20 ways to use a tablet in the classroom | Teacher Network Whatever model of Android or iOS tablet you have available, it’s a hugely versatile tool when it comes to educating and entertaining children. Here are some of the best apps and features you can make use of in the classroom – some of which you have to pay for and others that are free. 1 Dive into 360-degree videos This is the most basic form of virtual reality, a full sphere of video centred on the spectator who can view an environment in any direction. 2 Get creative with photo taking The Android and iOS camera apps are simple enough to use and can be deployed to record anything from a field trip diary to the results of a science experiment or a class art show. 3 Make music – no experience required Tablets are well-known as music-making devices, even among professionals, and there are a plethora of apps available that make good use of the tablet’s extra screen space compared with a mobile phone screen. 4 Record radio shows and podcasts 5 Make immersive and interactive notes 10 See the world
c11090 Apprendimento permanente: competenze chiave Raccomandazione 2006/962/CE relativa a competenze chiave per l’apprendimento permanente Esorta i governi dell’UE affinché l’insegnamento e l’apprendimento di competenze chiave siano parte integrante delle loro strategie di apprendimento permanente. La raccomandazione individua otto competenze chiave essenziali per ciascun individuo in una società della conoscenza. In un mondo sempre più globale, le persone hanno bisogno di un’ampia varietà di abilità per adattarsi e avere successo in un ambiente in rapida evoluzione. Il programma per l’apprendimento permanente originario era progettato per offrire alle persone occasioni di apprendimento in ogni fase della vita. Per ulteriori informazioni, si veda: «Programma per l’apprendimento permanente» sul sito Internet della Commissione europea.
Using Assessment Rubrics Video about iUNSW Rubrik Application [See Transcript of video] iRubrik This video shows how the Mechanical Engineering project (ENGG1000, T1 2011) used the iUNSW Rubrik iPad marking app to mark the final project competition, making the process much quicker and more efficient. iUNSW Rubrik iOS App used in ENGG1000 T1 2011 Assessing a final year thesis As part of his final year undergraduate course in Chemical Engineering, Dr Graeme Bushell has designed and tested the rubric described below over several semesters. Students in Chemical Engineering, Industrial Chemistry and Food Science programs at UNSW are required to deliver a poster at the end of their final year thesis, explaining their research results. the UNSW graduate capability of producing "scholars who are capable of effective communication", and the Engineers Australia stage 1 competency "effective oral and written communication in the professional and lay domains". A change in assessment scheme The rubric The marking sheet/table Context
Crafting Questions That Drive Projects Which comes first, the driving question or the learning goals? I think it depends. The most successful projects feed off of students’ passions. Don’t be afraid to tap into them. In my first year of teaching, my fifth graders were obsessed with SpongeBob Squarepants. What adventures would SpongeBob have during the Great Depression? So, to develop a driving question, you can use students' interest as a starting point and then creatively connect learning standards. Some of the learning aims my school had for students in math were working with decimals and graphing data. So, you can start with a topic or you start with learning standards to develop a driving question.
Blog e Portfolio Digitali come strumenti di Self-Assessment Come si valutano le competenze acquisite dagli allievi? Può un “numero congruo di verifiche sommative” fornirci un quadro chiaro per formulare una valutazione delle competenze raggiunte da ciascun allievo che sia valida, equa ed oggettiva? Come si valutano inoltre le competenze trasversali? Premessa Molti docenti sensibili ai temi dell’innovazione didattica si sono posti questi interrogativi e sono molti quelli fra noi ad aver più volte riscontrato come la valutazione delle competenze rappresenti per molte ragioni uno scoglio nei percorsi di didattica innovativa. La scuola sta vivendo un momento di transizione, ed i sistemi tradizionali di verifica e valutazione non sempre si conciliano con le nuove metodologie di apprendimento attivo per competenze. Uno dei quesiti posti ai partecipanti del CoLAB Mooc di EUN – Background Image CC0 via Pixabay Per chi fosse interessato ad approfondire, tutti i materiali del corso sono disponibili ai seguenti link: European Schoolnet Academy 3. Conclusioni 3.
