Teacher to parents: About THAT kid (the one who hits, disrupts and influences YOUR kid) Amy Murray is the director of early childhood education at the Calgary French & International School in Canada. The following post, which appeared on her blog, Miss Night’s Marbles and which I am republishing with her permission, is a powerful open letter directed to parents about THAT kid, the one other kids go home and talk about, the one who is violent, curses and gets angry in class, the one who parents worry will hurt, disrupt and perhaps influence their own children. Murray is also the co-founder of #Kinderchat (www.kinderchat.net), a twitter-based global community for educators of young children. She is a speaker and trainer on learning through play, self-regulation, behavior management, and the use of technology within the classroom. (IStockphoto) Dear Parent: I know. You’re worried that THAT child is detracting from your child’s learning experience. Your child, this year, in this classroom, at this age, is not THAT child. I know, and I am worried, too. That’s okay, you say. local
silent film lesson Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. See Dimitris Primalis's post about split-viewing and other information gap activities on Vicky Loras's blog. Procedure Show the movie till 2:46 (till the end of the dream sequence). Language ask for some sugar Note that I don't pre-teach language. Really split viewing Language
You think you know what teachers do. Right? Wrong. - The Washington Post (By Charles Rex Arbogast/ AP) You went to school so you think you know what teachers do, right? You are wrong. Here’s a piece explaining all of this from Sarah Blaine, a mom, former teacher and full-time practicing attorney in New Jersey who writes at her parentingthecore blog, where this first appeared. By Sarah Blaine We all know what teachers do, right? So we know teachers. We know. Teaching as a profession has no mystery. We were students, and therefore we know teachers. We are wrong. We need to honor teachers. Most of all, we need to stop thinking that we know anything about teaching merely by virtue of having once been students. We don’t know. I spent a little over a year earning a master of arts in teaching degree. I didn’t stay. I passed the bar. I worked hard in my first year of practicing law. But I continued to practice. New teachers take on full responsibility the day they set foot in their first classrooms. You did not design lessons that succeeded. You did not.
Video - Shelly Sanchez Terrell Video Projects for Digital Learners "Humans are incredibly visual and powerful, moving images help us find meaning… [and] video helps capture and contextualize the world around us." - Dan Patterson Some of the most popular apps and social networks (Periscope, Instagram, Youtube, etc.) make it easy for anyone to quickly produce, publish, and share their videos. Tips Before your students begin creating their videos make sure they consider their audience and know their camera settings.Introduce students to the Rule of Thirds.When I’ve had students create videos, the process generally includes getting them to brainstorm; create, gather, and/or remix content; record; edit; and produce or publish the video somewhere.Storyboards help students brainstorm the characters, dialogue, plot, setting, props, background music, and special effects for their video projects. Bookmarks
5 Fantastic, Fast Formative Assessment Tools I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. Why Formative Assessment Makes Better Teachers Formative assessment is done as students are learning. Here's what happened in my classroom. "We've got this, it's easy," they said. I looked at the other students and asked, "Do you have this?" They nodded their heads furiously up and down in a "yes." My teacher instincts said that everyone knew it, but I decided to experiment. I was floored. I taught for another few minutes and gave them another problem. But the end result was not what you think. I am sold. Good teachers in every subject will adjust their teaching based upon what students know at each point. Formative Assessment Toolkit Learn the strengths and weaknesses of each tool. 1. Socrative can be used for quick quizzes and also on the fly, as I've already shared. 2. Kahoot lets us build fun quizzes. 3. I’m in-flipping my class and using videos. 4. 5.
Taxonomía de Bloom para la Era Digital Andrew Churches Descargue este documento en formato PDF La Taxonomía de Bloom y la Taxonomía Revisada de Bloom [1] son herramientas clave para los docentes y los encargados del diseño de capacitaciones. Benjamín Bloom publicó la taxonomía original en los años de 1950 y Lorin Anderson y Krathwohl le hicieron revisiones en el 2000 [1]. Pero desde la más reciente publicación de la taxonomía han ocurrido muchos cambios y desarrollos que deben tenerse en cuenta. Esta es entonces una actualización de la Taxonomía Revisada de Bloom [1] que atiende los nuevos comportamientos, acciones y oportunidades de aprendizaje que aparecen a medida que las TIC (Tecnologías de la Información y las Comunicaciones) avanzan y se vuelven más omnipresentes. Tanto la Taxonomía Original como la revisada por Anderson y Krathwohl [1] se centran en el dominio cognitivo. Esta taxonomía para la era digital no se enfoca en las herramientas y en las TIC, pues éstas son apenas los medios.
How to make a fortune without ‘doing’ anything: The Uber, Airbnb story Uber is much in the news recently, for mostly the wrong reasons. One of its senior executives threatened to investigate journalists who wrote negative things about the taxi service platform. An Uber passenger was allegedly attacked by a driver. Without downplaying the seriousness of these events, I believe the fundamental issues posed by Uber have less to do with the company’s specifics and more to do with a business model that works by offloading responsibilities, something that many other platform companies—businesses that make money by making connections rather than providing a real product or service—do as well. This summer, I used Airbnb to rent a house in Claremont, Calif. Four weeks before the reservation date, I tried to reach her. What a great business model. Making a business out of not being responsible Of course, Airbnb is not alone in perfecting a business model in which companies take fees for doing nothing other than facilitating transactions. So, what’s wrong with this?
Search Results » blooms This post is in response to a Newsweek article titled “What if You Could Learn Everything” “Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that magically knows everything, knows the student, and helps her learn what she needs to know.” Jose Ferreira, the CEO of Knewton, has made this artificially intelligent companion a reality for k-12 students. He has partnered with three curriculum companies including Pearson, MacMillan, and Houghton Mifflin Harcourt as part of his vision for making Knewton the adaptive learning tool that will make textbooks obsolete. This “adaptive learning will help each user find the exact right piece of content needed, in the exact right format, at the exact right time, based on previous patterns of use… Knewton, at base, is a recommendation engine but for learning. Knewton works as you might suspect, it begins with a test to see what a student already knows. But students have names.