- Jul 2018
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www.facultyfocus.com www.facultyfocus.com
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Conduct continuous quality improvement. Immediately after an activity, jot down notes on how long it took, what worked, and what could be improved on for the next time
I love this idea of constantly reflecting on lessons and teaching practices, I think this is always important but especially in new teachers
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Jigsaw Delegates Hollywood Squares Movable mind maps Trade-n-post
I want to look these up
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Create or modify activities to ensure collaboration. Be sure to structure the activities foster mutual dependence, match them to the course outcomes, and ensure that learning can be individually assessed
I like this continual focus on learning outcomes and assessment and research based practices
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I share the data and anecdotal evidence at the start of the semester with incoming students because there are always a few who are nonbelievers or think collaborative learning is childish, and I have found it necessary to sell it to them
Interesting... is this because it's so unfamiliar for them?
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All experienced an increase of at least two full letter grades the subsequent time.
Whoa.
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I then compared those averages to the averages after I implemented collaboratively structured activities and found the average scores improved 3–8 percent over lecture alone.
This is pretty cool
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Collaborative Learning Group Work Group effort required “Divide and Conquer” mentality Learners accountable to each other More free-riders Social skills are improved Minimal interaction required Helping and sharing is expected Helping and sharing is minimal Emphasis on process and product Emphasis on product only
I really like this breakdown
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however, if a collaborative activity is designed well, it can be reused or tweaked for a future semester, which is a time-saver in the long term.
I think this is a goal for most lessons--to be able to adapt them for future classes.
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Some may consider this time commitment a drawback to using collaborative learning;
Doesn't all quality planning take some time?
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The key is to structure the activities collaboratively so that learners are mutually dependent on each other yet are held individually accountable. This eliminates the free-riders (students who try to coast based on the group’s performance).
Tricky, tricky
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Activities are used to teach the competencies of the course, and students assume responsibility for their learning, and they earn their own grades based on their performances on an assessment of the competencies.
I like this idea of students taking responsibility for their learning
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I do not give group grades.
I think, in a lot of ways, this is unavoidable in theatre. However, a students grade would never solely be based on the group.
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Group work is also reported to be a way to incorporate different perspectives, experiences, knowledge, and skill sets, but in my experience, the same could be said for collaborative learning.
Certainly
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Initially, I found that when students were placed in groups, they didn’t necessarily work together. What I discovered was that the activities needed to be structured collaboratively to promote learning.
simply placing them in groups is not coll. learning
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“Activities may differ considerably, but focus on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it.”
Students explore the material
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Group work is often described as a good way to improve productivity by delegating tasks. However, this gives rise to what I refer to as the “divide and conquer” mentality (students who complete only a portion of the workload and then share answers with their group).
Not the purpose of coll. learning
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archive.wceruw.org archive.wceruw.org
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In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material."
Used together with "traditional instruction"
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In the collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework. Thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged.
Constructing their own knowledge through listening to different perspectives and defending their positions
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Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse.
Meaning created through collaboration
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knowledge to a framework of prior knowledge. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.
Solving a problem that actively engages them
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Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge.
Actively connecting new knowledge to prior knowledge
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"Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among
I love this idea of learning being a social act
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www.gettingsmart.com www.gettingsmart.com
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The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.
Be creative and make sure that it fits the assignment. Don't just do it because you have to.
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The SAMR model is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of technology driven learning experiences to achieve the next level.
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Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks, but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.
Integrating technology into the classroom requires a mixture of these, however, there is more learning involved with modification and redefinition. This is when there is a true development of learning with technology as not just a tool, but a chance to develop things in another space.
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Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks, but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.
Substitution, Augmentation, Modification, Redefinition The most learning occurs at higher levels ( Modification and Redefinition)
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reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.
What we cannot achieve without new technology- this is paramount.
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Starting with a good toolkit is essential for designing learning experiences that reach the Modification and Transformation level of the SAMAR model.
Love the idea of a tool kit. This emphasizes the overall web literacy aspect.
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Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks, but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.
This is what I struggle with. I find myself finding ways to fit technology into what I'm doing, but the tasks are certainly possible without technology. I'm curious about a transition between the "old-fashioned" way of doing something and the "21C way" of doing something. Does that land in the Modification phase?
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www.citejournal.org www.citejournal.org
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TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology).
core components- knowledge of your subject matter, knowledge of teaching practices and technology knowledge
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At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.
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integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts.
Yes! I think this has to be well thought out and creative. Students don't want to feel forced to be on the computer and when teachers don't think creatively that is often how students feel. There are so many ways that technology can be integrated into different subject matters and teachers need to explore that.
