Reading Like A Historian The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. They learn to make historical claims backed by documentary evidence. How do I use these lessons in my classroom?
Joe Hoyle: Teaching - Getting the Most from Your Students: Two Super Articles About College Teaching Here is an email that I sent to the faculty of my school (the Robins School of Business at the University of Richmond) this morning as we all get ready for a new school year. Time to get excited about the upcoming challenge. Greetings -- welcome back for another bright and sunny school year. The Inverted Classroom I’m tired of talking. Let me explain. One of the basic rules of thumb for adult learning says that a class should be a little more than half practical application and workshop material to appeal to the audience. That aside, classroom (or instructor-lead) training has become expensive, and managers and consumers have become vocal in letting us know that they want to make sure it’s worth their time and money.
10 Teaching Practices Every 21st Century Teacher should Do Teaching is not only a job but is a way of life.It is a sublime task one can ever be entrusted with. Teachers educate generations of learners and in their hands lays the faith of any nation. A well developed country is a country whose citizens are well educated and this is done only by effective teaching strategies. Teachers have also their peaks and valleys, happy moments and sad times. A small conjugal problem can severely affect how a teacher perform in the classroom. Joe Hoyle: Teaching - Getting the Most from Your Students: FOUR WAYS TO SPOT A GREAT TEACHER I will be leading a 75 minute discussion on teaching (“Coaxing More Excellence from Your Students”) starting at 10:40 a.m. on Saturday, September 27, 2014. The presentation is part of the 2014 North Carolina Education Forum at the Embassy Suites near Raleigh, NC. If you are in the area, I hope you will consider attending. You can get more information at www.ncacpa.org. The September 6-7, 2014, issue of The Wall Street Journal had a great article on teaching: “Four Ways to Spot a Great Teacher.”
Educational Leadership:Giving Students Meaningful Work:Making Group Work Productive The students in Mr. Bonine's 10th grade biology classroom are immersed in the business of creating a new creature. Throughout the first semester, they've been studying habitats, natural selection, adaptation, anatomy, and physiology. How to Study Effectively Here, you’ll learn several tips on how to study, such as scientifically-proven note taking methods, tricks for getting the most out of the time you spend reading, and programs that can help you take more effective notes. Knowing any one method won’t be enough; finding the ones that work best for you and using them in conjunction with one another, however, can be the difference. Note Taking and Learning Methods Though it may seem simple to learn “by osmosis,” just letting ideas wash over you isn’t an effective way to absorb and retain information. You need to stay actively engaged to study. Whether you’re wondering how to study in college or how to learn information for a business presentation, note-taking is key.
How to Write Multiple-Choice Questions Based on The Revised Bloom's Taxonomy Would you be interested to know how to write multiple-choice questions based on the Revised Bloom's Taxonomy? At the following article you will find 5 Tips to Write a Multiple-Choice Test Based on The Revised Bloom's Taxonomy. Since formal education was introduced to the world hundreds of years ago, the testing process has been in a state of constant evolution. As eLearning developers on the forefront of a new digital education age, we are charged with finding the ideal way to insure that our learners have retained the information we have provided for them. One of the most effective methods of doing so is by offering multiple choice assessments and exams, which allow us to determine if our teaching methods or eLearning course design is doing its job (which is to provide the best possible eLearning experience). However, the question remains...what is the best technique to utilize when writing a multiple choice question?
An Updated Digital Differentiation Model Ten months ago I published a Digital Differentiation model on this blog. I've been using the model to guide the work I do each day and I've been sharing it via webinars and hands-on training sessions.Of course, ten months is a long time in the world of edtech, and I've added some new tools and resources to my personal teaching toolkit, so I decided it was time to update the model and tweak it just a bit. The original article and interactive graphic can still be found on this blog. Here is the new post: Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills, an idea supported by the Common Core. At it's most basic level, digital tools can be used to help students find, understand and use information.
The Best Teaching Resources on the Web Browse the Pedagogy Unbound archives or start a thread in our teaching group. Those of us old enough to remember travelling to an out-of-the-way library to track down a potentially crucial roll of microfilm know just how much new technologies have transformed the way academics do research. We now happily rely on Google Books, JSTOR, and a whole parade of resources and databases available at the click of a finger. The Flipped Classroom Model: A Full Picture Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved. Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved (
Authentic Assessment Toolbox Home Page to the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning. Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years?
How the Flipped Classroom Is Radically Transforming Learning Editor's Note:Posts about the flipped class on The Daily Riff beginning in January 2011 have generated over 240,000 views to-date - thanks contributors and readers . . . See our other links related to the flipped class below this guest post. Since this post was written, Bergmann and Sams have released their book, Flip your Classroom: Reach Every Student in Every Class Every Day. Expectations, Underestimations, and Realities Here’s a strategy you can tuck in your folder of good ideas: a survey tool for assessing student expectations for the course. The survey’s designers believe that knowing what students expect is helpful. They also cite research documenting that discrepancies between teacher and student expectations often exist. So they compiled a short survey that asks students what technology they’re expecting in the course, what learning activities they’re anticipating, what they’re thinking they’ll be graded on, their expectations regarding faculty-student interactions, and how soon they’re expecting faculty to answer emails, post grades, and/or return assignments and be available to meet with them. Here’s a link to the survey: Surveys like these are great idea generators.