Tornado in the Library: created with Zunal WebQuest Maker The weather was bad on the way to school. On the car radio the announcer said the conditions were right for a tornado. In the middle of math class the tornado sirens sounded. “Students thankfully most of the school was left untouched by the tornado, except the library. A Good Google Drive Tool to Enhance Students' Reading and Writing Skills November 18, 2014Read & Write for Google is a powerful tool that integrates with both the web and Google Drive to offer reading and writing help. It is also a good extension to support students with learning difficulties and reading disabilities. Some of the features of Read & Write include: Read aloud words, passages or entire documents with easy to follow colour highlightingExplain new terms using both text and picturesTranslate text into other languagesProvides suggestions for the current or next word you typeHelps you highlight text in documents or the web and collect for use in other documentsYou can also use it to simplify and summarize text on web pages.Read & Write for Google work on different platforms and devices including: Mac, PCs, and Chromebooks. Watch the video below to learn more about Read & Write
Supporting Behavioral Needs: A Multi-Tiered Approach Lynda: If students aren't comfortable with who they are, or with their behaviors in school, if they're not succeeding in those kinds of ways, then they're not going to succeed academically. Ritzy: If the child is not behaving, there's a need not being met. My biggest goal is to make sure they're getting what they need. Ritzy: Do you ever have to make a decision? Do you know what a decision is? Ashley: The approach for Social-Emotional Learning within the Tier System mirrors our approach to learning in the academic system. Ritzy: Just like for reading, and just like for math, you need a solid core for behavior, for expectation, common language. Ritzy: That's right! Lynda: The core instruction for Social-Emotional in elementary, a big part of that is during morning meetings every day. Ashley: You greet each other. Teacher: Put your thumb on your knee when you know what you want to share. Ashley: Our core instruction is Second Step. Students: Repeated! Students: Uneven power! Student: Yeah.
What is Blended Learning? A quote from the former US Secretary of Education The goal of blended courses is to join the best features of in-class teaching with the best features of online learning to promote active independent learning. Blended courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the face-to face (FTF) classroom is reduced but not eliminated. Using computer-based technologies, instructors use the blended model to redesign some lecture or lab content into new online learning activities, such as case studies, tutorials, self-testing exercises, simulations, and online collaborations. There is no one model for blended learning. Blended Learning in Plain English Blended Learning by Curtis Bonk In "Blended Learning - General," Dr. Related Literature Du, C. (2011, September). Blended course improves the student final examination/course performance. Melton, B., Graf, H., & Chopak-Foss, J. (2009, January). Resources
10 Ways to Integrate Google Drawings in Your Teaching December 29, 2014 Google Drawings is a tool that is often overlooked by teachers. Being part of Google Drive, Drawings has some powerful features hat make it an ideal platform for creating educational posters, visuals, mind maps an many more. I have been using it to create several of the posters I shared here in the past and I find it really handy. I am also sharing with you this excellent visual from Shake Up Learning featuring more ideas on what you can do with Google Drawings. Flipping the Non-Flippable Classes Editor's Note:This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network. When the subject of the flipped class comes up, many educators see how it applies to academic subjects like math and science education, but don't realize that the methodology has applications in a wide array of other classes. According to a survey of 2358 teachers by the Flipped Learning Network and Sophia Learning (PDF, 1.2MB), 33 percent of those teachers who are flipping their classes are math teachers, 38 percent are science teachers, and 23 percent teach English language arts and social studies. But can you flip the other subjects? Can you flip an elementary classroom? The answer is a resounding yes. To flip the non-flippable classes, teachers need to ask this key question: What is the best use of my face-to-face time with students? Physical Education Jason Hahnstadt is a K-8 PE teacher at the Joseph Sears School in Illinois. Woodworking
edutopia Editor's Note: This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network. Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement. One of the most important benefits of flipped learning is that it takes the teacher away from the front of the room. No longer is class focused on information dissemination, but instead, time can be spent helping students with difficult concepts and extending the learning to deeper levels. Perhaps the greatest benefit of flipped learning is that it gives teachers more time to interact with students one-to-one and in small groups. Help With the "Hard Stuff" An integral part of the learning process is when we are stretched outside of our comfort zone -- without being stretched too far that we are incapable of succeeding. Correcting Misconceptions Students sometimes learn things incorrectly.
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There's No Time to Differentiate: Myth-Busting DI, Part 2 The microwave oven is a great timesaver for getting any food on the table. Yet it's a taste killer. The more I use the grill and oven to cook meals for my family, the more I experience the diversity of tastes that come from grilled or baked salmon, chicken, and burgers, plus sautéed vegetables. So why would I not do the same for my students by differentiating based on their needs, instead of using one-size-fits-all methods? Does one-size-fits-all really save time if students haven’t learned? In an earlier post, I looked at a few common differentiated instruction myths. Myth #1 I teach 180 students across five classes. The greater number of students means there is a higher urgency to differentiate. Solution: Put students into small learning teams. Use learning profile cards to form groups based on students' readiness of content concepts. Myth #2 My curriculum is so packed. We need to change the dialog from content coverage to content learning. Myth #3 The class periods are short.
Flipped-Learning Toolkit: Let's Talk Tech Editor's Note:This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network. The greatest benefit of flipped learning is the restructuring of class time, which is more of a pedagogical solution than a technological solution. However, the in-class benefit is dependent upon the utilization of technology tools. So what technologies are necessary in a flipped classroom? Content Creation Tools One of the most difficult challenges for some teachers to overcome is the mastery of a content creation tool. Screencasting A popular software category for flipped learning is screencasting tools. Tablet Software Many teachers seek a tablet solution. Document Camera-Based Solutions Many teachers have document cameras in their rooms. Camera-Based Solutions Some teachers choose to forego software-based solutions and opt for the video camera. Record in a quiet room with a decent microphone. Distribution Tools These are only a few solutions.