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Ashley Weber

14 ways to create great classroom video with Screencastify. Screencastify makes it easy to record video of your screen or with your webcam. Here are 24 ideas for classroom implementation. Not too long ago, video creation required bulky, awkward video cameras with big, plastic VCR tapes. Playback required a TV, a VCR and a hope that everything worked nicely together.

And video editing … well, that just wasn’t readily available to the average person. My, how things have changed. Everything seems to have a camera these days. There’s a reason video creation grown so quickly and become so popular. Video has never been so accessible to the classroom. So … what do we do with it? Why use Screencastify? One of my favorite classroom video creation tools is Screencastify. I love it because you can: Oh, and it’s free! If you use Google Classroom, Screencastify is pure gold. Great Screencastify activities So … back to that original question. Glad you asked. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Related In “Ed Tech” Untitled. Lex Prin. Leadership From A Dancing Guy. Similar District Methodology. Report Card Data, Forms and Information. Report Card Resources. Home.

SAFE Log On. Battelle for Kids - INFOhio. Home. Sir Ken Robinson: Do schools kill creativity? ICLE | Digital Leadership. We know that it takes more than just devices to ensure the success of a digital initiative. Educators require the professional learning to change their practice in order to transform school culture and instruction.

Our Digital Leadership & Learning solutions target the specific needs of leaders and teachers to grow awareness, develop expertise, and establish sustainable change for moving the needle on student learning. Our services are driven by education experts who have walked-the-walk with technology initiatives, who have seen firsthand what digital learning success looks like, and who are prepared to apply their expertise to improve leadership, teaching, and learning in your school or district.

Leading our practice area is ICLE Senior Fellow Eric Sheninger. Our blended approach to professional learning includes the following opportunities: As a result of our work together, leaders and teachers will be equipped to address the following challenges and opportunities: ICLE | The Daggett System for Effective Instruction. The Daggett System for Effective Instruction (DSEI) facilitates a coherent focus across the entire education organization—organizational leadership, instructional leadership, and teaching—on the development and support of instructional effectiveness to improve student achievement.

The noted objectives support instructional effectiveness at each level: Organizational Leadership Create a culture of high academic expectations, positive relationshipsEstablish a shared vision and communicate to all constituent groupsAlign organizational structures and systems to the visionBuild leadership capacity through an empowerment modelAlign teacher/administrator selection, support, and evaluation.Support decision making with relevant data systems Instructional Leadership Teaching For more information about the Daggett System for Effective Instruction, please read our white paper The Daggett System for Effective Instruction: Where Research and Best Practices Meet.

ICLE | Our Latest Thinking. Reading Recovery and Literacy Collaborative Program- Departmental Listings - The Ohio State University. Administration Executive Director Faculty Board Art Department Senior Graphic Designer Business Office IDEC Director Director, Technology and Operations Help Desk IDEC Webmaster Office Associate Systems Manager Keep Books Literacy Collaborative Research Help Desk Literacy Collaborative Training Office Associate Primary Trainer Program Managers Training Coordinator MIS Systems Manager Reading Recovery.

Literacy Collaborative Model. Florida Center for Reading Research | Florida State University. Student Center Activities. During 2004-2007, a team of teachers at FCRR collected ideas and created Student Center Activities for use in kindergarten through fifth grade classrooms. Accompanying these Student Center Activities is a Teacher Resource Guide and Professional Development DVD that offers important insights on differentiated instruction and how to use the student center materials.

Frequently Asked Questions about Student Center Activities Grades K-1 Student Center Activities (2005) Grades K-1 Student Center Activities (Revised, 2008) Grades 2-3 Student Center Activities (2006) Grades 4-5 Student Center Activities (2007) Student Center Activities and Instructional Routines Search Tool The K-5 Student Center Activities (SCA) and K-3 Instructional Routines search tool provides teacher's access to the 522 individual SCA and the instructional routines from Empowering Teachers. VISIBLE LEARNING - Information About What Works Best For Learning. Teachers toolbox - Professor John Hattie's Table of Effect Sizes. Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?

'. An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of approximately .50 • A two grade leap in GCSE, e.g. from a C to an A grade An effect size of 1.0 is clearly enormous!

Below is Hattie's table of effect sizes. Terms used in the table (Interpreted by Geoff Petty) • An effect size of 0.5 is equivalent to a one grade leap at GCSE • An effect size of 1.0 is equivalent to a two grade leap at GCSE • ‘Number of effects is the number of effect sizes from well designed studies that have been averaged to produce the average effect size. • An effect size above 0.4 is above average for educational research Some effect sizes are ‘Russian Dolls' containing more than one strategy e.g. Beware Over-interpretation! Hattie effect size list - 195 Influences Related To Achievement  John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d).

In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?” Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). What is Universal Design for Learning.

Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Why is UDL necessary? Individuals bring a huge variety of skills, needs, and interests to learning.

Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Strategic Networks The "how" of learning Planning and performing tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated.

Source: CAST - What is UDL? Learn more about UDL: About Universal Design for Learning. About UDL. A short video by CAST illustrates the three principles of Universal Design for Learning. How US Federal Statute Defines UDL The Higher Education Opportunity Act (HEOA) of 2008, passed with strong bipartisan support, established the statutory definition for universal design for learning. Read the definition UDL Series A free online collection of rich media presentations that help educators to build UDL understanding, implementa-tion skills, and leadership ability. Visit the UDL Series Resource for Parents and Teachers The UDLinks app was developed through a grant from the Maryland Department of Education to help teachers and parents search for online teaching resources aligned with UDL.

UDL Now! In UDL Now! UDL Guidelines 2.0. The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. They can also help educators identify the barriers found in existing curricula.

Learn more about the UDL Guidelines: Fact Sheet: Universal Design for Learning | Teaching Excellence in Adult Literacy (TEAL) The Three Principles. Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines: Principle I: Provide Multiple Means of Representation (the “what” of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.

Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. Equal Access: Universal Design of Distance Learning Programs | DO-IT. A checklist for making distance learning programs welcoming and accessible to all students Represented by students in distance learning courses are a variety of racial and ethnic backgrounds, ages, native languages, and learning styles.

In addition, increasing numbers of students with disabilities participate in regular precollege and postsecondary courses. Their disabilities include blindness, low vision, hearing impairments, mobility impairments, learning disabilities, and health impairments. Students are in school to learn and instructors share this goal. How can distance learning educators design instruction to maximize the learning of all students? The field of universal design (UD) can provide a starting point for developing a model for instruction. Legal Issues and Standards Section 508 of the Rehabilitation Act of 1973 requires that electronic and information technologies procured, developed, maintained, and used by federal agencies meet the accessibility standards of the U.S. Home. Response to Intervention | RTI | RTI Resources.

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