Conférences en ligne : passer de "ce qu'ils doivent savoir" à "ce qu'ils doivent faire" La semaine passée, Denys Lamontagne a rendu compte des principaux défauts relevés dans les webinaires, qui découragent les apprenants de s'y inscrire. Cette semaine, nous nous faisons l'écho des travaux de deux praticiens américains, issus de leur longue expérience de l'animation de conférences synchrones. Adriano Pianesi et Amy Lenzo sont respectivements formateur d'adultes et créatrice d'espaces d'accueil de réunions virtuelles. Ayant animé à distance des groupes dont la taille pouvait varier de 5 à 1 200 personnes, ils en ont tiré quelques convictions qu'ils partagent dans un article intitulé "The art of online hosting : from Powerpoint to powerful". Ils constatent avec regret que la conférence en ligne est encore trop souvent considérée comme un pis-aller quand il n'est pas possible de réunir les participants dans une même pièce. Avant tout, savoir écouter Selon Pianezi et Lenzo, la compétence clé du formateur en ligne est l'écoute. 5 questions incontournables 3- Quelles activités ?
IAR: Assess students > True/False questions True-false questions are typically used to measure the ability to identify whether statements of fact are correct. The questions are usually a declarative statement that the student must judge as true or false. Strengths: Can cover a lot of content in a short time (about two questions per minute of testing time) The question is useful when there are only two possible alternatives. Less demand is placed on reading ability than in multiple-choice questions. Limitations: Difficult to write questions beyond the knowledge level that are free from ambiguity. Common formats for true-false questions Tips for writing true/false questions: Construct statements that are definitely true or definitely false, without additional qualifications.
Making Sure They Are Learning Sarah Kaufmann: I think of authentic assessment as my ability to teach each student where they actually are. I'm Sarah Kaufmann. I teach sixth grade humanities at School of the Future. In order to know where they actually are, I have to be able to assess them really specifically and in a variety of ways that are appropriate for that student, so that what I'm doing is every day giving that child an environment where they're challenged, where they feel good about what they're learning and they feel like they're learning. Stacy Goldstein: What's been amazing to watch in Sarah's class as a sixth grade teacher is also, she just is extremely rigorous in what she demands from the kids. And so her class really has high standards. Sarah Kaufmann: A lot of that work started with myself when I would think about reading and I would do Post-Its while I read to figure out what I was actually asking the students to do. My name's Eamon McCormick. Student 1: I just borrow Owen's description--
Educators Evaluate 'Flipped Classrooms' UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /ew/articles/2012/08/29/02el-flipped.h32.html ) = NO Internal request ( 198.27.80.99 ) = NO Open House ( 2014-04-18 23:40:30 ) = NO Site Licence : ( 198.27.80.99 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (OOZFbOKESy8 gRIddL6gmCHO1cRYifxJqJ t) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( b66ddea5-1b5f-fc20-6be4-0989a3f08c5f : 3 / 3 ) = NO 0: /ew/articles/2014/03/13/25essay-grader.h33.html 1: /edweek/DigitalEducation/2012/08/edtech_notebook_twitter_bullyi.html 2: /edweek/teacherbeat/2011/12/how_do_we_train_teachers_to_us.html Access denied ( -1 ) = NO
Sample Items and Performance Tasks Smarter Balanced sample items illustrate the rigor and complexity of the English language arts/literacy and mathematics items and performance tasks students will encounter on the Consortium’s next-generation assessments. The sample items and performance tasks are intended to help teachers, administrators, and policymakers implementing the Common Core State Standards (CCSS) and preparing for next-generation assessments. They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. The sample items and tasks can be viewed by grade band (grades 3-5, 6-8, and high school) or content focus. The sample English language arts/literacy items and performance tasks include a mixture of published and commissioned reading passages and sources. It is important to note that these samples represent only a small fraction of the more than 10,000 items and tasks currently in development to support the Pilot Test in early 2013.
Student Self-Assessment: A Sample Assignment February 1, 2012 By: Maryellen Weimer, PhD in Teaching Professor Blog For me examples are like pictures; worth a 1,000 words. In last week’s post I wrote about the need to intervene in the development of student self-assessment skills, leaving the process less to chance and making it more the result of purposeful intervention. At a recent Teaching Professor Workshop, I saw an assignment that illustrates that kind of intervention. It was from a 100-level, Introduction to U.S. First Assignment – Personal Goals Statement Prepare a paper (at least 750 words) that identifies your personal goals for this course. Last Assignment – What Have You Learned from the Class? What a great way to help students start the course thinking about how it might be relevant to them. I don’t think many students think in terms of specific learning goals. You could follow up after the first paper has been submitted by sharing two or three learning goals you have for students.
EducTice : Education, technologies de l'information et de la communication by admin — last modified 2017-11-22 10:08 The very fast evolution of working and learning environments deeply questions school and society. The development of shared digital fluency is presented as a political, social and educational objective. This results in keen institutional demands for a development of the use of ICT (Information and Communication Technologies) by the pupils, the teachers and by all the actors of education. The need for understanding the complexity of ICT integration for educational purposes gave rise, at the national and international levels, to a very significant development of research interested in the design of computer-based environments and in the inquiry into the usage and the learning. EducTice team of IFE (French Institute for Education) contributes to advancing this research. EducTice onTwitter : @EducTice
wikispaces Introduction Wikispaces Classroom is a social writing platform for education. We make it incredibly easy to create a classroom workspace where you and your students can communicate and work on writing projects alone or in teams. Rich assessment tools give you the power to measure student contribution and engagement in real-time. Wikispaces Classroom is free for teachers and students. Learn more about Wikispaces Campus, our Wikispaces Classroom solution for entire schools, school districts and universities. Why Wikispaces Classroom? Our mission is to help teachers help students. Wikispaces has been adopted and loved by so many teachers and students precisely because it has done these things implicitly. Read more below about how Wikispaces Classroom delivers on this promise. What We Call It Make teachers' lives easier. What the Industry Calls It Increase teacher capacity. We're different. Help students achieve more. Improve student outcomes. Make teaching and learning fun. Classroom Management Yes.