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Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development
Every technology has pros and cons, within that understanding and reevaluating your position may be necessary.
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ffective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains
teachers are also students. They must stay hungry for the knowledge because the world of education is constantly changing.
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teaching is an example of an ill-structured discipline, requiring teachers to apply complex knowledge structures across different cases and contexts
power statement
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students can receive incorrect information and develop misconceptions about the content area
Knowing content is obviously a huge responsibility of educators.
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teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach
Very true. Knowing content is way different than having a deep understanding of it. With having that more extensive knowledge, the ability to teach well becomes greater.
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integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts
What's best for one classroom and topic may not work for the next. This will probably often be a trial and error method since this is all relatively new.
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It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning
This is actually something that has worried me. With everything always advancing so quickly, it is difficult to know whether or not I will be prepared enough for my future students.
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Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development
This is important. We cannot only focus on the benefits of technology and must observe their flaws as well. By doing so, we could then explain these constraints to the students while also encouraging to develop those skills in other ways that the certain technology being used cannot provide.
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. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995)
This makes them drastically different from what educators are used to using in classrooms and as these technologies develop further, their differences will grow as well. This is why being adaptable and flexible is so important.
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effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains
We can not fight the use of technology in classrooms because it would go against what we, as educators, are meant to do. Even if we are not already familiar with these technologies that we should use, we need to learn. This is what being flexible and offering students maximized opportunity requires.
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t. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an “add-on” instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts.
Complexity
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Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies.
Worded beautifully
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The choice of technologies affords and constrains the types of content ideas that can be taught. Likewise, certain content decisions can limit the types of technologies that can be used.
Important relationship between the two
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Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways.
While my field does use a lot of technology on the technical theatre side--I would say that there has not been a lot of technology used on the acting side of things--except for auditioning, which is now almost always done virtually. I'm interested in further analyzing how technological advances have impacted my field
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, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts
Yes! There is never a quick fix for all
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Many approaches to teachers’ professional development offer a one-size-fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.
Teaching all teachers one "brand" of technology integration is not sufficient
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Furthermore, teachers have often been provided with inadequate training for this task.
training!
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Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.
Perhaps continuing education in technology should be required in today's world...
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Understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development
I think that rethinking teacher education is essential. The world is ever-changing, so should teacher ed--especially in our technological world
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Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than other
Important to realize the capabilities of the technology
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Over time, these technologies achieve a transparency of perception (Bruce & Hogan, 1998); they become commonplace and, in most cases, are not even considered to be technologies. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995).O
One purpose versus many, stable versus ever changing
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Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally to analog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.
Defining technology
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TPACK, or technology, pedagogy, and content knowledge).
technology, pedagogy, and content knowledge
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Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today
Very true- schools need to be supportive of this technological integration. If not, teachers are going to have a hard time integrating
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effective learning involves individual interest as well as social support to overcome adversity and provide recognition.
interest plus support!
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It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
very important!
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It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
Connected learning allows students to be able to tie their interests, peer networks, and school accomplishments together.
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social support to overcome adversity and provide recognition.
The social support is the key to this being successful.
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clalliance.org clalliance.org
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Quest to Learn
This is so cool! I had no idea something like this was even possible.
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Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning.
Better access to resources = more availability to students.
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Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.
I agree with this. As the work load becomes more demanding, students tend to be too overwhelmed and lose interest in the content and material.
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The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.
Students pursue their interests in the classroom with the support of friends and caring adults while linking this learning and interests to academic achievement.
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Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments
Motivate students through ownership.
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less privileged kids are being left behind
This is always an important thing to remember. Even if it seems like schools are progressing in countless ways, there are always children who are not receiving these opportunities. As future educators who may work with these children, we must do what we can to make them as skilled and involved as possible.
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new digital and networked technologies expand opportunities to make connected learning accessible to all young people
This is an important point. A lot of people, including myself at some points in my life, doubt the incorporation of technology in the classroom. However, there is no denying that these technologies provide endless opportunities that we can utilize in the classroom.
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Young people learn best when actively engaged, creating, and solving problems
I feel like sometimes we can get really caught up in what we feel is important for kids to learn, however, it must be remembered that they may not even be properly learning if they do not care about the topic. Incorporating students' interests into the classroom could really enable a better learning environment for all.
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personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them
The idea of incorporating personal interests into the classroom seems like the perfect way to get kids not only truly interested in a subject, but to also point them in the direction of opportunities and help in which they need.
