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25 Tips For Teaching With Apps

25 Tips For Teaching With Apps
25 Tips For Teaching With Apps by Terry Heick We’ve done tips in the past for teaching with tablets. 1. If you’re going to use something important, interdependent, and new, you’re going to need some kind of model or framework to contextualize it. “Despite the rhetoric around m-learning virtually guaranteeing contextualised learning, very few of these scenarios rated highly in the scales for authenticity. It is mobility and access that underscores learning through apps, and using this technology without adjusting the design of learning experiences could yield underwhelming results. 2. There are a lot of apps, tools, and platforms out there. They call themselves a “discovery engine,” and that’s exactly how they function. You can create your own app collection, or see other collections created by other teachers, along with comments and feedback, which apps are trending, how many collections certain apps are included in, and so on. 3. You can’t download everything at once. 4. 5. 6. Not magic. Related:  Docencia

10 errores que todo docente debería evitar | Educación y Empresa By admin | enero 21, 2015 | 0 Comment Ser docente en estos tiempos se ha convertido en una profesión de riesgo. Sin duda, el factor vocacional es determinante a la hora de elegir una profesión exigente y que supone una enorme responsabilidad. Lamentablemente, en las facultades no se nos prepara para una labor que a mi modo de ver marca buena parte del destino de una sociedad. Pues bien, en este artículo quiero dar a conocer algunos errores que son muy comunes en nuestra profesión y que creo que con poco esfuerzo podemos corregir y mejorar así nuestras labor docente. ¿Qué errores podemos evitar como docentes? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Revisando todos estos errores me doy cuenta de que la profesión de docente exige por nuestra parte una dedicación y una vocación extraordinarias. Fuente: justificaturespuesta.com

5 Simple Ways to Reenergize Your Classroom image from icanread I carried a crate out of my classroom yesterday. Filled with a few gifts, 113 projects, and a book, I knew what I needed to bring home. I am ready for the break and so are my students. We have worked hard. Clean out all the clutter. What ideas do you have? I am a passionate teacher in Oregon, Wisconsin, USA, who has taught 4th, 5th, and 7th grade. Like this: Like Loading...

Our students need 'different,' not more... We've all been there and we've all done it. As the teacher, we teach something but the students don't understand it. In our minds the material and skills are quite simple and straight forward, but for some reason the students just aren't grasping the information. Our natural instincts take over and we do what makes sense to us... Maybe if I talk louder and more slowly and repeat myself 4 times the students will understand it. Maybe if I give more homework problems for practice the students will eventually work themselves into understanding the material. Maybe if I explain it a few more times the information will begin to sink in. And then... with all these maybes, we still don't see results. So, then we do once again what makes sense to us... Let's repeat all those maybes because something's bound to stick if we do it all again. It's like a bad recurring dream and we've ALL been there and we've ALL done it. You never know, their version of different just might make all the difference...

Infographic: 10 Trends to Personalize Learning in 2015 Top Bar Thursday, January 1, 2015 Infographic: 10 Trends to Personalize Learning in 2015 easel.ly For more information, go to the post 10 Trends to Personalize Learning Innovación y Apoyo Téc. a Docencia e Investigación » 4 herramientas que pueden transformar la educación Inicio > General > 4 herramientas que pueden transformar la educación Las aulas tradicionales cambiarán gracias a la innovación. Los profesores de ciencia, tecnología, ingeniería y matemáticas (STEM) son los que más necesitan instrumentos que complementen sus clases teóricas para que los estudiantes tengan un mayor entendimiento de la asignatura, que aprendan que el conocimiento es relevante y útil. Con el avance de la tecnología, pueden darse nuevos enfoques con la integración de herramientas que motiven la creatividad en el aprendizaje. Impresoras 3D Las impresoras 3D permiten hacer que los diseños digitales sean tangibles y físicos. iPads La tablet por su rendimiento son un buen complemento para algunas clases. Legos Los Legos son grandes herramientas, pueden usarse para lecciones que van desde ayudar a los estudiantes a entender conceptos matemáticos con las formas hasta la creación de robots sofisticados. Calculadoras gráficas para el siglo XXI Fuente: The Atlantic

Maestro ¿Cómo es tu aula? ¿Existe poca comunicación en tu aula?, ¿Hay poco “movimiento”?, ¿Está demasiado controlada?. Acceda al artículo desde: AQUÍ Enlaces relacionados: Me gusta: Me gusta Cargando... Relacionado Entendiendo el Aula Invertida o Flipped Classroom | Infografía Mucho se está comentando en los espacios educativos sobre el modelo de Aula Invertida o Flipped Classroom. En "Educación y Tecnología"

150 Teaching Methods | The Center for Teaching and Learning | UNC Charlotte Lecture by teacher (and what else can you do!) Class discussion conducted by teacher (and what else!) Recitation oral questions by teacher answered orally by students (then what!) Discussion groups conducted by selected student chairpersons (yes, and what else!) Attachment: 150 Teaching Methods [PDF, 33 KB]

