotel recommendations, distributing readings more evenly, and allowing more time for exploration of the museum sites.
SER/VE (the STEM Exploratory Real/Virtual Environment)Eileen O'Connor
SER/VE is a virtual environment created to connect science education and urban youth. It aims to engage students in STEM through virtual field trips, simulations, role playing and building activities. The presentation outlines the development of SER/VE, including piloting it with K12 teachers and students. Teachers designed "pods" showcasing science projects, while students learned skills like navigation, collaboration and 3D design to create vehicles and structures. Early results found students were engaged in meaningful science and enhanced skills, though focus was needed earlier. Future plans include expanding teacher and student participation.
This document provides instructions for a student webquest on ancient Rome. Students are tasked with time traveling to ancient Rome and becoming experts in one of three areas: architecture, daily life, or the military. They must gather information from provided websites and combine their findings into a 10 slide PowerPoint presentation to share what they've learned. The process explains the student roles and resources. An evaluation rubric is included to assess presentations. The conclusion thanks students and encourages further independent research on Rome.
This document provides summaries of several educational websites that are good for reading, including:
1) National Geographic Kids which explores geographic, scientific, and historical concepts for students and includes homework help and videos.
2) Time for Kids which has current news summaries, science questions, profiles and features for students as well as photo and video.
3) The New York Times Learning Network which has news summaries, science explanations, biographies and features by subject for students.
This document provides summaries of several educational websites that are good for reading, including:
1) National Geographic Kids which explores geographic, scientific, and historical concepts for students and includes homework help and videos.
2) Time for Kids which has current news summaries, science questions, profiles and features for students as well as kid reporters.
3) The New York Times Learning Network which has news summaries, science explanations, biographies and features by subject for students.
This document provides summaries of several educational websites that are good for reading, including:
1) National Geographic Kids which explores geographic, scientific, and historical concepts for students and includes homework help and videos.
2) Time for Kids which has current news summaries, science questions, profiles and features for students as well as photo and video.
3) The New York Times Learning Network which has news summaries, science explanations, biographies and features by subject for students.
This document discusses strategies for integrating technology into elementary classroom research projects to encourage critical thinking and prevent copying. It recommends changing research product assignments, such as having students write poems instead of reports, to require using information in new ways rather than just copying. Different thinking modes and appropriate resources, websites, and models are also presented.
The civil rights movement ppt for itc 1 kj 6hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement using The Help novel where students were placed into groups to complete research projects at different work stations incorporating technology, collaboration, and 21st century skills to demonstrate their understanding of key events and concepts. A variety of digital tools were used throughout the process to support knowledge construction, social mediating, dynamic modeling, and semantic understanding among the students. Resources were provided to teachers for implementing different technology-based activities at each work station.
The civil rights movement ppt for itc 1 kj 5hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement using The Help novel where students were placed into groups to complete assignments at different work stations researching events and creating products using technology; knowledge construction, social mediating, and other digital tools were incorporated throughout the project; the goal was for students to gain understanding of the time period while developing 21st century skills through collaboration and use of technology.
Flipping the ela classroom cawp versionMrsHardin78
This document discusses flipping the classroom model for an English/Language Arts class. It begins by addressing common myths about flipping, noting that videos do not need to be lectures created by the teacher, can take various forms, and that flipping does not always require extra time or only work for quantifiable topics. Next, it provides examples of how grammar, vocabulary and literary symbolism could be taught using a flipped model with video instruction, guided notes, activities and assessments both in-class and as homework. Lastly, it offers tips on creating reliable video content and accessing free or low-cost options for recording and hosting videos.
The civil rights movement ppt for itc 1 kj 7hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated the novel "The Help" into history, English, and technology assignments. Students were placed into groups to complete research and produce projects at 10 work stations on topics related to key Civil Rights events using tools like blogs, timelines, and online resources. The goal was for students to demonstrate their understanding of the time period while developing 21st century skills through collaboration and use of educational technology.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
The civil rights movement ppt for itc 1 kj 4hollowaymm
- Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated English, history, and technology.
- Students were placed into groups to complete assignments at 10 work stations related to important Civil Rights events.
- Each station required students to research a topic, read background information, and create a product using various digital tools.
- The 10 station products would be combined into a final technology-based presentation demonstrating knowledge construction, collaboration, and creative thinking.
1) The story is about a child who had a painful toothache caused by a piece of potato chip stuck in their bicuspid tooth.
2) The child's mother takes them to see the dentist, who examines the tooth and removes the piece of food causing the pain.
3) The dentist applies medicine to the tooth to help the pain and ensures it spreads throughout the tooth's dentine.
