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Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world. Pedagogy first, technology second when appropriate.
He also developed his own blog and started a Twitter account for his classes. He is now working on developing a student project where they will use iMovie to create artifacts of learning related to historical concepts later this year. Jessica also used the time to develop the school’s digital newspaper, The Lance , from scratch.
This response stood out from the second part of Larry’s piece : " Good teaching is not about where or what to click. The biggest problem is that we have been teaching teachers and students how to use technology without giving them the why of technology. Technology will never solve all the ills of education! Nor should it!
It begins with a focus on improving teaching, learning, and leadership followed by utilizing an array of digital assets at every educator’s disposal to share and amplify. Blog posts are a great option to get into the nitty-gritty of change. Blogs One of the best professional decisions I ever made many years ago was to start a blog.
Teaching prompted us to reassess our skills and rediscover the motivations that led us to pursue archaeology originally. Watching these moments in the field school was eye-opening and convinced us that teaching isn’t just about sharing knowledge; it’s also about keeping our own love for learning alive. Orchard at its core.
For schools looking to connect with communities, it also actuates social media channels like Instagram, twitter, facebook, and pinterest, and allows for the blogging or site updates that keep parents informed. The idea is that teaching and learning are anchored through the process of authentic projects constructed over time.
To fully utilize a new teaching technology you often need to invent new teaching practices as well." - John Seely Brown I absolutely love this quote that Vicki Davis ( @coolcatteacher ) uses in the opening chapter of her new book titled Reinventing Writing.
It is also cross-posted at her blog Worlds of Learning. A good example will be Mozilla Webmaker , a suite of open-source tools dedicated to teaching digital skills and web literacy, as well as Scratch , which offers open-source programming for kids.
The PLCs are composed of teachers who teach similar grade levels and/or subject areas. Teachers in one subject area, at one grade level, or teaching in one community are likely to face unique challenges and have different interests. What is challenging about their teaching assignments? What are they curious about or wondering?
Most playlists culminate in a performance task or artifact intended to demonstrate students’ ability to transfer or apply what they learned working through the playlist. ” I wrote a blog about the difference , but here is a quick comparison that might help.
Teaching prompted us to reassess our skills and rediscover the motivations that led us to pursue archaeology originally. Watching these moments in the field school was eye-opening and convinced us that teaching isn’t just about sharing knowledge; it’s also about keeping our own love for learning alive. Orchard at its core.
Recently, a teacher posted a comment to my blog lamenting that direct instruction consumed much of the class period. Like many, this teacher felt intense pressure to teach the standards and wasn’t sure how to embrace Universal Design for Learning (UDL) and blended learning. This is not unusual.
This blog post is the second in a series where participating districts share why they are committed to providing maker learning opportunities to their students. The walls and shelves of this 106-year-old building are covered with authentic student learning artifacts. Innovative Learning Spaces.
Teaching with Simulations Why should you consider teaching with simulations? Simulations can also present information in a new way that can be more exciting and engaging than traditional teaching methods. Your students will have a great time learning about these different artifacts and locations!
Digital Promise’s Adult Learning initiative recently launched Community Impact Stories, a new series of blog posts to highlight adult learner stories across the nation. UAMEZ recently launched an innovative digital ministry called Tech Team, where volunteers teach the practical application of digital skills during weekly worship.
One of the most enjoyable aspects of the teaching profession is that there is always something to learn and refine. In October 2020, I read an article in Edutopia which highlighted the importance and value of teachers creating an e-Portfolio for professional learning, especially while teaching during the COVID-19 pandemic.
“[You’re] able to give really specific praise and feedback in a particular area, when you have that video artifact.”. In addition to the aspect of flexible time to watch others’ teaching, video-powered edtech for teachers can bridge geographical obstacles as well.
The first and second blogs in this series focused on providing meaningful choices when students are acquiring information and making meaning. Implement and Assess: Implement the chosen options in your teaching practice and assess their effectiveness in helping students apply and transfer their learning.
How can teacher prep programs offer the type of learning experiences that support aspiring teachers’ inquiry into their teaching practice? The two shared how video analysis, implemented via Edthena Video Coaching , helped structure reflective experiences for teaching candidates that drove teacher agency.
During the transition to online and home-based instruction, teachers and administrators turned to instructional technology coaches for support in the meaningful, effective use of technology to ensure learning continuity and minimize teaching and learning disruptions.
They broaden students’ view of history and teach them to respect people from different cultures. As you teach students about a culture some may be unfamiliar with, it can pique their curiosity and renew their interest. If you can’t find one, don’t worry. Many museums offer online resources that you can use instead.
However, as educators produce evidence of competence through classroom artifacts in the micro-credential process, they are incentivized to apply their learning in their day-to-day work. We’re helping you understand it through MOOC-Eds and implement it through micro-credentials.
Given the new situation, Besler decided that she wanted to learn more about distance learning and teaching using technology. With COVID-19, we will most likely find ourselves back to digital teaching next year,” she said. I appreciated the process of problem-solving in the areas that I had difficulty.”.