Appendix 3: Sample rubrics for assessment (a) Rubric for participation and group work. It is also suitable for self-assessment and peer feedback. Adapted and used with permission from Karen Franker. For original click here. (b) Rubric for graphic organizer. Used with permission from Teach-nology. (c) Rubric for oral presentation. (d) Rubric for research reports. (e) Rubric for posters. Used with permission Anthony Salcedo. (f) Rubric for concept maps. Adapted and used with permission from Joyce Tugel. Il compito autentico | Oggi Imparo Io! Se sapete cosa è il compito autentico potete saltare questa prima parte introduttiva e passare alla seconda parte. Per chi invece non sapesse di che si tratta parto da una definizione che mi sembra abbastanza completa: “Il compito autentico è un compito che prevede che gli studenti costruiscano il loro sapere in modo attivo ed in contesti reali e complessi e lo usano in modo preciso e pertinente, dimostrando il possesso di una determinata competenza”. In parole semplici: una normale attività della vita reale, ricca e splendida, in cui si utilizzano tutte le capacità acquisite e la creatività per risolvere un problema vero. A scuola in genere le cose funzionano al contrario del compito autentico. Nella vita reale Thomas Edison, inventore della lampadina, ha provato 10000 volte a bruciare fili di tungsteno prima di scoprire come fare quello giusto. Come realizzare un compito autentico Il metodo proposto non vuole essere IL metodo ma solo un metodo per farlo. Buon divertimento!
Cooperative Learning SOS: 5 Questions to Ask When Cooperative Learning Isn’t Working | The TpT Blog Cooperative learning can be a powerful tool for energizing a classroom, motivating students, and raising achievement. However, it’s not always easy to get kids to work together effectively. After a particularly chaotic lesson, you might even get so frustrated that you’re tempted to give up completely and assign seat work for the rest of the year! If you feel this way, don’t give up just yet! 5 Questions to Ask When Cooperative Learning Isn’t Working Think back to your last cooperative learning lesson, and ask yourself the five questions below. 1. When students don’t treat each other with respect, it could be a sign that they don’t feel personally connected to their classmates. If you didn’t start the year this way, don’t worry. 2. Believe it or not, it’s possible for students to like each other yet lack the social skills needed for successful teamwork. Create a T-chart like the “Working Together Skills” chart shown here. 3. 4. 5. Cooperative Learning SOS Wrap Up The payoff?
Objectives Builder - TeachOnline Skip to Content Teach Online9 Learning Objectives Builder Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson. Examples of Learning Objectives Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.Calculate the median of a set of values using Excel.Create a needs analysis using Gilbert’s Performance Matrix.Revise a company operations manual to reduce energy consumption.Diagram the main constructs of social cognitive theory.Summarize the scope and source of food waste in the United States. Objectives Builder Tool Use the below objectives builder tool to begin designing objectives. Join the conversation 15 replies Leave a comment Your email address will not be published. IBD podcast Twitter42
Collaborative Learning Collaborative Learning Building a Classroom Community Collaborative Learning Collaborative Activities Getting Everyone Involved Building a Classroom Community You will find that each of your classes carries its own dynamic and its own personality. Collaborative Learning Collaborative learning is the act of giving the responsibility of the learning to the students. Collaborative Activities Think-pair-share Phillips 66 Role play Debates Group projects Classroom problems Grouping and pairing activities Case-based learning Jigsaw activity Think-pair-share This activity helps to relieve the anxiety and mental block of being called on to answer a question in class. Getting Everyone Involved Every group has its own mix of quiet students and outspoken students. o Bring several colored pieces of paper into class and tape them under random desks or randomly pass them out during class. top
Web we want About the Web We Want For many young people in the early 21st century, their online personality, social interactions and activities are as important as their life in the physical world. Teachers, therefore, need to recognize this and help young people make the most of the opportunities online technologies and social media offer to develop key competences – and, crucially, become reflective and responsible citizens. The Web We Want, launched on Safer Internet Day February 2013 by the Insafe network*, aimed to do this. Just as The Web We Want was developed by young people for young people, the lessons in the Web We Want handbook for educators have been designed by teachers for teachers across Europe and beyond. All the lesson plans align with the European e-Competence Framework, which helps identify and describe ICT-related competences according to the European Qualification Framework approach and outlines the methodological choices behind it. About Insafe