Top 10 Ways to Wake-up Students in Class - SimpleK12 The following is a guest post from Michelle Doman, a 7th and 8th grade Language Arts teacher at Brandon Middle School in Wisconsin. Top 10 Ways to Wake-up Students in Class Many people get a little squeamish, wiggly, and offer a scrunched expression when I respond to the question, “What grades do you teach?” I teach middle school, and with heart and honesty, I find great joys (and challenges) in teaching the group referred to as “tweens” and adolescents. So, I invite you into the quirky world of middle school. Here are the Top 10 Ways to Wake-up Students in Class... 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. If anyone has more ideas to capture the wondering, daydreaming, (hormonal) minds of middle school students, I would love to read about them. Related Articles 10 MORE Ways to Wake-up Students in Class About the Author Michelle Doman is a 7th and 8th grade Language Arts teacher at Brandon Middle School in Wisconsin's Rosendale-Brandon School District. P.S.
6 Teacher Personality Traits That Make Classroom Management More Difficult | The Christian School Journal A repost from an article by by MICHAEL LINSIN on JULY 2, 2011 If you’re struggling with classroom management and wondering why, one of the first areas to examine is the personality you bring with you to the classroom. Many teachers become different people the minute their students walk through the door. Sometimes this is a good thing—if being around students makes you brighten like a Broadway singer or become as preternaturally calm as a mountain lake. But for the vast number of teachers, the presence of a large and active group of students can, at least to some degree, bring about personality traits that are detrimental to classroom management success. The good news is that with a simple two-minute routine you can condition yourself to eliminate those traits that work against you, and replace them with those that work in your favor. The following six teacher personality traits make classroom management more difficult. 1. 2. 3. 4. 5. 6. Frequent sighs, rolling eyes, red-faced lectures.
The False Promise of the Education Revolution - College, Reinvented By Scott Carlson and Goldie Blumenstyk Last year, leading lights in for-profit and nonprofit higher education convened in Washington for a conference on private-sector innovation in the industry. The national conversation about dysfunction and disruption in higher education was just heating up, and panelists from start-ups, banking, government, and education waxed enthusiastic about the ways that a traditional college education could be torn down and rebuilt—and about how lots of money could be made along the way. During a break, one panelist—a banker who lines up financing for education companies, and who had talked about meeting consumer demands in the market—made chitchat. The banker had a daughter who wanted a master's in education and was deciding between a traditional college and a start-up that offered a program she would attend mostly online—exactly the kind of thing everyone at the conference was touting. Read beneath the headlines a bit. A 'Mass Psychosis' Unfortunately, Mr.
Bloom’s Taxonomy by Patricia Armstrong, Assistant Director, Center for Teaching Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. The Original Taxonomy (1956) Here are the authors’ brief explanations of these main categories in from the appendix ofTaxonomy of Educational Objectives (Handbook One, pp. 201-207): The Revised Taxonomy (2001)
Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
James Rosenberg: Technology in the Classroom: Friend or Foe? The proliferation of technology has transformed modern society on many levels. In the classroom, technology is changing the way children learn, educators teach and how teachers and students communicate with one another. While technology provides greater access to information and new ways for students to learn, it can become a crutch hindering creative problem solving and cognitive development. Given the rise of technology in the classroom, we are faced with a dilemma: Does technology provide our students with experience they need to succeed in the 21st century, or does it hinder them from developing valuable skills that are only attainable through human interaction? One approach, illustrated by New Tech Network high schools, aims to completely immerse students in technology to help them develop modern-day skills. Other arguments in favor of technology in the classroom include: Other arguments against technology in the classroom include:
Born to Learn ~ You are Born to Learn Size Isn't Everything - The Chronicle Review By Cathy N. Davidson James Yang for The Chronicle Review My reading material to and from London recently for the annual open-source programming event known as Mozfest, or the Mozilla Festival, included two glossy magazines focusing on the future of education: the November 19 cover story in Forbes and the entire November issue of Wired UK, an offshoot of the American magazine. Should educators be delighted by this unexpected attention—or very, very worried? A little of both. Let's look at Wired UK first. Featured are both Negroponte 1.0, the editorial that launched Wired in 1993, and the new Negroponte 2.0. Given that such 20/20 foresight is rare, it is worth paying attention to Negroponte 2.0. He also still maintains a position he stated long ago: "Computers are not about computing, but everyday life." If you are a traditional educator, you should be scared. So what's different in 2.0? "Educational reform" is also on the lips of many college presidents and policy makers these days.
Writing Objectives Using Bloom's Taxonomy | The Center for Teaching and Learning Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. From: KC Metro [old link, no longer functioning?] Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. From: UMUC From: Stewards Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy. ©2001 St. From: GA Tech According to Benjamin Bloom, and his colleagues, there are six levels of cognition: Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools based on those objectives. Attachment: Writing Objectives Using Bloom's Taxonomy [PDF, 323 KB]
SpellingCity spaceplay / pause qunload | stop ffullscreen ←→seek . seek to previous 12… 6 seek to 10%, 20% … 60% "VocabularySpellingCity's immediate feedback is one of the keys to my students' success. Ann Godsea, 5th Grade Teacher - Estero, Florida Engaging Word study doesn't have to be boring. Transform any word list into a fun activity! Have you considered flipping your classroom? Convenient Activities available when and where you need them. VocabularySpellingCity is a web-based resource that can be used with any curriculum. Efficient Tired of manually grading spelling and vocabulary tests? Progress monitoring tools help guide instruction. You can even save time by sharing word lists and activities with other teachers! Affordable Everyone loves affordability! Register as a free user to access some activities or purchase Premium Membership now to access all features immediately. Use all 25 licenses for your own class, or share them with another teacher. Request a quote:sales@spellingcity.com800-357-2157
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