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onnected Camps is a benefit corporation that offers virtual summer camps and afterschool programs in the game of Minecraft. High school and college Minecraft experts are trained to teach younger kids coding, engineering, game design, and digital citizenship. The programs mine the enthusiasm that kids have for the most popular game of all time, by building connections with mentors who share their interest and help them level up in high-tech skills. http://connectedcamps.com/
This is awesome-- I think this would be a great option for my stepsons to engage them in a new way!
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Quest to Learn is a unique middle and high school in New York City that was founded by game designers and educators and embodies a game-based approach to teaching and learning. Quest to Learn connects young people’s interests in gaming to academic achievement through collaborative challenges and problem solving. http://www.q2l.org/
Whoa! How cool!
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learning rather than distraction.
Love this--for learning rather than distraction. Using the tools for good!
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Connected learners have a web of relationships and organizations that support their learning, beyond the formal educational pipeline.
And this will extend beyond school into their lives once they're in the real world
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connected learning puts progressive, experiential, and learner-centered approaches
This seems to be the key to making meaningful connections
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game-based approach to teaching and learning.
I feel like this would be a great approach for some kids who really love video games- its neat how this school incorporated classroom learning into this
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harness these new technologies for learning rather than distraction.
good point- there is a hard gap to fill between elem grades and middle and high school- harness kids interests and use technology to the best advantage
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The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.
goes against standardized testing, teaching one to many, or fixed subjects. Connected learning to enhance human connection and technological as well
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The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.
Absolutely. Technology will be there, whether we like it or not.
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game-based
Love this, if you make it fun it is more fun to learn!
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Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.
I could not agree more. Do not just model students but model the curriculum and teaching styles.
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Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.
Seeing students learn about content that they are interested in is one of the most rewarding parts of teaching in my opinion. When learning is shaped around students learning styles and likes it is easier for students to make the transfer.
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aplusala.org aplusala.org
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Spider Web Discussion is an adaptation of the Socratic seminar in that it puts students squarely in the center of the learning process, with the teacher as a silent observer and recorder of what s/he sees students saying and doing during the discussion. Her method is used when the teacher wants students to collaboratively discuss and make meaning of a particular learning concept
Spider web discussions for collaborative learning
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www.inaturalist.org www.inaturalist.org
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Record your observations 2 Share with fellow naturalists 3 Discuss your findings
inaturalist website- really cool place to upload nature pics and correspond in discussions with others about identifying the plant or animal species
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www.projectnoah.org www.projectnoah.org
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Project Noah was created to provide people of all ages with a simple, easy-to-use way to share their experiences with wildlife. By encouraging your students to share their observations and contribute to Project Noah missions, you not only help students to reconnect with nature, you provide them with real opportunities to make a difference.
Looks like a great project to get involved in! Very collaborative (both in the classroom and in online), plus integrate technology while having students explore nature
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www.youtube.com www.youtube.com
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SAMR Elementary Examples
Great video for explaining SAMR model in elementary classrooms
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naturalstart.org naturalstart.org
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We decided to use photography as a centerpiece of the new program. Photography emerged as the medium of choice because it:
using photography in nature (a form of technology) to enhance learning science curriculum
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sophia.stkate.edu sophia.stkate.edu
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Having students use self and peer evaluation sheets proved to be beneficial. When they were able to stop and reflect on the work they and their peers did, they were able to identify what was going well and what could be improved. I
A teacher does a study on collaborative learning and reports her findings: assign specific jobs, determine gender balance of group, self and peer evaluation tools
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www.teachthought.com www.teachthought.com
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Collaboration had the same results via technology as in person, increased learning opportunities.
Wow! I did not know this! I would think that in person collaboration produced greater results, but this is not the case. Great point of how collaboration online can be just as effective!
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Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
Use real-world problems, not "artificial scenarios" for collaborative learning
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Decomposing a difficult task into parts to saves time. You can then assign different roles.
Assigning different tasks/jobs to each member of the group
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Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create ‘freeloading’ where not all members participate. A moderate size group of 4-5 is ideal.
goof point about group size for collaborative learning (4-5 students in one group)
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www.edutopia.org www.edutopia.org
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Lev Vygotsky’s seminal work asserted that social interaction is a fundamental aspect of learning. And if he were alive today, he would most likely agree with the saying “two minds are better than one.” He might add, “Better yet, how about three or four?”
Vygotsky- social interaction is fundamental in learning- group work is the perfect way to do this- 2 heads are better than one:)
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Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.
