4 Powerful Free Cloud Apps for Teachers. These popular free Internet based tools provide excellent functionality that you can access from many devices. The buzz about “the cloud” just seems to keep growing, but the fact is the cloud has been around for years – if you’re using an Internet based tool, you’re using the cloud. Search Engines, YouTube, Facebook – these are all cloud services. One of the most powerful benefits of a fully realized cloud app is ubiquitous access – tools that can easily be used on multiple devices. To me, this is the kind of functionality that makes “the cloud” a truly meaningful concept. Whenever possible, I want to be able to do what I need to do whether I’m using a desktop, a laptop, my iPad, or a smart phone (although not all apps make sense in that scaled down format).
You’re probably already familiar with some of these tools, but not everyone has embraced their ability to work on multiple platforms, and plenty of readers may not even realize that some of these apps have this capability. Beginning Teachers - classroom resources, tips, articles, newsletter, books, webinars, & free web pages.
Websites for Educators - StumbleUpon. Comics in Education. 4 Lessons The Classroom Can Learn From The Design Studio | Co.Design. Earlier this year, we peered into the work spaces of some of the most inspiring companies working in the creative economy to glean design ideas for learning spaces. Instead of the tyranny of cubes and boardrooms, we found spaces for serious play, dynamic cross-pollination, and cultivated serendipity. It was easy to find inspiration from the Googles, Pixars, and IDEOs of the world; the grass is always greener. But as architects and designers, we need only to glance at our own proverbial backyard for further inspiration. In his interview with the Carnegie Foundation, John Seely Brown, scholar and co-author of A New Culture of Learning, suggests that we look for education lessons in the architectural studio.
In answer to the question of what could we do better in schools today, especially given the rapid pace of change, Brown responds by saying he’s intrigued by the architectural studio. "All work in progress is made public . . . 1. From the everyday “Hey, can you take a look at this?” 2. Inquire Within. It is so interesting where ideas come from, and how a class can dramatically shift from one activity to the next. Being fluid and organic, and accepting that ideas are built on more ideas (and being flexible enough to evolve with them) leads to a dynamic environment. This is true in ecology, and also in the classroom. We were working on area of a circle and the class was trying to get their heads around all the different parts of the various equations.
I tried to make it interactive earlier in the week by having them rotate pencils, where the pencil could be either the radius or the diameter. This would lead to two very different circles. Once we had the radius or the diameter, we could plug it in and find the area, or the circumference. This series of lessons was created by ME, the teacher, and given to THEM, the students. Everyone watched as I grabbed this student and spun him around his center point. He is the diameter, one child said. What would happen if he was the radius? Like this: Tame the Beast: Tips for Designing and Using Rubrics.
Rubrics are a beast. Grrrrrrr! They are time-consuming to construct, challenging to write and sometimes hard to use effectively. They are everywhere. There are rubrics all over the web, plus tools to create them, and as educators, it can overwhelm us. Rubrics are driven by reforms, from standards-based grading to assessment for learning. With so many competing purposes, it only makes sense that rubrics remain a beast to create and to use. 1) Use Parallel Language Make sure that the language from column to column is similar, that syntax and wording correspond. 2) Use Student Friendly Language! Tip #1 hints at a larger issue. 3) Use the Rubric with Your Students...
You have to use the rubric with the students. 4) Don't Use Too Many Columns This has to do with organization in general. 5) Common Rubrics and Templates are Awesome Avoid rubric fatigue, as in creating rubrics to the point where you just can't do it any more. 6) Rely on Descriptive Language.
Three Ways to Leave a Legacy in the Land of Online Learning. Share on Tumblr Email In my last post I talked about the fundamentals of becoming an online teacher without supporting huge investor-fueled teaching platforms or business practices you don’t agree with, don’t understand or simply don’t care about. Today I want to talk further about how you can establish your own legacy instead of indirectly fueling an impersonal brand that will eventually forget about your efforts. If you work as a teacher for one of those start-ups and people up in the hierarchy make decisions you don’t have any influence on – if the start-up goes down, all your efforts will go down with it. This is not to say that individuals are less prone to failure than organizations. Failures are a necessary ingredient of learning.
But if you work for yourself, free from investor pressure – you can correct the course more easily, get up and try again without anybody breathing down your neck. 1. 2. During my teaching career I’ve seen a lot of materials. 3. Etc.
