How to Teach Students to Evaluate the Quality of Online Information The volume of information available on the Internet is astounding, and it just keeps growing. Business intelligence company DOMO estimates that 571 new websites are created every minute. With that amount of information, it can be difficult for students to separate the gems from the garbage, but, fortunately, we can help them navigate online information easily and efficiently. What Students Currently Think of Online Information Image via Flickr by USACE Europe District Students today don’t know a world without the Internet, but that doesn’t mean they know how to think critically about what they see online. Coiro suggests strategies to help students to effectively evaluate what they see on the Internet, practice refuting what is on the Internet, and cross-check claims. Identifying Good Content There are a few checks and balances to ensure that online content is indeed credible. Learning to Use Websites Effectively Students may not understand the differences in quality between websites.
21Classes – Classroom and Education Blogs - Home Learning Standards & Common Core State Standards Crosswalk Skip to main content ALA User Menu Search form A Division of the American Library Association You are at: ALA.org » AASL » Learning Standards & Program Guidelines » Learning Standards & Common Core State Standards Crosswalk Share this page: Share on Facebook Share on Google+ Share on Pinterest Print Learning Standards & Common Core State Standards Crosswalk The following pages include tables that help school librarians learn how the AASL Standards for the 21st-Century Learner and the Common Core State Standards align. English Language Arts Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science and Technical Subjects Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects Mathematics Lessons submitted as part of the Standards for the 21st-Century Learner Lesson Plan Database contain an automatic crosswalk between AASL learning standards and the Common Core State Standards. © 1996–2015 American Library Association
Chromebook Tips Every Teacher Should Know Cards on the table, we love Chromebooks. They’re a fast, relatively low-cost portal to powerful learning opportunities. And that’s what we want out of classroom technology: something to push learning beyond current limitations. We collected some next-level tips every Chromebook-using instructor should know: Shortcuts! Use Them! There are tons of em. Ctrl+N: New window Ctrl+T: New tab Ctrl+Shift+W: Close current window Ctrl+Tab: Next tab Ctrl+Shift+Right/Left Arrow: Select text one word at a time Ctrl+Shift+Up/Down Arrow: Select text one line at a time Alt + F or Alt + E: Opens Chrome settings menu Alt+1, Alt+2: Navigate between different windows Ctrl+Shift+a: Select all Alt+Tab: Go to next window Ctrl+F: Find Shift+Search: Caps lock/disable caps lock You Can Still Have a Home Icon You can get a “home” icon on your omnibar by navigating to “settings” and then “appearance.” Screencast Like A Pro There are a few different ways you can screencast on your Chromebook. Are You Pinning Tabs? Google Drive = <3
A Project-Based Learning Cheat Sheet For Authentic Learning A Project-Based Learning Cheat Sheet by TeachThought Staff Like most buzzwords in education, “authenticity” isn’t a new idea. For decades, teachers have sought to make student learning “authentic” by looking to the “real world”–the challenges, technology, and communities that students care about and connect with daily. We’re going to take a closer look at progressive approaches to teacher planning whenever Terry Heick can be convinced to finish that series. The function of this image is to act as a kind of brainstorm–to help you get your own creative juices going to decide what’s most important when designing an authentic project-based learning unit–audiences, technology, habits, purposes, and so on. You obviously don’t even have to use these categories; they are just a sampling of the kinds of thinking that can help you make the shift from academic to authentic learning. 3 Questions To Guide Authentic Project-Based Learning What role is the learner taking on?
S.O.S. for Information Literacy Google Forms for Teachers- A Must Read Guide In today's post, we are sharing with you one of the best and simplest guides I have ever read on Google Forms. This visual tutorial is created by Eric Curts and covers a wide range of tips and tricks on anything you need to know about Google Forms. Check it out and, as usual, your feedback is most welcome. Enjoy Here is a cursory look on the table of content of this guide : What is Google Forms?
Making Lesson Recap Videos with Screencastify | Sustainable Teaching Making video recaps of my lessons has revolutionized my teaching. I am so grateful to Chris Aviles for suggesting it at EdCamp New Jersey. A parent told me she wishes every teacher made video recaps. A learning support teacher uses them to help my students study in her instructional support classes. Students who need multiple opportunities to learn and absent students benefit the most from video lesson recaps. I have documented how I use SnagIt to make recaps on my Chromebook. Watch this video where I discuss how I use Screencastify: After installing the extension… Before starting the recording be sure “Desktop” is selected and “Embed webcam” is not. “Desktop” makes sure Screencastify captures the entire screen. When you stop recording, Screencastify puts the video file in a Google Drive folder. Overall, I have been thrilled with Screencastify. Video lesson recaps have tremendously benefited my students. Like this: Like Loading...
Teachers And Social Media: Finding Your Comfort Zone by Dawn Casey-Rowe, Social Studies & Educational Technology Teacher Teachers And Social Media: Finding Your Comfort Zone “You’re a teacher. You shouldn’t blog.” My friend was serious–and concerned. “You never know–you could get in trouble.” Social media has the potential to strike fear in the hearts of many educators. As more and more teachers reach out in the public sphere, they wonder if this leaves them overexposed, and if so, the best practices that they should use. “Well,” I reply, “I want them to use my Learnist boards, and there’s nothing I wouldn’t say in public on my blog, though I’m not sure the topics are of interest to them. The payoffs are huge. I now have a PLN, (Professional Learning Network) of national experts in education, tech, writing, blogging, social media, sustainability–any interest I develop. If you’re just jumping into social media, you might appreciate the following Learnist resources. Teachers & Social Media: 6 Resources For Finding Your Comfort Zone 1. 2. 3.
The 21st century pedagogy teachers should be aware of Interpersonal learning , personalized learning, second life learning , 3d learning, collaborative learning and virtual learning , these are just some of the few buzz words you would be be reading so often in today’s educational literature. Things have changed , old methods and pedagogies are no longer relevant. The teacher-controlled learning where pre-constructed information is presented in a formal and standardized classroom settings becomes very obsolete. The urgent questions we should , as educators , ask ourselves are : what are the driving factors behind this huge transformation in learning ? Advancements in technology and particularly social networking technologies are changing the whole educational framework . It is evident now that we are in front of two different versions of learner one is labeleed the the 20th century learning and the second is called the 21st century learning. 20th century and 21st century teachers Collaborative team work.
7 Habits Of Highly-Effective Teachers Who Effectively Use Technology 7 Characteristics Of Teachers Who Effectively Use Technology by TeachThought Staff Ed note: This post has been updated with an updated visual from Sylvia Duckworth, who took our graphic from alwaysprepped.com (now getalma) post and created the above visual. It is also sporting a new title, as the “habits of” is a trademarked term. In most ways, teachers that use technology in the classroom aren’t much different than those that don’t. Any teacher worth their salt assesses, and then revises planned instruction based on data from those assessments. They manage their classroom in a way that works for them, create a positive learning environment, and (great teachers especially) collaborate with a variety of stakeholders to make sure every humanly possible attempt is made to meet all students need. They care about learning more than tools, people more than curriculum, and questions more than answers. 7 Characteristics Of Teachers Who Effectively Use Technology 1. 2. 3. 4. 5. 6. 7.