This article goes along well with the class reading on "Connected Learning"- using digital accountability and support to reach goals (example: fitness)
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www.digitalresponsibility.org www.digitalresponsibility.org
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teachers of low income students tended to report more obstacles to using educational technology effectively than their peers in more affluent schools.
increasing the availability and instruction of technology in lower income schools can help bridge this gap
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Smart phones have helped bridge the divide, as they provide internet access to populations previously at a digital disadvantage.
There is hope for the future- with technology becoming increasingly advanced and the "new" that becomes old becomes more accessible and available, people are able to learn more. (simply because they have access to the web)
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www.teachthought.com www.teachthought.com
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Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings.
Reinforced across multiple settings--so important! Connecting home to school, etc.
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s economic and political opportunity
creating flourishing learners serves the community and country
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The potential of cross-generational learning and connection unfolds when centered on common goals.
Cross-generational learning
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Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher-order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements.
Such a simple concept
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In their everyday exchanges with peers and friends, young people fluidly contribute, share and give feedback. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.
Using things habits they already have for their education
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2. Production Centered
Product vs product
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“For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.
Using the resources available in the world to create a meaningful education
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www.edutopia.org www.edutopia.org
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In math and English, teachers cede the floor to students so they can teach one another. In math class, students are given challenging class problems that encourage them to seek ideas and advice from their group members.
Love this!
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e teacher selects one student to be the moderator and another to be the discussion tracker who records the flow of the conversations. The moderator can look at the discussion tracker’s notes and see which students he should invite to chime i
I love this idea of having the students be the moderator
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he teacher also gives out a group-collaboration grade for each unit, which is worth 10 percent of a
We do a lot of collaborative grading in theatre--it's cool to see if used elsewhere. The trick is balancing the weight of grades in a fair way
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Because the group work is intentionally more difficult, this process keeps individual students accountable for full participation in group work.
Super cool to make the group work more difficult to keep cognitive demand high
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In English, the discussions are open-ended, allowing for multiple right answers.
Multiple entry points and understandings
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a Harkness tab
This is awesome
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let students teach one another, and encourage students to be in tune with one another.
Collaboration
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focus on the process,
Process, not product.
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teachers must be willing to “cede the floor” to the students.
Give them room to try things on their own, to fail and explore and re-work things
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www.edutopia.org www.edutopia.org
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Integrating technology in your classroom is a great way to connect your students to nature—increasing their likelihood of becoming environmental stewards and making a positive impact on our planet.
Wow! I had no idea there were so many organizations, apps, and programs to combine technology with nature for a classroom setting! This is really encouraging and I would love to use some of these with my future classes!
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These websites allow your students to report sightings (of robins, earthworms, frogs, mushrooms, etc.) and share pictures for a variety of projects or missions that help scientists across the world.
int. tech into nature for ages 2nd grade and up
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So children need direct exposure to nature. Given their increased access to technology, can we use technology to enhance that direct exposure?
Interesting article- Combining technology with nature in an age that kids desperately need to be outdoors more
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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What would it mean to consider an educational agenda that includes more flexible, informal, diverse, and interest-driven learning environments? Can we do this in a way that elevates all youth rather than serving the privileged minority?
Good point- using technology and media capabilities to bridge this gap between the poor and wealthy in education
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Despite its power to advance learning, many parents, educators, and policymak-ers perceive new media as a distraction from academic learning, civic engagement,
Many parents think this is true- while there are differing opinions on technology use, this is one such example where the stereotype needs to be broken
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attributes her success to the writing skills she developed in the role-playing world (see Case Study 1).Clarissa’s out-of-school engagement in creative writing is an example of what we have dubbed connected learning—learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.
good example: using "Connected Learning"- role play online to strengthen creative writing
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learninginhand.com learninginhand.com
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building something useful
Students are excited by meaningful work. They know when they are only accomplishing busy work.
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www.youtube.com www.youtube.com
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John Seely Brown
Regarding the desire for change and growth- We see and acknowledge this in young children. Preschool-aged kids want to learn letters, numbers, how to read...they desperately want to learn how to communicate. I wonder why there is an assumption that teenagers dread going to school. Is this an actual change from childhood to adulthood, or is this an unfounded assumption?
