edutopia Videos can be an effective tool for teaching and learning English (or, for that matter, any academic subject) if used strategically and not as a "babysitting" device. My colleague Katie Hull Sypnieski and I wrote a previous post for Edutopia titled Eight Ways To Use Videos With English-Language Learners that shares instructional strategies for many kinds of clips. Here are a few of my favorite videos to use with those exercises. Video Playlist: Resources for English-Language Learners Watch the player below to see the whole playlist, or view it on YouTube. Mr. More Resources on How to Teach ELLs With Video For more sources of good videos designed for English-language development, and for ideas on how to use them, visit these websites: The Best Popular Movies/TV Shows For ESL/EFL (& How To Use Them) is an exhaustive collection that I've developed.
1917 : les révolutions russes | lhistoire.fr L'espérance est immense. Très vite, 90 millions de citoyens sont mobilisés pour désigner une assemblée constituante lors de l'élection la plus démocratique du monde. Pourtant, le 25 octobre, Lénine et les bolcheviks prennent le palais d'Hiver et instaurent une dictature communiste. Février et Octobre, résonnent dans le siècle, bien au-delà de la Russie, comme les deux forces antagoniques qui, un moment alliées, avaient pu renverser le système séculaire de l’autocratie. Notre article sur l'exposition "Et 1917 devient révolution" : « Si 1917 m'était conté », Huguette Meunier, L'Histoire n°440, octobre 2017. La révolution de février : entretien avec Marc FerroL'Histoire n°432, février 2017. Dans notre numéro sur les révolutions russes, Marc Ferro fait le récit du mouvement révolutionnaire qui renversa le régime impérial tsariste et s'acheva avec la prise du pouvoir par les bolcheviks, en octobre. « La prise du pouvoir par les bolcheviks » Nicolas Werth, L'Histoire n°206, janvier 1997. Cartes
Designing 20% Time in Education A.J. Juliani is a co-founder of Education Is My Life. He currently is a K-12 Technology Staff Developer overseeing a 1:1 initiative. There is a movement happening in education right now. Maybe you’ve heard about it, maybe you haven’t yet. Yes, I said it, so let me repeat: Students are learning what they want in classrooms across the world. What is truly astounding is how interconnected this movement is with the social web. Right now (depending on who you are) there are three possible ways to deal with this type of news: 1. I’ve heard all three “viewpoints” since writing “20% Time (like Google) In My Class” last January. This article is meant to address the three points-of-view above. If you are a #1 above, this will give you the resources and connections to get started today. If you are a #2 above, this will explain how I currently have three teachers in my high school doing the project. If you are a #3 above, this will explain the research and methodology behind 20% Time in education.
Eight Ways to Use Video With English-Language Learners This blog was co-authored by Katie Hull Sypnieski. This post is excerpted from their new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. "I like the way you use videos with us -- you get us moving, talking, writing and speaking. The problem is you make us think too much." -- "John," one of our English-Language Learner students We can think of far worse things a student might say to us, and John's comment demonstrates our perspective on using video with English-Language Learners (and, for that matter, with all students) -- research and our experience show that it can be a very effective learning tool, but it has to be used as an active one. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 1. The class could start off by watching this New York Times video about a father grieving his son's death from gang violence: 2. 3.
50 Ways To Integrate Art Into Any Lesson As children, young children, everything meant playing and art. We saw the world as a playground and a canvass. It didn’t matter whether or not we could actually draw. What mattered was the thrill of creating something beautiful. We were all artists. So reminding students that inspiration matters, that art lives and breathes inside every segment of education also means tweaking your lessons a bit. Albert Einstein wrote: The most beautiful thing we can experience is the mysterious. Keeping his words in mind, educators everywhere are beginning to work art into education. Math 1. Besides LegoLand embodying a living, breathing demonstration of how Legos inspire children, Lego is making a fortune off the coolest kits around. 2. Stack them. Then eat them. That’s the art of teaching math. 3. Mathematicians, whether they’re engineers or architects or otherwise, know the importance of technology so teachers need to utilize it when helping students understand the value of every lesson. 4. 5. 6. 7.
