Remove Artifacts Remove Pedagogy Remove Primary Sources
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Creating Interactive Lessons Through App Smashing

A Principal's Reflections

First and foremost, we must always keep sound pedagogy in mind, something that I discuss at length in Digital Leadership. Content consumption does not equate to the construction of new knowledge, discourse, answering questions, solving a problem, or creating a learning artifact. Here is where app smashing comes into play.

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Our History Is Not Lost: Resources for Learning and Teaching the Fullness of Black History

ED Surge

Moore writes about how teaching fuels him, and “Teaching Black History to White People” illustrates his uniquely engaging pedagogy that has won awards and made Moore a highly respected and sought-after professor and speaker. She retells history with expert analyses of historical artifacts, primary sources and thorough research.

History 105
educators

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Why Our Students Aren’t (and Can’t Be) Historians

4QM Teaching

That rubric defined “rigor” as student engagement with primary source texts and artifacts. Jon and I believe very strongly that students in social studies classes should engage with meaningful artifacts created by the people we’re studying. What’s weird is that Question Two pretty much exhausted the consultant’s rubric.

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Shaking Up High School Math

Achieve the Core

They were our primary source of relevant information, after all. Students are also encouraged to do additional learning when necessary and resubmit artifacts of their work to demonstrate their learning related to the outcomes specified in each badge. The post Shaking Up High School Math appeared first on Peers and Pedagogy.