Web 2.0 Collaborative Projects in the Middle School. I am the library media specialist for my school and part of my job is to assist my faculty with the integration of technology in the curriculum. As such, I am always searching for new ideas to use in collaborating with my classroom teachers. Showcased below are a few of the Web 2.0 tools I have used with classes along with details of specific projects I have helped students to produce. Cacoo is a free online diagraming tool which allows real-time collaboration. Teachers can sign up for a free Academic Plan which allows them to add student users. *Please note the Academic Plan is free through June 30, 2012 after which it will be half the price of the Team Plan.The Project: After studying Georgia's barrier islands for the term, students used Cacoo to create a food web of native plants and animals.
The class was divided into groups of four students. All four students in each group had individual Cacoo accounts and were required to work collaboratively via Cacoo to design one food web. Clayton Christensen Institute for Disruptive Innovation. How to implement studio teaching? Philosophy Studio teaching is not just another kind of classroom activity. It is not a lab session, nor is it just a series of class projects. It is an approach to teaching and learning that gets students actively engaged in directing their own learning.
The instructor is not the focus of the class, as in traditional classrooms. This pedagogical philosophy will be new to many students and so requires time for adjustment -- fortunately not a great deal of time. It is very important for instructors to tell students what studio teaching is, and why it is being used.This can, if the instructor desires, lead to discussions (with students) about the nature of knowledge and learning (epistemology). Some studio classes have significant focus on metacognition. The goal of studio teaching is to get students to be active learners -- to let them "invent" their own knowledge. Instructors serve as guides or mentors, helping when needed and avoiding whenever possible taking the lead role.
Strategy. SCALE-UP Site. The Comprehensive Math Assessment Resource. Due to time constraints in my corner of the world (school started a week ago) I’m gonna have to shelve my typically softspoken online persona and get straight to it. If you’d like to see assessment amount to more than a meaningless exercise in classroom control, if you’d like to see cheating drop and confidence rise, if you’d like to see a higher correlation between the grade you feel a student deserves and the grade on that student’s transcript … … take something from this page.
How Things Used To Be Textbook manufacturers directed assessment, issuing lengthy tests at the end of their chapters, tests long enough to both intimidate students and make their percent grade totally indescriptive of what they know and don’t know. How Things Are In My Classes Learning directs assessment. The Timeline You teach.As you teach, you try to sense when you’ve hit the end of a self-terminating skill. The Handouts Frequently Asked Questions Don’t students try to game the signature/stamp process? Earlier Posts. View Message - Re: Hybrid Courses. Podcast217: Making the Case for Blended Learning. <div class="greet_block wpgb_cornered"><div class="greet_text"><div class="greet_image"><a href=" rel="nofollow"><img src=" alt="WP Greet Box icon"/></a></div>Hello there!
If you are new here, you might want to <a href=" rel="nofollow"><strong>subscribe to the RSS feed</strong></a> for updates on this topic. <div style="clear:both"></div></div></div> This podcast is a recording of a thirty minute skype connection I made to GT teachers in Ector County Schools, Odessa, Texas, on January 18, 2008. The focus of my presentation was making the case for using and supporting blended learning tools and learning methodologies in the 21st century classroom. [display_podcast] Show Notes: Subscribe to “Moving at the Speed of Creativity” weekly podcasts! On this day.. SBG. Teaching with Technology Today: Volume 8, Number 6. This article reports on the most significant observations from the Hybrid Course Project and provides "Lessons Learned" about hybrid course design and teaching for: For an overview and more general information about the project and hybrid courses, see Carla Garnham and Robert Kaleta, Introduction to Hybrid Courses, in this issue of TTT.
Seventeen instructors from five University of Wisconsin (UW) campuses, representing disciplines from the humanities, social sciences, engineering, and professions, participated in the Hybrid Course Project by transforming a traditional course into a hybrid course. A 1999-2001 UW-System Curricular Redesign Grant provided funding. Throughout the project, project coordinators developed assessment protocols to capture insights into the hybrid course design process. The following are the protocols used during the Hybrid Course Project, in the approximate order that they were employed: Lesson #1: There is no standard approach to a hybrid course. Hybrid Courses: Faculty Resources. Advantages New teaching opportunities: "The hybrid took something I always knew was possible and let me do it.
" Faculty can teach using a variety of online and in-class teaching strategies, which make it possible to achieve course goals and objectives more effectively. The hybrid model allows faculty to develop solutions to course problems and to incorporate new types of interactive and independent learning activities that were not possible in traditional courses. Student engagement: "In the online classroom, there is no place to hide…. Instructors report that they feel more connected with their students and are able to get to know them better since they communicate both online and face-to-face. Increased student learning: "My students have done better than I've ever seen; they are motivated, enthused and doing their best work.
" Faculty believe that their students learn more in the hybrid format than they do in traditional class sections. Challenges. Blended Learning at GrayHarriman.com. What is Blended LearningWhy use Blended Learning? How does one create Blended Learning? What medium can be used in Blended Learning? What are the challenges of Blended Learning? What are the advantages of Blended Learning? What is Blended Learning? 1. 2. Why use Blended Learning? 1. 2. 3. 4.
How does one design Blended Learning? To design blended training, the instructional designers start by analyzing the training or course objectives and braking them down into the smallest possible pedagogically (for children) or andragogically (for adults) appropriate chunks (learning object). After the course or training has been chunked, the best approach to deliver each segment of instruction (learning object) is identified. The course is then aggregated by grouping the instruction logically while taking into account the medium of delivery. What medium can be used in Blended Learning? The medium is not limited to technology and can include: What are the challenges of Blended Learning? Science Daily: News & Articles in Science, Health, Environment & Technology. MeTA musings. TEACHING|chemistry. Blended Learning in K-12. Home | MIT + K12. Teaching with Technology Today, Volume 8, Number 6.
What is a hybrid course? Hybrid courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated. The goal of hybrid courses is to join the best features of in-class teaching with the best features of online learning to promote active independent learning and reduce class seat time. Using computer-based technologies, instructors use the hybrid model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online group collaborations.
What is the Hybrid Course Project? During 1999-2001, the University of Wisconsin System Curricular Redesign Grant Program funded a collaborative project involving UW-Milwaukee and four UW-College campuses (Rock County, Sheboygan, Washington, and Waukesha). Why offer hybrid courses? The hybrid model gives instructors more flexibility with their classes.