75 digital tools and apps teachers can use to support formative assessment in the classroom There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. We didn’t just add any old tool to this list. Here are the criteria we used for those that made the cut: Supports formative instructional strategies and ways to activate learners to be resources for themselves and peersIs free or awful close to it (under $10 per year, where possible)When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) The tools
How to Get Your Mind to Read In one experiment, third graders — some identified by a reading test as good readers, some as poor — were asked to read a passage about soccer. The poor readers who knew a lot about soccer were three times as likely to make accurate inferences about the passage as the good readers who didn’t know much about the game. That implies that students who score well on reading tests are those with broad knowledge; they usually know at least a little about the topics of the passages on the test. One experiment tested 11th graders’ general knowledge with questions from science (“pneumonia affects which part of the body?”), history (“which American president resigned because of the Watergate scandal?”)
The Legend of Jackalope – Jackalope It’s an aggressive species, willing to use its antlers to fight. Thus, the jackalope is also sometimes called the “warrior rabbit.” The jackalope is the product of a male jackrabbit and a female antelope. Jackalopes possess an uncanny ability to mimic human sounds. 1st Grade Language Arts Games In today's world it is considered essential to know the English language. By playing language games kids learn the English language through using it. First graders develop a comprehensive understanding of the language through our games and activities. Our interactive games help kids to expand their vocabulary, improve spelling, grammar, punctuation as well as test their language skills. Progressively kids become fluent in the language.
We Need Better Readers; So What Next? If all your students read at the same standard as your very best readers in the year group would you transform the progress, attainment and life chances of your young people? I tend to say “yes” to this; so what must we do to achieve it? Part of the work of our newly designated Research School is to challenge ourselves with the approach we take to solving some of our most intractable problems; using the best evidence available as part of the leadership and management processes within the school. The neatly named Best Evidence Encyclopaedia has just released a publication on Effective Reading Programs for Secondary Students. Most of what is below is taken from the paper; direct quotes are in italics to separate them out from my thoughts/reflections/summarising.
Aluminum Foil Deflector Beanie Welcome to the AFDB Website This site is dedicated to spreading the word about the Aluminum* Foil Deflector Beanie and how it can help the average human. Here you will find a description of AFDBs, how to make and use them, and general information about related subjects. I hope that you find the AFDB Homepage to be an important source of AFDB know-how and advocacy. What Is An AFDB? An Aluminum Foil Deflector Beanie (AFDB) is a type of headwear that can shield your brain from most electromagnetic psychotronic mind control carriers.
Jewish Teen Funders Network Based on our webinars in March - May addressing Covid-19, new reources developed by JTFN and tools from other organizations, here is a collection of links and files to help as you move your Jewish teen philanthropy program into an online space JTFN Resource: Online Opening Activities and Icebreakers - games and activities featured in our webinar: "JTFN ONLINE LEARNINGLAB: Opening Rituals and Icebreakers from online Jewish teen philanthropy" JTFN Online LearningLab: Opening Rituals and Icebreakers from online Jewish teen philanthropy - full recording of our webinar that took place on March 24, 2020. Nearly half of year 7 pupils make no progress in English Nearly half of pupils made no progress or dipped in attainment in English in their first year at secondary school, according to new research, which has used an innovative comparative judgment method to measure progress. Forty-two per cent of year 7 pupils either stood still or “regressed” in English, and 37 per cent of pupils in maths did the same, research released today by No More Marking, a company specialising in assessment software, has found. The research also found 10 per cent of pupils in each subject saw their progress fall steeply, leading the company’s press release to say learning at the start of secondary school is “distributed unevenly”. The findings echo reports from the Department for Education (DfE) and Ofsted which have previously found key stage 3 to be a weak point in pupils’ attainment. A 2006 DfE report called Making Good Progress said there was still “more to do” in raising pupil achievement in key stage 3.
Media Literacy versus Fake News: a Bournemouth University Workshop Dr Jane Secker, Chair of the CILIP Information Literacy Group, has kindly provided an excellent report on a recent Bournemouth University workshop in relation to fake news and critical thinking. On Saturday 16th March several members of the Information Literacy Group committee attended a workshop at the Olympic Park in London organised by Bournemouth University’s Centre for Excellence in Media Partnership (CEMP). The reason for the event was a new project, funded by the US Embassy in London entitled ‘Fake News: Critical Thinking, Resilience and Civic Engagement’.
Educational Games Educational Games For Kids Play our educational games! Have your students play our games! Dogs Helping Kids The School Dogs are highly trained dogs who are of impeccable temperament, have undergone in-depth positive reinforcement training and who then have been rigorously assessed to clarify that they are competent and safe to work in the school environment. Training for each School Dog Team takes 2 years and each team has to pass 6 assessments. Once Certified, each School Dog Team is annually assessed in their working environment. All D.H.K. School Dogs will be provided with harnesses, leads, collars and identification to prove that they are Certified DHK School Dogs. The School Dogs are divided into four different groups – visiting, attending, educational and support.
Fake news and critical thinking in information evaluation Georgiadou, Elli, Rahanu, Harjinder, Siakas, Kerstin V., McGuinness, Claire, Edwards, J. Adam, Hill, Vanessa, Khan, Nawaz, Kirby, Padraig, Cavanagh, Jerald and Knezevic, Ratko (2018) Fake news and critical thinking in information evaluation. In: Western Balkan Information Literacy Conference WBILC 2018, 21-22 June 2018, Bihac, Bosnia and Herzegovina. In the post-truth era we are constantly bombarded with “news” which is fabricated, distorted, and massaged information, published with the intention to deceive and mislead others. Such “news” has come to be known as “fake news”. The influence of fake news can have profound socio-political and cultural effects when translated into action.
How to choose digital resources and tools for your classroom Do you find it confusing to choose the best digital learning products and tools for your classrooms and your learners? English teachers invariably want to give their learners the best opportunities for learning, engaging with and using English. But selecting which technologies to bring into the classroom can be daunting. The most important consideration to bear in mind is that any technology used should support and enhance the learning process or, at the very least, make it easier to achieve learning outcomes. There are four research-based principles which are crucial to consider when evaluating a new digital tool or product.
An Excerpt from Chapter Two of Reading Reconsidered Lately I’ve been posting some excerpts from Reading Reconsidered here on Field Notes. Today I’m posting a section from Chapter 2, which is about Close Reading. The segment I’ve chosen deals with the idea of Establishing Meaning–making sure that students understand the full text and its nuances before you jump fully in to analysis. Colleen, Erica and I assume in this chapter that we are talking about lessons in which students are reading complex and challenging texts–something we feel very strongly about. One key question of course is how to we help them to do that successfully…