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www.youtube.com www.youtube.com
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Up next Autoplay When autoplay is enabled, a suggested video will automatically play next. 19:38 Using Pinboard to save your digital breadcrumbs as you read online Ian O'Byrne • 52 views 15:04 Why people believe they can’t draw - and how to prove they can | Graham Shaw | TEDxHull TEDx Talks Verified • Recommended for you 14:50 Closing the loop on feedback using Hypothesis annotations Ian O'Byrne • 9 views 12:52 How To Lose Arm Fat XHIT Daily • Recommended for you 21:40 How to stop screwing yourself over | Mel Robbins | TEDxSF TEDx Talks Verified • Recommended for you 33:17 Four Questions For Tim Huey about vigilance and remaining safe in schools Ian O'Byrne • 4 views 11:54 Inner Thigh & Glute Workout - TONE LEGS AND BUTT| Rebecca Louise Rebecca-Louise Verified • Recommended for you 27:05 Two ways to use Hypothesis for reading, research, & response Ian O'Byrne • 52 views 21:52 No Sex Marriage – Masturbation, Loneliness, Cheating and Shame | Maureen McGrath | TEDxStanleyPark TEDx Talks Verified • Recommended for you 30:18 30-Minute Hip-Hop Tabata to Torch Calories POPSUGAR Fitness Verified • Recommended for you 43:12 Theoretical Perspectives & Contexts of Language Development Ian O'Byrne • 33 views 10:51 Mastering Sharing Settings in Google Docs Ian O'Byrne • 48 views 17:38 Yoga for Neck and Shoulder Relief - Yoga With Adriene Yoga With Adriene Verified • Recommended for you 12:43 Too Long; Didn't Read (TL;DR) #126 - 12/3/2017 Ian O'Byrne • 12 views 23:26 326/687 Syllabus & OAKS Walkthrough Ian O'Byrne • 1 view New 16:35 Four Questions For Tracey Hunter-Doniger about STEAM Ian O'Byrne • 32 views 18:03 How to skillfully search and sift online to learn anything Ian O'Byrne • 68 views 16:20 Khloe Kardashian Workout | Rebecca Louise Rebecca-Louise Verified • Recommended for you 45:13 Total Body Yoga - Deep Stretch | Yoga With Adriene Yoga With Adriene Verified • Recommended for you 15:05 Getting started with Minecraft Ian O'Byrne • 10 views Web Literacy - Participate - Online Collaborative Inquiry
Educators should ask what is the future of work. I am curious to know how the professional theatre world stacks up as far as upward technological movement. Are we moving at the same pace as other careers?
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www.literacyworldwide.org www.literacyworldwide.org
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For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.
Both important skills for students to understand - I unfortunately, along with many others I'm sure, was not properly introduced to concepts such as digital literacies. I feel as if digital skills are often more of the focus.
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I enjoyed this article because in Module 1, Obyrne gave us information on all of the opportunities given to students and teachers when infusing technology into the classroom. In this article, although they point out benefits of technology, the International Literacy Association goes into depth about some risks when using technology in the classroom and for teachers to make sure their students avoid putting a real photo of themselves or anything too personal on the internet. I believe using good judgement and recognizing how truly powerful the Internet and web searching is. Maha Bali touched base on how to participate, read, and write appropriately in a school environment as well.
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but how we use our judgment to maintain awareness of what we are reading and writing
technology gives us a lot of freedom and power, so we must be aware of HOW to use our good judgement when using the web as well as making sure our students are aware
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Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time
Teachers need to make content more meaningful to students. If students are able to link classroom content to real world learning it gives students a better understanding.
cofcedu
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It is important for students to recognize that although technology gives us a lot of power,
Using technology gives us power, but with that power comes great responsibility and knowing how to use it effectively. Students need to be aware of how technology can alter our behavior and communication.
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I allow them the choice of which platform to use for the support they need, but I make sure they ask questions.
I love this! Giving students choices within their own learning environment is one of the most powerful ways teachers can help accelerate student learning. In addition, when students ask their own questions they chase their own curiosity and tap into their own interests.
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I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?
I wish this was something that I had learned prior to this class. I feel that some teachers get so caught up in using scholarly articles that we forget that there are other relevant and applicable resources out there to use.
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Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
I think this is applicable to learning as a whole, whether it be with schooling or learning for a job. Many people strive to learn what to do and how to do it, not many learn why they do something.
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It is important for students to recognize that although technology gives us a lot of power, it also restricts us in many ways, and we need to question how the affordances of technology modify our communication and our behavior
This is an important point. We must be able to openly discuss the issues regarding technology with students in order to understand how it had modified our lives. Without doing so, students may disregard the problems and put themselves in dangerous situations.
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I allow them the choice of which platform to use for the support they need, but I make sure they ask questions
These questions have to focus around why, not just how an what. Being able to analyze why we are doing something gives insight into the importance of it.
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Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
Allows students to develop and express own set of ethics and analyze what aspects of their environment has cultivated their morals (how/when/why).
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Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.
