How Can Teachers Prepare Kids for a Connected World?

Educators are always striving to find ways to make curriculum relevant in students’ everyday lives. More and more teachers are using social media around lessons, allowing students to use their cell phones to do research and participate in class, and developing their curriculum around projects to ground learning around an activity. These strategies are all part of a larger goal to help students connect to social and cultural spaces. And it’s part of what defines “participatory learning,” coined by University of Southern California Annenberg Professor Henry Jenkins, who published his first article on the topic “Confronting the Challenges of Participatory Culture,” in 2006. His work sprang out of the desire to understand the grassroots nature of creativity, how projects are being shared online and what an increasingly networked culture looks like. “PLAY describes a mode of experimentation, of testing materials, trying out new solutions, exploring new horizons,” Jenkins said. Related Related: Online Teaching Tools

chewing word Publié le 4 octobre 2016 | pas de réaction Télécharger le document Invitation à la causerie #eduortho Publié le 31 mars 2015 | pas de réaction Prédicteur de mots orthographique ou phonétique? Publié le 10 février 2015 | pas de réaction Le choix d’une aide technologique pour pallier aux difficultés d’écriture peut s’avérer être très difficile. Les prédicteurs de mots travaillent dans ce sens, mais comment choisir celui qui s’avérera le plus efficace pour les besoins de l’utilisateur? Le prédicteur à correspondance orthographiqueCe type de prédicteur de mots repose sur une analyse des lettres écrites par l’utilisateur. En règle générale, le prédicteur de mots orthographique permet d’exprimer le plein potentiel à l’écrit de la majorité des utilisateurs. Le prédicteur à correspondance phonologique Ce type de prédicteur de mots repose sur une analyse des sons écrits. Texte provenant de l’infolettre HAYLEM Technologies

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Fun Failure: How to Make Learning Irresistible Culture Bao Tri Photography By Anne Collier Failure is a positive act of creativity,” Katie Salen said. Scientists, artists, engineers, and even entrepreneurs know this as adults. Salen, executive director of the Institute of Play and founder of Quest to Learn, the first public school based on the principles of game design in the U.S., explained how failure can be a motivating agent for learning in her presentation at SXSW. Any practice – athletic, artistic, even social – involves repeatedly failing till one gets the experience or activity right. Game designer Jane McGonigal makes a similar point. But the opposite is true in school, Salen said. Over the past year, Salen went on a “listening tour,” interviewing game designers at Media Molecule, Valve, and Blizzard Entertainment. Don’t shoot the player while she’s learning. A version of this post appeared on NetFamilyNews. Related

Pédagogie inversée : des résultats scolaires nettement supérieurs Au Calhoun Community College, en Alabama, les étudiants sont responsables de connaître la matière avant d’arriver en classe. Sur place, ils travaillent ensemble sur des projets leur permettant de progresser dans leurs apprentissages, tout en menant des discussions significatives avec l’enseignant. Bienvenue à l’ère de la classe inversée! Le concept de classe inversée est très populaire ces temps-ci. L’idée a notamment fait du chemin avec la popularité grandissante de la Khan Academy, un espace Web qui fait la promotion de l’apprentissage libre et gratuit pour tous. Au Calhoun Community College, c’est la réalité de plusieurs groupes. Dans les dernières années, le Calhoun Community College a vu sa clientèle augmenter de 25 % en raison de l’explosion démographique. La dynamique de classe inversée s’y est imposée naturellement. « C’est une philosophie et non une méthodologie, note Bobbi Jo Carter, coordonnatrice de l’apprentissage numérique au collège. À lire aussi : Pour suivre l’auteur :

Humanities (Online) - Middle Years Programme - IB Store MYP Taskbank: Humanities (Online) is a fully searchable database of approximately 400 MYP Humanities tasks together with additional resources, assessment tools and teacher notes. The extended writing tasks, test questions and assignment tasks in this Taskbank are aligned to MYP: Humanities guide (2012) and are suitable for students in all years of the MYP. Search for tasks using a powerful filtering systemEdit any task online and save to a personalized libraryCreate new tasks and attach criterion tables at the click of a buttonAdd video/audio/high resolution images to any taskPrint tasks directly from the web browser for students Payment for this product is by annual school subscription. If you are purchasing for multiple schools please enter the number of schools you are purchasing for in the quantity box. You can find help videos by following this link:

Weaving Debate into the Writing Process Organized debates are an engaging way to help students discover, explore and organize ideas during the writing process. However, neither my teacher colleagues nor students share my enthusiasm. To find out why, I asked how they felt about using debate in the classroom. Teachers' answers: Students are too aggressive and rowdy to debate. Students' answers: Debates are tedious and repetitive. Rethinking classroom debating might help both the aforementioned groups view this strategy as valuable. Debate activities do not have to mirror the traditional debate protocol, where students stand on opposite sides of the classroom and formally argue about a particular point -- an exercise that students and teachers may find to be tedious. Stage One: Prewriting Activity: Discussion Webs Stage Two: Drafting Activity: Pinwheel Strategy The pinwheel exercise helps students with two major skills that are needed during the drafting process: making connections and citing textual evidence. Stage Three: Revising

Faire ses premiers pas vers la classe inversée Un dossier conjoint Infobourg – Carrefour Éducation Peut-être avez-vous entendu parler dernièrement de la fameuse dynamique de « classe inversée »? Elle semble être sur toutes les lèvres! Parmi les enseignants qui l’ont expérimentée, certains ne peuvent plus s’en passer et y voient des avantages énormes, notamment grâce aux nouvelles possibilités de personnalisation de l’enseignement entraînée par l’augmentation du temps disponible pour les élèves. Mais tout d’abord, qu’est-ce que la classe inversée? Présentement, au primaire et au secondaire, on voit certains cas d’application du modèle « mixte », un contexte dans lequel une partie de l’année se déroule de façon « inversée » et, l’autre, de façon traditionnelle. Ce dossier conjoint de Carrefour Éducation et d’Infobourg propose de faire le tour de la question et de prendre connaissance de l’expérience de certains enseignants. Plan du dossier : 1. 2. 3. 4. À propos de l’auteur Audrey Miller Pour suivre l’auteur :

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