12 Matching Annotations
  1. Mar 2020
    1. When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring.

      Creative thinking as a way to encourage engagement. I love it!

    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision.

      Construction is a more in depth version of creation that includes that planning and execution of a project.

    2. The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.

      A great way to talk about the connection between online reading comprehension and online content creation.

  2. Feb 2020
    1. This implied that the two were separate and completely different, whereas evidence shows that there is a complex mixture of both off line and new online ele-ments that take place during online reading (Coiro, 2011 ; Coiro & Dobler, 2007 )

      I always assumed that reading online was potentially processed differently in the brain from personal experience. Interesting to see that it is not.

    2. Successful online research and comprehension requires the ability to generate effective keyword search strategies (Bilal, 2000 ; Eagleton, Guinee, & Langlais, 2003 ; Kuiper & Volman, 2008 ), to read and infer which link may be most useful within a set of search engine results (Henry, 2006 ), and to scan efficiently for relevant information on website

      What are effective ways that we can teach our students to filter their searches and be sure they are receiving relevant and helpful information?

    1. Susan Oxnevad referred to this movement across the spectrum as "teaching above the line."

      Enhacment vs. Transforming

    1. We can’t expect young people to be able to “bank” knowledge and skills from school and apply them to a stable world of work later in life. Instead, we need an approach to educational reform that recognizes learning as an ongoing process, connected to a diverse and evolving ecosystem of learning resources, institutions, communities, and outcomes (Freire, 1970).

      A great way to express the diversifying job market and the need for adaptable skill sets.

    1. Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

      Could be interesting to allow students to answer survey questions in regards to similar interest and pair students accordingly.

  3. Jan 2020
    1. This backward approach encourages teachers and curriculum planners to first think like an assessor before designing specific units and lessons, and thus to consider up front how they will determine whether students have attained the desired understandings.

      Valuable thought. A great lesson is hard to be considered great if there is no way to tell how well it worked. Definitely worth it to know how to evaluate before formulating a whole lesson plan.

    2. assessor

      Assessor: to first be mindful of how students will be critiqued and their performance will be evaluated

    3. Many teachers who have adopted this design approach report that the process of "thinking like an assessor" about evidence of learning not only 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. Greater coherence among desired results, key performances, and teaching and learning experiences leads to better student performance—the purpose of design.

      Personally, goal setting is something that is extremely important to my well being and sense of accomplishment. I can visualize this being helpful to my students and by gathering their personal goals, I could build a curriculum of interest and lead them to their most accomplished selves.

    1. For instance, a New York Times piece viewed on the web may contain hyperlinks, videos, audio clips, images, interactive graphics, share buttons, or a comments section—features that force the reader to stop and make decisions rather than simply reading from top to bottom.

      Never thought of the different pieces of web reading creating such a unique experience for each individual person.