I am excited to encourage my future students to express their passions through creation and autonomy. It seems as if education in America has evolved to focus more on memorization and assessment rather than on the development of 21C Skills mentioned in the "Web Literacy 2.0" article. I think our generation of educators will be able to change that trend as we focus more on the "why and how" and less on the "who, what, and when."
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Think of the use of social media during the Arab Spring. People used social media in a way that went far beyond knowing how to click and deep into civic uses and navigating ways to communicate with others under the radar of a communication-hindering government. It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.
Digital literacy isn't learning which hashtag to use on twitter, it's understanding the effective use of the platform you are interacting with. Digital literacy helped profoundly with this huge group of activists even when under the watchful eye of oppressive regimes. One can only imagine what students in the west could do with their creative tools if they understand how to effectively use them.
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- cofcedu
- questioning
- #wiobyrne
- choices
- behavior
- #cofcedu
- modify
- student learning
- meaningful
- curiosity
- communication
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internethealthreport.org internethealthreport.org
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orldwide, there is great focus on bringing Internet skills into the school classroom.
Interesting how true this is, especially in developing countries- still key
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drive.google.com drive.google.com
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Figure 1.6. The Big Picture of a Design Approach
Great for using as template or checklist while writing lesson/ unit plan
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Students will use an understanding of the elements of good nutrition to plan a balanced diet for themselves and others
This goes back to the idea of letting students come to their own conclusions, just giving them the tools they need.
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Consider the ways professionals work within their chosen disciplines—conducting investigations in science, writing for different purposes (to inform, persuade, or entertain) to real audiences, interpreting events and primary source documents in history, applying mathematics to solve real-world problems, researching, critiquing books and movies, and debating issues of social and economic policy
Real world connections make learning more meaningful
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"For any subject taught in primary school, we might ask [is it] worth an adult's knowing, and whether having known it as a child makes a person a better adult" (p. 52). A negative or ambiguous answer means the "material is cluttering up the curriculum."
Is it worth knowing? Does it make us better?
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We would say that student learning is incomplete if the unit or course concluded without mastery of these essentials.
What does the student need to know?
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we sharpen our choices by specifying important knowledge
identifying what is important--sharpening
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Clearly, we cannot address all areas; thus, the largest ring identifies knowledge that students should find worth being familiar with. During the unit or course, what do we want students to hear, read, view, research, or otherwise encounter?
Broad strokes
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Broad-brush knowledge, assessed through traditional quiz or test questions,
The type of knowledge being imparted informs what type of assessment is used.
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he term enduring refers to the big ideas, the important understandings, that we want students to "get inside of" and retain after they've forgotten many of the details. F
Big idea is sometimes more important than the standard
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helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal.
I like this idea of "sharply defined teaching and learning"
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We are advocating the reverse: One starts with the end—the desired results (goals or standards)—and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform. T
Figure out what you want your students to learn before you figure out how to teach it
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.
Awesome examples! kind of reminds me of Bloom's taxonomy concept
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The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways
This is the main reason why I am so interested in learning more about the UbD framework and templates. It really delves into WHY we teach what we're teaching. Is it because of standards or real world application? How can my students use this information in other areas?
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What activi-ties, sequence, and resources are best suited to accomplish our goals?
I think this is very important question that teachers face today. With so many different resources available, sometimes it can be overwhelming not knowing what to use in the classroom.
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Acquisition of content is a means, in the service of meaning making and transfer.
Teachers need to make content meaningful and relatable so they see the big picture in the end.
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n the UbD framework, we have identified six facets of understanding for assessment purposes.
These align with the different teaching models in PE.
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The UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.
Thankfully this process is something that my Physical Education professors at The college taught the student from the begin when writing lesson plans.
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Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance.
The transfer is an important step that I feel I did not have taught to me when I was in school. It is so important for students be not just know the material, but to know why they know it and it is applicable
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Stage 1: Desired ResultsWhat long-term transfer goals are targeted?What meanings should students make in order to arrive at important understandings?What essential questions will students explore?What knowledge and skill will students acquire?What established goals/standards are targeted?
This reminds me a lot of Dr. Lanahan's teachings about vertical alignment. You need to know your destination is Tennesse before you leave your driveway, and you need to map it out so you don't accidentally go to Florida.
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Stage 1 focuses on “transfer of learning.” Essential companion questions are used to engage learners in thoughtful “meaning making” to help them develop and deepen their understanding of important ideas and processes that support such transfer.
This is interesting and different from other lesson/unit plan templates I've used. I'm familiar with the enduring understanding and essential question, but considering how the skills learned will transfer elsewhere is really useful. In the arts, we are often proving why our class is needed and being able to define transfer goals will be greatly assist in that battle.