Some of the Educators Rising micro-credentials’ submission requirements call for artifacts from classroom teaching, such as teaching videos. Gaining access to students and coordinating permission in our local schools to record our students teaching can be challenging.
Inquisitive & Reflective : students ask questions, identify problems, investigate and create solutions, and reflect to iterate on their designs. Acquisition and Allocation of the funds , spaces , and tools necessary to effectively facilitate maker learning programs.
An educator’s role is to understand this variability and account for it while teaching complex curriculum in a way that each student feels supported and successful. By analyzing the artifacts and narratives that educators presented in their submission, we sought to share specific strategies educators use to support each of their learners.
As a teacher, I not only strived to provide my students with effective feedback, but I also craved honest and open feedback about my own teaching performance. Evaluating the artifacts that teachers submit has had an invaluable impact on my ability to provide and craft feedback to teachers.
Heather describes how creating routines with coaching cycles can release the cognitive burden off of teachers and coaches, allowing them to have a rich and purposeful dialogue about the artifacts of teaching. The coach selects two short clips from the MQI video library that identify with teaching aspects of the teacher’s lesson.
But assembling the different artifacts, commentaries, and video clips in an organized way – and then transferring it to the edTPA platform – can be a challenging part of the journey for a candidate. We’ve built these tools because we’re committed to helping teachers become better at teaching. Dashboards?
Edthena provides tools to assemble and then securely transfer edTPA artifacts to the edTPA platform for official scoring by trained and calibrated scorers. How do you think Edthena supported candidates as they assembled their edTPA artifacts? Last spring Rebekah chose Edthena to help.
To connect each painting to the broader story of the exhibit, the museum curator uses labels to highlight information about each artifact. One data point won’t tell the whole story, and a collection of classroom videos needs to be linked together using the common language of a teaching framework.
These moments may be important because they differ from what the teacher expected or because they illustrate important principles of teaching and learning. Spot helps teachers build video analysis skills because teachers can draw connections between video evidence and the qualities of teaching that they’ve identified as important.
Indeed, what are the first steps on the journey to great teaching? Beginning to Teach micro-credentials , issued by Educators Rising and developed in partnership with Digital Promise, offer an answer to these questions. The Beginning to Teach micro-credential stack is one way to do so. Formative Assessment. Collaboration.
Share non-video artifacts. This last component type — non-video artifacts — is a great example of what you can learn by talking to your users. The post Developing a Recipe for Video Professional Development appeared first on the Edthena blog. Provide feedback to peers on their videos.
Video artifacts help confirm whether every educator interpreting the vision the same way. Laura was interviewed for the teacher professional development blog PLtogether. Naturally, by observing different classrooms, you will see unique instruction and various teaching styles implemented throughout the campus.
DISCOURSE ABOUT NARRATION: TALKING ABOUT QUESTION ONE We always start our teaching by answering Question One, “What happened?”. We’ve written and blogged extensively on storyboarding , which is an excellent tool for engaging students in discourse while answering Question One. appeared first on 4QM Teaching.
CEA, the state affiliate of the National Education Association , is the first association of educators in the country to launch a statewide, interactive tool delivering peer-to-peer teaching support. The post Colorado Education Association Implements Video Coaching for Improved Teacher PD appeared first on the Edthena blog.
What do artifacts tell us about immigrant experience? I started with browsing an exhaustive amount of websites, academic journals, blog posts, digital museum tours, primary sources etc. Instruments help provide rhythmic structure to the words. Likewise, supporting questions create the direction and structure for an inquiry.
What do artifacts tell us about immigrant experience? I started with browsing an exhaustive amount of websites, academic journals, blog posts, digital museum tours, primary sources etc. Instruments help provide rhythmic structure to the words. Likewise, supporting questions create the direction and structure for an inquiry.
The AI Coach platform was recently featured on the Teaching Learning Leading K12 podcast. After leaving the classroom, Adam joined the national strategy team of Teach For America, where he helped design a technology platform to improve training for new teachers. Adam, it’s awesome to have you back on my show. Say hi to everyone.
Competency-based by their very nature, micro-credentials require learners to provide authentic artifacts (videos, photos, and/or text) that clearly showcase active and situation-specific evidence of implementation. This job-embedded practice cements learning 7. Mirror Training.
I know what it feels like to want to be the best teacher you can be and not necessarily have someone that you can access to say, like, “Hey, how do you teach inquiry style learning in a middle school classroom or high school classroom?” How does using video improve teaching practice? So, I’ve been there.
Likewise, Im assuming some familiarity with state classification systems, which I talk about a bit on my blog and for {peacesciencer}. My blog has other things for my students to read about merging data. {peacesciencer} talks a little bit about this as well. peacesciencer} also talks about this , albeit in a more narrow context.
Listen to the interview with Matthew Johnson: Sponsored by Zearn and EVERFI One afternoon in the spring of my fourth year of teaching , I sat at my kitchen table, head in hands, having a breakdown. Its genesis was that I became a teacher to help students discover their voices as writers.
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