Fem-bot is an inventorbot with wheels instead of legs that can ramp forward and backward while waving her arm and singing when her remote is pressed. The document outlines the steps to make Fem-bot, including constructing her head, body, wheels, and wave arm, but does not provide details on the individual steps. Fem-bot's introduction program involves ramping and waving to music when her remote is activated.
The document discusses various materials commonly used in classrooms, including realia, models, text, graphic materials, and display boards. Realia are real-life objects used to improve cultural understanding and make lessons more tangible. Models are 3D representations that can simplify complex concepts but may oversimplify. Text provides printed materials like worksheets and books that allow for varied learning but can divide attention. Graphic materials like charts and posters visually catch students' attention to simplify concepts. Display boards promote visual learning and classroom decoration but may become distracting.
Constructivism and social constructivism view learning as an active process where learners construct knowledge based on their prior knowledge and experiences as well as social and cultural influences. Key theorists include Piaget, who saw learning occurring through assimilation and accommodation, Bruner who emphasized discovery learning, and Vygotsky who highlighted the role of social and cultural contexts. Instruction based on these theories uses discovery learning, collaborative learning, individual exploration tools, and collaborative tools to facilitate student-directed learning.
This document is a personal reflection from a student named Ada Marie S. Tayao about her experiences in an EDUC190 course. The reflection discusses how educational computer games are becoming less explicitly instructional but still teach valuable skills in a fun way. It also notes the availability of open source software for teaching and learning. The student found lectures on computer security and technology demonstrated in TED Talks to be interesting and inspiring. Through activities in the course, the student was able to gain experience with multiple operating systems and digital skills like using word processors and databases that will be useful in her future studies and career.
This document is a personal reflection from a student named Ada Marie S. Tayao about her experiences in an educational technology course. The reflection discusses how the course introduced new uses and contexts for educational technology and classroom management. It describes how setting up databases in Moodle and Wordpress was difficult initially but became more familiar through practice. The student also enjoyed learning HTML codes as it refreshed prior knowledge and introduced new codes like CSS and JavaScript. Their favorite topic was learning about open source software alternatives to proprietary programs.
This document is a personal reflection from a student, Ada Marie S. Tayao, about her experiences taking the EDUC190 course. She discusses that prior to the course, she was not very excited to take it based on friends' experiences. However, over the past 13 days she has learned that technology can enhance teaching beyond just online groups and presentations. She enjoyed the video presentations that showed new technologies being used in other countries. Hands-on activities helped her understand how to properly license and find work. While she has enjoyed the class, she thinks trying more new programs and features would make it even more exciting. Overall, she is happy to be taking the course and eager to learn more about incorporating new technologies into teaching
1) The document discusses how watching the documentary "Revolution OS" changed the author's perspective on operating systems and open source software.
2) Prior to watching, the author viewed Windows and Mac as the best operating systems and did not consider Linux as superior, but the documentary helped them see the disadvantages of proprietary software.
3) The author is now more open to exploring open source software options and plans to install Ubuntu, eager to find alternatives to expensive proprietary software.
This document contains a worksheet with 15 riddles ("bugtong" in Tagalog) and corresponding images from which to choose the correct answers. Each riddle is in section A, while the images from which to select the answer are in section B. The student is asked to write the letter of the correct image for each riddle in the blank space provided. Source information and licensing details are provided at the end.
Spot was a puppy who loved to play in the mud. He would get very dirty and not want to take baths. His owner tried to give him baths but Spot was too fast. One day while out playing dirty, a dog catcher mistook Spot for a stray and tried to take him to the pound. Spot's owner proved Spot was his by showing his collar and Spot was released. Spot learned his lesson to take baths when asked to avoid such situations in the future.
The document discusses different types of materials generators and their uses. Materials generators are software tools that help teachers produce instructional materials like lesson plans, calendars, rubrics, quizzes, and visual aids. They have advantages like saving time and being easier to use than manual methods. However, they also have limitations such as potentially limiting creativity and too much dependency on computers. Examples of materials generator websites are provided for each type.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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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 ...
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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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
Digital Artefact 1 - Tiny Home Environmental Design
WebQuests
1. Process:
We formed our group because we have worked well together before. We are seated at the same
row in the MITC. Problems I, Laura, encountered was internet connection lost because of the heavy
rains, so it was a good thing I already loaded the pages and evaluated some of the WebQuests early. I,
Ada, found it hard to assume the roles specified. This problem is related to our lack of groupmates, but
upon asking others, they did not know what role to take, nor did they give updates, so we did not
consider them part of the group. The announcement about WebQuests was made while the class was
distracted with the html work, so it was a good thing the WebQuest instructions were uploaded in the
edu20 site.