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The UbD framework helps focus curriculum and teaching on the develop-ment and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill)
Teaching beyond the specifics- teaching students how to effectively use the skills being taught. I love this because it challenges the teacher to think past the classroom and focus on the skills within the lesson that will best serve the students.
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- assessment
- overwhelming
- UbD
- #cofcedu
- meaningful
- learn v. memorize
- best resources
- content
- what we teach
- cofcedu
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s3.amazonaws.com s3.amazonaws.com
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FiebighasusedtheinteractiveonlinevideogameSecondLifetodrophisstudentsintoaremarkablyfaith-fulonlinereplicationofShakespeare’sGlobeTheatre,whichwasrecentlyaddedtothegame’sonlineuniverse.Bycreatingandcontrollingindividualcharacters(or“avatars”),hisstu-dentscanjoinhiminthedigitalGlobeandgetaninteractivesenseofwhatitwaslikeseeaplaythere
This is so cool! A great way of using thea ed. and technology!
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Thesur-veyrevealsthatolderfaculty(thoseteachingfor20yearsormore)usesocialmediaatalmostthesamelevelastheiryoungerpeers.
I love this! Web literacy for all!
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arebecom-ingsodominantintheclassroomthatit’shardtoimagineanyprofessororstudentmakingitthroughaweek(orevenaday)withoutthem
It is literally a part of our everyday lives socially and academically
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Interactive,community-focusedonlinetools–thinkofprogramslikeSkype,Twitter,Facebook,YouTube,blogs,wikis
read, participate-
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students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.
I completely agree, and I think this is a contributing factor to why I have often been against the increase use of technology in the classroom... because I haven't really practiced the skills necessary to succeed online
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Garth is an adolescent male attending high school in the northeast of the United States. You can review his work on his
I really enjoyed listening to this interview. It really shows that we can learn a lot from students who use technology.
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mozilla.github.io mozilla.github.io
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degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do.
This is so important when it comes to being able to successfully reflect on what one has learned - can be beneficial in and out of the classroom while opening many doors to the real world. We are so fortunate to have an incredible tool such as the web that allows us to expand our knowledge and inquisitiveness
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eing audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.
Because the internet is used by everyone, all across the world, this is a crucial point that must be practiced by not only students, but us as future educators. Taking other cultures into consideration not only prevents conflict, but encourages the ability to see different perspectives and speak respectfully with people of all places and types.
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They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource.
This is why this matters. As educators, we are providing our students with the abilities they need to reach their potential. If we leave out teaching web literacy, we are, perhaps, preventing them from becoming these things.
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They then know how to judge the credibility of these sources.
This is arguably the most crucial aspect of reading on the web. Without credibility, the information being taken in is practically useless. We must be able to encourage students to find credible sources in order to encourage their learning through the use of the internet.
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Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
The map has to be these things in order for it to apply to everyone and all situations. Having a super specific map would not work for all types of people or applications, rendering it useless.
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Understanding basic principles, purpose, and applications of coding and programming languages.
This is super important and something that many people have no knowledge in...including myself.
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Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources
A skill that is so necessary and one that I wish I was better at.
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Approachable and accessible
Approachable!! Using everyday language to help everyone understand.
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Does one need to code in order to be considered web literate?
This is often the general idea. Many people feel that to be web literate they must be able to code in some way.
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degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do.
Your ability to work on the web and produce content for the web does effect more than what one would think.
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how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic
4th basic skill? wow! This is fascinating. I wonder how many people feel that they are skilled in all four areas.
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Combined with 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world
Often, I think these leadership skills are more beneficial than the 3 Rs when it comes to real-world application for students. It is more effective to mold students to be compassionate and empowered as we give them the skills and tools needed to make social, political, and environmental changes in the world. It's not always what we teach, but how we teach it.
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Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.
This is obviously becoming more and more important in today's world, as kids are getting more and more bold on the web and feel less cautious with their interactions.
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Understanding basic principles, purpose, and applications of coding and programming languages.
It's so important for anyone to consider themselves web literate to at least understand the foundation of coding. We have access to so much information at the touch of a button but not many have any idea how it works.
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www.youtube.com www.youtube.com
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Web Literacy Map Version 1.5: Read, Write, and Participate for a Better Web
0:55-1:15 in the video states that students are often not provided the opportunities in school to develop their web literacy.
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thejournal.com thejournal.com
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To this end, mobile apps and Web 2.0 tools can facilitate implementation of activities requiring students to use skills at the top three levels of Bloom’s Revised Taxonomy--analyzing, evaluating, and creating.