Less Is More: The Value of a Teacher's Time This past weekend, I had the privilege of being part of a panel at the Maryland State Education Association's Education Policy Forum with 2014 National Teacher of the Year Sean McComb, Maryland Teacher of the Year Jody Zepp, and educator-turned-influential radio host Marc Steiner. We convened in front of policymakers, superintendents, and other thought leaders. It sounded title-rific until we actually started talking about the profession we love and lead. One of the first questions we were asked was: "If you could build a school, what would it look like?" I had a few models to draw from, including Lori Nazareno's teacher-led Math and Science Leadership Academy in Denver, or Chris Lehmann's inquiry-and-design-driven Science Leadership Academy in Philadelphia. The Unseen Work Yet the best investment that seemed most tangible to the policymakers right in front of me was time. If I started a school right now, I would restructure school time nationwide. Students need more time with teachers.

Education Week This post is by Libby Woodfin, a former teacher and school counselor and the director of publications for Expeditionary Learning. It's not as easy as you might think. Teachers have many tools at their disposal that can facilitate deeper learning--long-term projects, hands-on activities, and, often, new technologies. You'll often find find deeper learning in that context, but not always. You also may find deeper learning in the context of a more traditional classroom environment. In the end, it's not about any particular tool or "shiny object." So how do you know if it's deeper learning? With the right set of instructional choices, students take control of their learning. Deeper instruction that challenges students In the video we see students wrestling with the themes in Macbeth--not unusual in high school English classes. Challenge is at the heart of deeper instruction. Deeper instruction that engages students Deeper instruction that empowers students with tools for learning

6 Ways to Honor the Learning Process in Your Classroom Roughly put, learning is really just a growth in awareness. The transition from not knowing to knowing is part of it, but that's really too simple because it misses all the degrees of knowing and not knowing. One can't ever really, truly understand something any more than a shrub can stay trimmed. There's always growth or decay, changing contexts or conditions. Understanding is the same way. Yes, this sounds silly and esoteric, but think about it. In fact, so little of the learning process is unchanging. Design, engineering, religion, media, literacy, human rights, geography, technology, science -- all of these have changed both in form and connotation in the last decade, with changes in one (i.e., technology) changing how we think of another (i.e., design). And thus changing how students use this skill or understanding. And thus changing how we, as teachers, "teach it." The Implications of Awareness The implications of awareness reach even farther than that, however. 1. 2. 3. 4. 5. 6.

10 Ways to Teach Innovation Getty By Thom Markham One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. The burden of reinvention, of course, falls on today’s generation of students. This is hardly the case, as we know. Move from projects to Project Based Learning. Teach concepts, not facts. Distinguish concepts from critical information. Make skills as important as knowledge. Form teams, not groups. Use thinking tools. Use creativity tools. Reward discovery. Make reflection part of the lesson. Be innovative yourself. This post originally appeared on ThomMarkham’s blog.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21st century skills and the principles of youth development. Related

How Student Centered Is Your Classroom? In the education world, the term student-centered classroom is one we hear a lot. And many educators would agree that when it comes to 21st-century learning, having a student-centered classroom is certainly a best practice. Whether you instruct first grade or university students, take some time to think about where you are with creating a learning space where your students have ample voice, engage frequently with each other, and are given opportunities to make choices. Guiding Questions Use these questions to reflect on the learning environment you design for students: In what ways do students feel respected, feel valued, and feel part of the whole group? Balancing Teacher Roles So let's talk about that last question, and specifically, direct instruction versus facilitation. Facilitation: open-ended questioning, problem posing, Socratic seminar, and guided inquiry Direct instruction: demonstration, modeling, and lecturing Coaching: providing feedback, conferencing, and guided practice

8 Pathways to Every Student's Success Teachers who transform lives understand not only how to teach curriculum, but also how children develop into capable, caring, and engaged adults. They see beyond quantitative measurements of success to the core abilities that help students live healthy, productive lives. Famous educator Maria Montessori wisely remarked, "The greatest sign of success for a teacher. . . is to be able to say, 'The children are now working as if I did not exist.'" The world has changed dramatically since the early 1900s when Montessori made her mark in education. Yet the same goal remains: scaffolding children toward self-sufficiency. How does this occur today, particularly when test results often seem more important than the development of a child ready to tackle career-life challenges? In a nutshell, it happens when we understand how children and teens successfully mature to adulthood and how we impact their growth in key developmental areas. Image credit: Marilyn Price-Mitchell, PhD Curiosity Sociability

5 Ways to Help Your Students Become Better Questioners The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change. That makes it a most precious “app” today, in a world where everything is changing and so much is unknown. And yet, we don’t seem to value questioning as much as we should. For the most part, in our workplaces as well as our classrooms, it is the answers we reward -- while the questions are barely tolerated. To change that is easier said than done. How to Encourage Questioning 1. Asking a question can be a scary step into the void. 2. This is a tough one. 3. Part of the appeal of “questions-only” exercises is that there’s an element of play involved, as in: Can you turn that answer/statement into a question? 4. 5. If the long-term goal is to create lifelong questioners, then the challenge is to make questioning a habit -- a part of the way one thinks.

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