Output:
WebQuest Strengths Weaknesses
John Wilkes Booth -clear objective -takes a lot of time to accomplish
-gives all the necessary -the evaluation of the output relies
information heavily on the teacher’s perspective
-credible links, maps, and pictures -the topic is too specific to one historical
-difficult to cheat in this activity character
Landfills -very collaborative -very hypothetical
-raises awareness on -does not maximize the use of the
environmental issues internet
Ancient Egypt -relies heavily on technology (gave -more emphasis on the presentation
links with credible information) rather than on the content
-collaborative -room for “free riders”
-gives instruction on the
technology being used
Creative Encounters -very high-order thinking skills are -the resource sites given were boring
required -the activity may be accomplished
-task designation is clear individually
-gives instruction on the -individual tasks may be too specifically
technology being used stated
Poetry of War -requires the skill of composition -the activity could have stood alone
-difficult to cheat in this activity (even without the links given, the
students could have created a poem
about war)
-does not use the skill of evaluation
Our group evaluated the WebQuests according to how they could be applied in the Philippine
setting. Also, since we are to use WebQuests in the classroom (which is why are studying them), we
tried to see how they could be used in the schools here, and how students could benefit from them. We
also took into consideration the amount of time needed to accomplish the WeQuests since time is a very
important factor when teaching and discussing lessons.
• 2 Best: Landfills (relevant to current issues on waste disposal and pollution), Poetry of War
(can be accomplished in one class meeting, the theme is part of Philippine history)
2. • 2 Worst: John Wilkes Booth (specific to American history, and to one historical character only),
Ancient Egypt (it would have been better if the subject of the brochure were Philippine Heritage
Sites or Landmarks; moreover, the activity can be done even if it is taken out of the WebQuest
format)
Reflection:
• There cannot be a “best WebQuest” because there are different factors for the teacher to
consider when using the WebQuests. There are only WebQuests with different objectives.
• The web is a great tool for easy access to different kinds of resources such as videos, articles,
pictures, lists, graphs, etc.
• WebQuests enable the teacher to control the students’ internet use. He/she can already provide
and specify the resources they are to consult.
• WebQuests, from the name itself, should depend on technology to be accomplished. If the
WebQuest activities can be accomplished without the students' use of the internet, then it
defeats the purpose of a WebQuest.
Attachments:
ROLE: THE EFFICIENCY EXPERT
You value time a great deal. You believe that too much time is wasted in today's
classrooms on unfocused activity and learners not knowing what they should be doing at
a given moment. To you, a good WebQuest is one that delivers the most learning bang
for the buck. If it's a short, unambitious activity that teaches a small thing well, then you
like it. If it's a longterm activity, it had better deliver a deep understanding of the topic it
covers, in your view.
WebQuest Strengths Weaknesses
John Wilkes Booth -all links are there; many links -what is required is very subjective to
because of the amount of material the teacher's perception despite the
that must be studied rubric
-many of the linked pages do not -writing the diary takes a lot of time,
contain text that is too long especially with the many aspects of
-one clear objective that is actually Booth's life to consider
complex: to write a diary that -the language objective with the chosen
reflects John Wilkes' Booth's topic that can be boring; too much time
character and the missing portion to read the resources just to write a diary
of his diary -needs a mastery of language,
-with enough time, the students interpretation, and creativity
read about a lot of historical
events: Civil War, assassination,
biography of Booth
Landfills -did its objective: to assess landfill -process page contains what is in intro
locations (redundant)
3. -too much waste of time with choices of
sites and discussions as a group
-very hypothetical with the issue of
finance
Ancient Egypt -accomplished objective of -not all the students will be able to really
(best for efficiency learning about Egypt research on each special topics of Egypt
expert) -reporting and brochures give -peer evaluation gives more credibility
opportunities for showing to judgment, but presentation style and
creativity and students can learn entertainment could distract from
more about Egypt (like those content and credibility of experts
things they missed) through what
the other groups will discuss
-takes much time to search for
sources, read, note down, assess,
create the presentation, and
practice how to present, but lets
students have a broad and
thorough knowledge of Egypt
Creative Encounters -good that it gives already the -too much time to have individual
needed probe questions when research, then assigning of roles and
studying the different number keeping those roles when reading about
systems the different number systems and
processing the HOTS just to learn about
the base 10 number system
Poetry of War -interesting theme of war to -too many resources to read just so
(worst for efficiency capture attention of students students make a poem
expert) -history and language integration -too much time wasted for the objective
of “poetry for expression”
ROLE: THE TECHNOPHILE
You love this internet thang. To you, the best WebQuest is one that makes the best use of
the technology of the Web. If a WebQuest has attractive colors, animated gifs, and lots
of links to interesting sites, you love it. If it makes minimal use of the Web, you'd rather
use a worksheet.