While this article is six years old (using my web literacy skills to determine a reliable website), I find it useful and enjoy the mention of Bloom's Taxonomy. I like that these activity suggestions take into account different learning styles.
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www.prodigygame.com www.prodigygame.com
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10 Examples of Media Literacy Activities
Love these activity lists!
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www.soyouwanttoteach.com www.soyouwanttoteach.com
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10 Ways To Integrate Social Media In The Classroom
These are wonderful and concise ways to integrate social media in the classroom.
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www.edutopia.org www.edutopia.org
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Elementary teachers must teach social skills for personal interactions as well as digital citizenship
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Know your own comfort level with technology as an educator
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www-sciencedirect-com.nuncio.cofc.edu www-sciencedirect-com.nuncio.cofc.edu
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what knowledge will student have obtained by the end of the course? What will the student be able to do based on the knowledge obtained?
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Backward design in the foreign language class, large amount of info limited time so teachers must set priorities
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www.youtube.com www.youtube.com
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Teaching Gymnastics Skills in Elementary PE
Huge step for physical education using a TV. Research can be done with higher grade levels and allow them to introduce the new sport each week.
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www.edweek.org www.edweek.org
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Teachers should also help students develop healthy habits and attitudes when using technology. Educators need to take an active role in helping them understand the benefits, dangers, and opportunities technology provides.
Being digitally literate is a skill that will be beneficial to students while conducting research, supporting hypothesis, as well as connecting with other professionals.
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blog.capterra.com blog.capterra.com
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The learning process is a two-way street. As the teacher relays information to the student, the student ought to have the right to challenge ideas and engage in discussion with the teacher in order to reach a deeper understanding.
I think blogging or at least having students keep personal records and goals is great in the classroom. However, like the "Knowing the difference..." article that we read in Module one, students need to know the risks. Having closed platforms for them to use like the ones suggested in this article would be better.
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There are plenty of benefits to schools using these resources in all areas of education, including physical education: Students creating and watching best practice/technique videos for physical training or sports Reviewing sports mechanics videos from professional athletes or online trainers Create health video projects demonstrating the proper diet and lifestyle of a fit young adult
Technology in a PE classroom can be tricky, but used properly and asking appropriate questions it can help increase students health and love for PE.
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richardbruford.com richardbruford.com
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Alan poses a question in his TEDx talk that we should ask students: “Do you know how to use Google?” Of greater importance, the same question should be asked of teachers.
Video: Alan November TEDx talk "Do you know how to use google?" We need web literacy for teachers as well
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www.learningforjustice.org www.learningforjustice.org
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The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.
Digital Literacy Framework of Points
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www.slideshare.net www.slideshare.net
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s It an Essential Question?A question is ‘essential’ if it . . .• Has no simple ‘right answer’ that can be looked up;• Is meant to be investigated, argued, looked at from different points of view;• Raises other important questions, and if the question itself can be fruitfully questioned;• Naturally arises in everyday life, and/or in ‘doing’ the subject;• Constantly and appropriately recurs; it can be asked and re- asked over time, and as a result of further learning.
Good point- guiding questions of lessons using Ubd need to involve higher order thinking skills
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thecornerstoneforteachers.com thecornerstoneforteachers.com
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There’s a great saying that is so true here – just because you know something doesn’t mean you understand it. I know that the sky is blue, but that doesn’t mean I can explain to you the science behind why. Students may be able to correctly answer 8 x 6 on a math test, but that doesn’t mean that they can also show you what 8 x 6 represents with a box of manipulatives or in a real life situation.
Great examples of how to use backward design- explaining the reasoning behind it
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brightthemag.com brightthemag.com
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When English computer scientist Tim Berners-Lee laid the foundation for the web in the late 80s, he created a system akin to Lego blocks. Pieces could easily be taken apart and put back together again. This tactile nature is the essence of the web, and it dovetails with hands-on learning. As teachers adopt web literacy into their curriculum, it’s best for students to actively practice what they intend to perfect, like coding chops, web page building and more.
Hands on approach in classroom to web literacy
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Use an array of features such as drawings, notes, free text, images, sound recordings, and so much more.
Use for unit plan?
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www.commonsense.org www.commonsense.org
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Best Student-Collaboration Tools
Collaborative workspaces
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www.theatrefolk.com www.theatrefolk.com
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Technology in the Theatre Classroom
A great podcast for using technology in the theatre classroom.
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www.yourstagepartners.com www.yourstagepartners.com
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Browse our selection below and read every play script for free!
Resource for students
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www.playscripts.com www.playscripts.com
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Completely free to read.
Resource to help students get started
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