Give your students 20% time to do whatever they want | I teach. I think. "Seriously? You're going to let us do whatever we want for 20% of our time in English class?" "I'm skeptical." "That's awesome." Taking Google's lead, and inspired by Dan Pink's book, Drive, I decided to take the plunge and give my students the kind of radical autonomy they both suggest, and I gave my students 20% of their time in my English class to pursue a project of their choosing. Rules and expectations Project ideas build a tutoring network of high school students helping middle school studentsdesign a complex videogame map using Valve's SDKstart a business selling originally designed t-shirts and accessorieslaunch a web-design start-up for local organizations and businesseswrite a graphic novelmake a stop-motion animated movie of a scene from Macbethwrite a backpacking guide for teenage girlsinterview local senior citizens and document their historyrecord and produce a full-length album Failure is an option Here is a video of clips from their final 20% talks. My own successful failures
Universal Design for Learning: An Introduction Universal Design for Learning aims to make modifications in three broad areas that together deliver a programme that will best meet the needs of all learners. In each area the barriers to success are identified and where possible removed or minimised. UDL identifies three essential Neural Networks that combine to produce effective learning, each network as a corresponding place in the learning process. Recognition Networks are the systems that allow us to gather information from our environment and we categorise and make sense of that. This is the ‘what’ of learning, the content and especially how it is presented. Present information and content in different waysDifferentiate the ways that students can express what they knowStimulate interest and motivation for learning Universal Design for Learning is about identifying the needs of all learners and then planning to deliberately meet these needs. Is UDL just making things easier, too easy? No. How can I learn more?
10 Best and Most Memorable Projects of 2012 - Nightly It’s that time of the year when we slowly begin wrapping up the 2012. Before we say goodbye, take a short but well deserved break, lets take a quick moment to look back at some of the best and most memorable projects of 2012. Like last year, there is no mechanism in deciding these and neither-nor all projects here are spectacular and magnificent but instead they may offer a brief view into what lies ahead. Without further ado… 10. Hydro-Fold by Christophe Guberan Created by Christophe Guberan (ECAL), this inkjet printer prints patterns that contort pieces of paper into specific 3D forms. 9. The Product was commissioned by Volkswagen to develop a set of visuals for an interactive musical performance for the premiere of the New Beetle at the 2011 IAA motor show. 8. Created by Waldek Węgrzyn at the Academy of Fine Arts in Katowice, Poland, “Electrolibrary” is a project that connects a custom made paper book to the computer, so it can be used as an an interface. 7. 6. 5. 4. 3. 2. 1.
The Genius Hour Design Cycle: A Process For Planning - 3. Some students need a push in the right direction Some students will come up with projects that are too simple with answers that could be easily Googled. We introduced the students to ‘High Order Thinking Skills’ and built these into the planning forms students complete. Projects need to include elements of synthesis, evaluation and creativity with the minimum requirement adjusted for individuals. We provide students with a list of verbs appropriate for the top levels of Bloom’s taxonomy and help them use these in framing their topics. 4. A student might have a passion for surfing and decide they are going to write a book about the history of the sport. 5. It can be hard to say no to a project but some are just not feasible. 6. Some projects will clearly take longer than you have available, others are simply too large in scale or will rely on the involvement of too many people. 7. One of the challenges for some students has been the ever changing project. 8. 9. 10. 11. 12. 13.
The Thinker Builder: Step In, Step Out: A Strategy for Thinking Deeply About Text You're sitting at your guided reading table, your little group gathered around you, wide-eyed. Or are you the one who's wide-eyed? Sure, you know what you're doing, but maybe right now you're thinking your lesson plan doesn't fit the book like you thought it would. "Boy, I could really use a mini-lesson right now," you think. Here's something to try: I call it the "Step In - Step Out" strategy. Step In! Asking students to "step in" to the story means that students enter the world of the story to analyze the choices the CHARACTERS make. Why did this character make this choice? Step Out! Asking students to "step out" of the story means that students look at the story as a piece of writing, and analyze the choices the AUTHOR makes. Why did the author decide to write this part? Let's get back to your lesson. "Today, boys and girls, I want you to 'step in' to the story while you are reading. "Let's go back to when Sue Ellen went to the park. You tell students,