Pedagogy, Coding and Teaching Kids to Think Deeply. 1.13.12 | Idaho teachers resist technology push; teens adapt the Xbox to help patients; & why learning to code may be harder than you think, all in this week’s Playback. Teachers Resist High-Tech Push: We kick off our first Playback of 2012 by continuing our coverage of how teachers are responding to new state mandates for online learning. Before the holidays, we wrote about efforts to pass state legislation to expand virtual school programs and increase requirements for online courses—and how some online charter schools are putting profits ahead of quality. Idaho has been a leader in pushing for online courses; a new law requires all high school students to take two online classes to graduate and mandates laptops or tablets for students and teachers.
The New York Times reports on the tensions this is causing for teachers in Idaho and around the country: “I’m teaching them to think deeply, to think. Agreed. Teaching Laws. Murphy's teaching laws The clock in the instructor's room will be wrong. Disaster will occur when visitors are in the room. A subject interesting to the teacher will bore students. The time a teacher takes in explaining is inversely proportional to the information retained by students. A meeting's length will be directly proportional to the boredom the speaker produces. College Student Laws You just finished the paper that counts as your final five minutes before class only to discover the printer is out of ink When you finally have enough money to buy printer ink, the store is out of the one you need. We learn by teaching. Doug woods. User Generated Education. I recently attended a workshop entitled “Beyond Assessing for Knowledge” presented by Kimberly Tanner whose research agenda is: To understand how people learn science and how teachers and scientists can collaborate to make science teaching and learning in classrooms – Kindergarten through college – more like how scientists work ( The key points that I extracted from the talk are: To what extent do current assessments yield insight into the development of “Thinking Like a (Professional in the Field Being Studied)?”
The problem with many assessments is they measure what students know not what they can do with that knowledge.How can instructional strategies help learners develop expertise in the content area? Dr. The results don’t surprise me as I believe this is indicative of the problem we not only have in higher education, but also in K-12 environments. This information is not new nor earth shattering. Like this: Like Loading... How To Use Game Dynamics In The Classroom. Edudemic is all about finding innovative ways to get through to students. That’s why we’ve talked about game dynamics more than a few times. Inspiring students to learn through the gamification of a large lecture hall has not yet been broached by us Edudemic-ers. Lucky for us, Liz Gross has an incredible look at the gamification in her newest post “ Can Game Dynamics Improve Attendance, Grades, and Engagement In A Large Lecture Course?
” Below are some selected excerpts that I thought would be important for the discussion. How It Works The Set-Up Before the semester begins, university students registered for a large-lecture introductory course will be randomly assigned to either a control section or an experimental section. How Smartphones Are Used Students in the experimental section will use their Android or iOS devices to engage in academic challenges in order to earn badges. The Technology Used Drawing Conclusions Learn More. The best Presentation on Social Learning and the New Role for Educators | Trends in eLearning & mLearning. I’m fascinated by the impact Social Media has had on just about everything we do, including how we learn and how we share knowledge with our peers. It’s no exaggeration to say that we are now learning something new all the time, from just about anywhere there’s a connection, and through just about any mobile device.
I can’t think of a better time in history to be alive than now. Some people may call this Social Learning, or Informal Learning, I just call it Learning. Last week I was on SlideShare.net looking for a good presentation on Social Learning that would inspire me and I came across this one by TribalCafe and I was extremely impressed with it. There is one slide in particular that caught my eye, entitled ‘The New Role in Education.’ Social Media changes everything for Educators, it’s a revolution that takes us from being passive content consumers, who sit on the sidelines, to being passionate producers of information we share with our learners.
User Generated Education. This past week in my undergraduate interpersonal communications course, I adapted the Bridge-It communications exercise to incorporate my students’ (most ages 17-20) mobile devices. It combined some of my favorite instructional strategies: Experiential and Hands-On LearningTeam Building and Problem-Solving Group InitiativesUsing Mobile Devices in Educational Settings Procedures First. students were asked to line up in the classroom on a continuum from those who believed they had the best, most effective communication (verbal and listening) skills to those who thought they lacked those skills. Next, groups were moved to separate rooms, given the same set of building blocks and their task . . . Build a three-dimensional structure using all the pieces provided. No time limits were set. Reflections After the completion of the activity, reactions and reflections were posted on a Voicethread slide using an image taken during the activity and quickly uploaded to Voicethread.