WebQuest Strengths Weaknesses
John Wilkes Booth -credible maps and pictures -not a very attractive topic
-lots of links that are all there that -the colors chosen for the site aren't very
the student can use engaging
-interesting topic of an -the resources could be taken from
assassination that students can libraries or printed out, the internet just
speculate on makes it easier to access
-use their creativity in writing -diary is not specifically using
technology: pictures are hand-drawn
4. Landfills -nice humorous pictures in the site -blue and white site too bright
(worst for -pictures too small, should be bigger
technophile) -almost no use of technology for
research or output
-can be presented by teacher without any
use of computer, just print-outs
Ancient Egypt -love the pictures -a resource gives sample Ancient Egypt
(best for -with animated gif files PowerPoint slides which can easily be
technophile) -short texts plagiarized y the students
-includes video resources -many aspects of Egypt have to be
-links are interesting looked at and the number of slides is
-uses technology for presentation limiting
(PowerPoint slides)
-tutorial for PowerPoint
presentations included
Creative Encounters -colorful site with nice background -presentation can be in Excel and
and buttons PowerPoint, but can be through poster or
-with animated gif files book
-gives instruction on using word, -the resource sites are boring to look at
the internet's back button, and how because the pictures aren't very colorful
to save the file to navigate or interesting
technology
-many links that have the needed
information
Poetry of War -interesting and haunting pictures -resource links are boring to read
-color scheme of site fits the war because of the lack of pictures
theme -resource materials could just be printed,
use of technology limited
ROLE: THE AFFILIATOR
The Affiliator: To you, the best learning activities are those in which students learn to
work together. WebQuests that force collaboration and create a need for discussion and
consensus are the best in your view. If a WebQuest could be done by a student working
alone, it leaves you cold.
WebQuest Strengths Weaknesses
John Wilkes Booth -the information provided are very - although the WebQuest advices the
insightful and will enable the students to discuss with others their
student to perform the assigned thoughts on John Wilkes Booth and the
task Civil War before proceeding to writing
-helpful tips are given so as to their diary entries, some students can
ensure that the student has the right still do the WebQuest alone, especially if
schema to accomplish the they are the type who prefer to work
WebQuest individually. They can still look at the
5. clues given and come up with the diary
entry even without discussing with
others, although the task may become
harder for them.
Landfills -the approach of the WebQuest is -since the activity will be concluded
the class as a part a Commissioners through an election for the most
Court. This gives much room and appropriate site, some may not work as
need to discuss amongst diligently as the others on the
themselves the appropriate site to WebQuest. They may rely on the other
choose while raising their members of the class to reach a decision.
awareness on problems regarding
landfills.
Ancient Egypt -the number of people in the group -the required contribution for each
and the required task for each member is no less than 2 slides each.
member is specified Since this is the case, some members of
-this activity requires smaller the group may opt to just take the
groups, which in principle, should responsibilities of the others if they do
be easier to manage not cooperate.
Creative Encounters -the task is fairly challenging -students may tend to focus too much on
(best for affiliator) which may compel the students to their own tasks within the group which
really help each other as a group may hinder cooperation and
-roles and tasks of each group collaboration
member are specified
Poetry of War - students may ask each other for - the task entails the students to research
(worst for affiliator) help in understanding the poems poems individually
better -there is little room for collaboration. It
is more of an intrapersonal activity.
ROLE: THE ALTITUDINIST
The Altitudinist: Higher level thinking is everything to you. There's too much emphasis
on factual recall in schools today. The only justification for bringing technology into
schools is if it opens up the possibility that students will have to analyze information,
synthesize multiple perspectives, and take a stance on the merits of something. You also
value sites that allow for some creative expression on the part of the learner.
WebQuest Strengths Weaknesses
John Wilkes Booth -the activity challenges students to -some may just copy and paste the
really research and make sense of information they get from the many
the clues given to them in order to sources given if they do not find the
come up with a realistic diary entry activity motivating
Landfills -students have to really evaluate -some students may not participate in
and discuss which among the 3 the discussion and collaboration. They
could be the most appropriate site might just go with what the majority
6. to be chosen for the landfill. They chooses.
cannot just randomly choose a site.
Ancient Egypt -students are able to learn more -the activity requires students to make a
(worst for about Egypt travel brochure, which doesn’t entail
altitudinist) -students are to make a creative much analysis of the information given
output based on their learnings to them, just synthesis.
Creative Encounters -the students really have to think of -each student has a specific task to
(best for altitudinist) a numerical system based on the fulfill. This may limit their exploration
circumstances given to them of the data and information they are to
-the required output is challenging, analyze.
analytical, and creative
Poetry of War - the WebQuest requires the -the students do not necessarily have to
students to come up with a creative take a stance on the poems they are to
output read. They are just to make a poem out
-they are to make a new poem out of them.
of the poems they are to read