Classroom Warm-Up Routine: Math Class Warm-Up Register Now and join a community of a million educators. Take 30 seconds to register (it's free!) and: Access our downloadable Back To School Starter PacksComment on videosGet help - and help others - in our Q&A section Register Now Already registered? Learn about Teaching Channel Plus for Schools & Districts Sign In or Sign Up My Favorite No: Learning From Mistakes Grades 6-8 / Math / Warm-Up CCSS: Math.MP.6 Common Core State Standards Embed Video Great Lesson Ideas: My Favorite No with Leah Alcala [01:00:10;24] Leah: Hi. Error loading player: No playable sources found <div>Please enable Javascript to watch this video</div> Related Videos Approaches to Poetry: Pre-Reading Strategies Grades 6-12 / ELA / Tone & Theme ELA.RL.8.410424 > Lesson Objective Use mistakes to quickly clarify concepts Length 6 minutes Questions to Consider How does this strategy allow for immediate re-teaching? Teacher & School Info Leah Alcala Math / Teacher Follow School Details Martin Luther King Middle SchoolBerkeley, CA Feedback
Annotation and Notetaking Tools Definition: There are available downloads, applications, and plug-ins that allow you to take notes, share them with other researchers, attach them to digital resources, and more. Tools: A.nnotate.com: an "online annotation, collaboration, and indexing system for documents and images, supporting PDF and MS Office formats...lets you easily give, collect and store detailed notes on documents and web pages" (Free, web-based)Annotator's Workbench: "a software tool that enables depositors to create a collection from a set of existing video files, segment that collection at several levels, create annotations for those segments, assign controlled vocabulary terms to segments, and control access to parts of the collection." Resources: NoteTaking Tips? See Also:
The PLP model: Research-based professional learning A vast body of literature underlies the connected learning communities model — our three-pronged approach at Powerful Learning Practice. Here we cite the studies and literature most relevant to connected learning in the digital age and offer supporting points to help readers understand the rationale behind the PLP learning model here. We’ve grouped the findings under three headings — the three components of connected learning communities: professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). After a brief description of each component’s characteristics, we delve into underlying theories, experience and knowledge, effectiveness for teacher professional development, anticipated growth or decline, challenges and dilemmas, and use of technology. Professional Learning Communities Theories Experience and Knowledge Effectiveness for Teacher Professional Development Anticipated Growth or Decline Challenges and Dilemmas Use of Technology
100+ Google Tricks That Will Save You Time in School – Eternal Code [via onlinecolleges.net] With classes, homework, and projects–not to mention your social life–time is truly at a premium for you, so why not latch onto the wide world that Google has to offer? From super-effective search tricks to Google hacks specifically for education to tricks and tips for using Gmail, Google Docs, and Google Calendar, these tricks will surely save you some precious time. Search Tricks These search tricks can save you time when researching online for your next project or just to find out what time it is across the world, so start using these right away. Convert units. Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Google Docs Google Docs is a great replacement for Word, Excel, and PowerPoint, so learn how to use this product even more efficiently. Use premade templates. Gmail Use the Tasks as a to-do list.
Online Communities Part Three: Growing the Community inShare00inShare This report is part of the Online Communities bundle. Downloads Online Communities Part Three: Growing the Community (827 KB PDF) About this report Online Communities Part Three: Growing the Community is the third report in a series of four that focus on digital community building. The first report in this series, Starting a Community, focused on establishing communities. The third report introduces the use of email marketing to grow and enhance your community. Dispels the myth that email marketing is deadDiscusses how email marketing is the digital glue of social mediaExplores ways in which email marketing and social media go together like Batman and Robin to help grow online communities The author, DJ Waldow, is a marketer, social community manager and frequent blog author who writes from his experience building communities for clients in a variety of industries including retail, travel & tourism, and not-for profit. Table of contents
edmodo What Is Communilytics? : A community analytics funnel in practice 7 Must-Have Tools For The Flipped Classroom 7 Must-Have Tools For The Flipped Classroom by first appeared on gettingsmart.com The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education. It’s a continually changing strategy that evolves with technology. Innovative educators are usually on the lookout for the latest technology breakthroughs that will help them better organize and conduct flipped classrooms. The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging. Google Drive Google Drive (Docs) has many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing. YouTube Ideal for first-time flippers, YouTube offers a user-friendly, universally understood platform for taped lectures and other educational videos. Teachem The Flipped Learning Network Camtasia Studio
Communities of practice The term “community of practice” is of relatively recent coinage, even though the phenomenon it refers to is age-old. The concept has turned out to provide a useful perspective on knowing and learning. A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance.This brief and general introduction examines what communities of practice are and why researchers and practitioners in so many different contexts find them useful as an approach to knowing and learning. What are communities of practice? Note that this definition allows for, but does not assume, intentionality: learning can be the reason the community comes together or an incidental outcome of member’s interactions. The domain: A community of practice is not merely a club of friends or a network of connections between people. It is the combination of these three elements that constitutes a community of practice. Where does the concept come from?
Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice In a new book, Cultivating Communities of Practice: A Guide to Managing Knowledge, the authors offer a practical guide to making knowledge work inside an organization. In this excerpt, the authors detail seven design principles for cultivating communities, everything from "design for evolution" to "combine familiarly and excitement." by Etienne Wenger, Richard McDermott, and William M. Seven principles for cultivating communities of practice In Silicon Valley, a community of circuit designers meets for a lively debate about the merits of two different designs developed by one of the participants. Because communities of practice are voluntary, what makes them successful over time is their ability to generate enough excitement, relevance, and value to attract and engage members. How do you design for aliveness? Design for evolution. 1. The dynamic nature of communities is key to their evolution. Community design is much more like life-long learning than traditional organization design.
Introducing The Map - A Proven Process For Developing Successful Online Communities Here is a simple map for those of you whom aren't on the Pillar Summit mailing list. The Map The map is based upon the online community lifecycle. Over the past few decades the lifecycle has been developed by academics, refined by practitioners and perfected by us. {click for larger image} Stage 1) Inception The inception stage of the online community lifecycle begins when the organization or individual begins interacting with their target audience and ends with the community achieving a critical mass of activity. The community reaches critical mass when more than 50% of growth and activity is being generated by members (as opposed to the community manager.) 1) Inviting members to join and keeping them active/engaged.2) Initiating discussions and prompting members to participate.3) Building relationships with members (individual outreach).4) Writing content about the community. 5) Hosting a regular online event. You can read more about this stage in our free Proven Path eBook.
M.I.T. Scholar’s 1949 Essay on Machine Age Is Found Photo It was a vision that never saw the light of day. The year was 1949, and computers and robots were still largely the stuff of science fiction. Only a few farsighted thinkers imagined that they would one day become central to civilization, with consequences both liberating and potentially dire. One of those visionaries was Norbert Wiener (1894-1964), an American mathematician at the . In 1948 he had published “Cybernetics,” a landmark theoretical work that both foreshadowed and influenced the arrival of computing, robotics and automation. In 1949, The New York Times invited Wiener to summarize his views about “what the ultimate machine age is likely to be,” in the words of its longtime Sunday editor, Lester Markel. Wiener accepted the invitation and wrote a draft of the article; the legendarily autocratic Markel was dissatisfied and asked him to rewrite it. In August, according to Wiener’s papers, which are on file at the M.I.T. “I therefore do not consider it a practical thing to do.