Goals and Objectives - psa: 21st century learning. History Infographics. About « Gaming the Past. Jeremiah McCall is a leading expert on the use of historical simulation games in history education. He has taught high school history for more than a decade, mostly at Cincinnati Country Day School. His first professional love is high school teaching, especially designing instructional approaches that will guide students to think as experts in disciplines. He is also a researcher/designer of learning environments that effectively incorporate simulation games to encourage critical inquiry in history. Gaming the Past: Using Video Games to Teach Secondary History (Routledge 2011) is his first book on the subject. More recently he has authored two articles on the medium of historical simulation games and the impact of the medium on history education. In addition McCall is a practicing historian and has an MA and PhD in ancient history from the Ohio State University.
He continues to write on topics in Roman history. Books Gaming the Past: Using Video Games to Teach Secondary History. Essays. Social Studies. Catalyst Awards | Exemplary Course Program. Nine steps to quality online learning: introduction. Blended Learning: Strategies for Engagement. There are methods and models for implementing blended learning -- from the flipped classroom, to the flex model. All of them are on the continuum of just how much time is spent online and in the online classroom. Blended Learning can provide a unique way of not only engaging students in collaborative work and projects, but also personalizing and individualizing instruction for students. However, there is still one piece that is missing from a great blended learning environment: engagement! As an experienced online teacher of both K-12 and higher education students, I am familiar with the challenges of engaging students in virtual work.
. #1 Leverage Virtual Class Meetings with Collaborative Work One of the most prominent features of blended learning is the virtual meeting or synchronous class meeting. . #2 Create the Need to Know The key here is an engaging model of learning. . #3 Reflect and Set Goals #4 Differentiate Instruction Through Online Work #5 Use Tools for Mobile Learning. Instructor Notes - An Internet-Enriched Lesson: The Documentary ProjectEDTECH 541 / Dr. Jackie Gerstein.
How Not to Teach Online. Teaching online is more difficult than it may seem. Online instructors must become accustomed to an entirely new way of thinking about teaching and learning. If you’re thinking about becoming an online teacher (or are one already), make sure that you avoid these all-too-common mistakes. 1. Don’t assume that the class will teach itself. You wouldn’t let a traditional class teach itself, only popping your head in the door every now and then to give a word of feedback or make a point. 2. Many online classes are now developed by publishing companies or instructional designers and then given to faculty members to teach as-is. 3. Likewise, keep in mind that your students are actual people. 4. When universities first began offering online classes, it was unfortunately common for these online offerings to be substantially easier than their in-person counterparts. 5.
On the other hand, some online teachers seem to have no concept of how long it takes to complete an assignment. 6. 7. 11 Essential Tools For Better Project-Based Learning - Getting Smart by Guest Author - blended learning, EdTech, PBL. “11 Essential Tools For Better Project-Based Learning” by Katre Laan from myhistro.com first appeared on TeachThought. The rise of technology used in classrooms has made learning much more interactive. The emergence of iPads to browser-based tools in project-based learning, take teaching to a new level in the 21st century. Even the current trends in education include the use of new technology, from collaborative projects to blending traditional textbook teaching with innovative tools. For students, the core aim of project-based learning is to put theory into practice and gain new skills throughout the process. A major advantage of digital tools used is better engagement in the classroom. Browser-based tools and several apps used in education are especially useful for researching, storytelling and collaborative video making.
Handy mobile devices allow students to be inspired when outside classroom by creating and sharing ideas and creations instantly. 1) Mindmeister 2) Glogster 3) Myhistro. eLearning, Blended Learning and Mobile Learning. Untitled Document. 14 High Schools Worth Visiting - Getting Smart by Tom Vander Ark - DigLN, edreform, EdTech. An international school administrator recently wrote: “I have been here for about two months now and am enjoying the challenge. Much of what we are faced with in education is the same, but there is the international context that is terribly interesting. One of the characteristics of this system is that the high school is stuck, much like many of our high performing suburban high schools in the U.S. And as such, I’m pushing them to get outside of their own comfort zone and challenge old assumptions to do something different. As a result I am going to take a small R&D core team from the high school to do a ‘walk-about’ and look at some of the best practices of true high school reform.”
Below is a list of high schools worth visiting: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 14.Bay Blends. This blog first appeared on EdWeek. JOLT - Journal of Online Learning and Teaching. Introduction An ordinary function of any class, online or otherwise, is to teach and engage the students. Research on online education consistently finds that high and consistent interaction levels between students and the professor, and high interaction levels between the students themselves, is often seen as a positive variable (Hammond, 2005; Johnson, Aragon, Shaik, & Palmas-Rivas, 2000; Berge & Collins, 1996; Tu, 2000; Muirhead, 2001; Blignaut & Trollip, 2003; Vonderwell, 2003).
The most common form of participation is student engagement in discussion forums established by the instructor. As Berge and Collins (1999) have observed, interaction does not just occur but must be intentionally incorporated into the design of the class, and research reminds us that facilitated discourse is critical to creating a community of inquiry (Anderson, 2004; Easton, 2003; Bullen, 1998). C: Cognitive Nature A question can reflect many theoretical aspects of learning.
Textbook Based Literature-Based* The Whiteboard Blog. 10 Online Alternatives to PowerPoint for Creating Great Presentations In many schools, Microsoft PowerPoint is still the go-to software when creating presentations. But it does have its limitations, and there’s also the problem of “death by PowerPoint”. Sometimes it’s good to try alternative tools that allow for a slightly different approach.
PowerPoint Alternatives There are lots of online alternatives which let you create great looking presentations on any device. Read More L4LTV Launches – Online CPD by Teachers for Teachers Learn 4 Life (L4LTV) is a new web-TV service for the education community, filling the gap left with the demise of Teacher’s TV. ICT, Interactive Whiteboards and Attainment, a literature review This is a short section taken from my Masters Dissertation on the use of ICT by student teachers.
IWB TeachMeet Roehampton : Links and Files There was an excellent IWB TeachMeet last night at Roehampton Universty. Inanimate Alice Presentation from BETT. Resource from LessonPlans.com – Lesson plans for teachers. A Rubric for Evaluating Student Blogs. The pedagogical value and the challenges of integrating student blogging into your teaching is a recurring topic on ProfHacker.
Some of our earliest posts dealt with student blogging, and we have revisited the issue frequently. Most recently, Jeff and Julie wrote about that age-old question—How are you going to grade this? —when it comes to evaluating classroom blogs. Jeff and Julie offer a number of fantastic pointers, and they also refer to a blogging rubric that I use in my own teaching. I typically require weekly blog posts from my students, and though each post by itself may not amount to much, they cumulatively account for a substantial portion of a student’s final grade. Each student will contribute to the weekly class blog, posting an approximately 500-word response to the week’s readings. Because these posts are online well before class meets, I am able to skim them for recurring themes or concerns, which I often use as beginning points for class discussion.
How about you? Master List to Create a Blogging Rubric. By CheekyLitTeach, on August 18th, 2010 Creating a Rubric to Evaluate Relevant Skills – Image by “Salvatore Vuono” on Free Digital Photos online. First of all, it’s very difficult to ‘borrow’ a rubric that someone else has made for their class, but it is useful for thinking about what criteria you need in your own. Thus, I have made a master list of blogging criteria for the task. Although we teach a spectrum of ages and grades, there are particular criteria that relevant across the grades.
There are others that may be more applicable to elementary bloggers and vice versa. Here’s a list of blogging criteria that you could use in your rubric. Blogging Criteria Master List If you have other criteria that you believe should be added to this general list, please make a comment below and I will add it to the post. Please note that this is a general list from which you can choose the criteria that you plan to evaluate according to your course standards or expectations. Useful related content: Search - e-Learning Center. Example 3: Online Classroom Attendance and Participation Rubric - ELC Support. Hi Class, I want to make sure everyone is clear about the difference between logging on, attendance, and participation. Don't worry, I know week one has a steep learning curve - I take this into account for week one participation. Logging On When we "log on" we might spend a great deal of time reading the course content- please realize that the system can track how long you spend in the course; however, it cannot tell exactly what you are doing.
As a result, "logging on" is not part of either attendance or participation. Attendance Attendance is also determined internally by the system. Participation Participation in this course represents a significant part of your final grade. For example, if the course week runs from Monday to Sunday, you might post two messages on Tuesday and two messages on Thursday and two messages on Saturday. Assignments and responses in the Chat room do not count towards participation. I hope this clarifies attendance and participation. Tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf. DesignSHOP. Example 4: Online Journal Rubric - ELC Support. One use of an online journal is to facilitate the documentation of knowledge you are constructing throughout the course.
It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore feedback from others. In the modules that have journal items, you will be prompted to write reflections in response to one or two specific questions. These questions will encourage you to use the course content, your prior knowledge, and your experience to craft your responses. Bring your current knowledge and experience into your reflections when appropriate. I will review your reflections and provide feedback based on the rubric presented below.
Reflection is an opportunity to construct knowledge and meaning from your work. Online Journal Rubric Total Points: 15 points. How Can We Make Assessments Meaningful? I think meaningful assessments can come in many shapes and sizes. In fact, to be thoroughly engaging and to draw the best work out of the students, assessments should come in different formats. Thankfully, with the Common Core standards exemplifying the 4Cs -- Creativity and Critical Thinking (through performance-based assessments), Collaboration, and Communication (through the use of interdisciplinary writing) -- we are looking at a more fluid future in testing formats.
As long as the format itself is aligned with real-world skills, a meaningful assessment does not need to be lockstep with a particular structure any more. When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test. " It must intend to impact the world beyond the student "self," whether it is on the school site, in the outlying community, the state, country, world, etc. Best Practices « SHSUOnline Blog. Welcome to the Best Practices for Teaching online or as we like to call it: Strategies for Success in your Online Course page. No matter what tool you use or technological journey you embark upon, is the method and not the medium that will help you ensure success in the online, face-to-face and hybrid courses you are teaching.
These best practices/strategies will help you with organization, communication, time saving, assessment as well as many other areas. Just looking at this list of best practices, it is easy to understand how you might feel overwhelmed. In some cases, try adopting one or two of these strategies at a time and then include more the next time you teach this course (following semester). Record an Video Introduction for your Course Record an introduction video introducing yourself and the course organization. Use a “Virtual Office” Discussion Forum for Course Questions The name doesn’t matter, but a course Q&A forum services 3 purposes: Employ a Syllabus Quiz Like this: PBL: Teaching Online. Educators. Blended Learning Grant Recipients LFTDA pres.
Curriculum. Www.qmprogram.org/files/G6-12 Rubric Brochure 2011.pdf.