The TED-ed Flip Tool in the Foreign Language Classroom | Foreign language begins with T There are a lot of mixed opinions out there about flipping classes and the new TED-ed flip tool. However, since this is not a blog about flipping, but a blog about technology use in the foreign language classroom, I am going to show you how great, handy and simple to use this tool is. The TED-ed flip tool in the non-flipping foreign language classroom The TED-ed flip tool allows you to take any YouTube video and create a short lesson with it. How? As with any technology tool, it is up to the teacher to make the best out of it and to use it in such a way that it enhances the students’ learning. Below is a TED-ed flipped lesson I just created in approximately 10 minutes, as I already knew which video to use. Now, I know I said I would not talk about actually flipping here, but this is just biting me and I won’t take too long saying it. Anyway, back to TED-ed in the non-flipping foreign language classroom. TED-ed flip tool tutorial TED-ed flip tool tips, tricks and things to keep in mind
Lesson Plan: 10 Ways to Teach About Geography Lalo de Almeida for The New York TimesPopulation growth in the Brazilian jungle is visible in places like Parauapebas. On the outskirts, slums stretch to the horizon and houses continue to go up. Go to related article » Geography frequently takes a back seat to history in the social studies classroom, but teaching geographic literacy is essential if students are going to understanding the challenges and opportunities of our complex world. We have created 10 activities for teaching about geography using Times content, all related to the National Geography Standards, which were produced by the Geography Education National Implementation Project. Our list is a grab-bag of ideas — from designing maps to analyzing border conflicts — and teachers can use the activities in any order, or as a road map for tracking ongoing coverage of geography-related issues.1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Common Core ELA Standards, 6-12 Reading 1. Writing 1. Speaking and Listening 1.
Changing Gears 2012: rejecting the "flip" (1) ending required sameness (3) re-thinking rigor (4) its not about 1:1 (5) start to dream again (6) learning to be a society (again) (7) re-thinking what "literature" means (8) maths are creative, maths are not arithmetic (9) changing rooms (10) undoing academic time (11) social networks beyond Zuckerbergism (12) knowing less about students, seeing more (13) why we fight Maybe I'm highly sensitive to this. I grew up in a 420 square foot home with two parents and four kids. This was not a place for the calm production of homework. Now, yes, I had two university educated parents, smart, dedicated parents who did whatever they could, but both worked or went to school or both, and if my older siblings were struggling to help the "dumb little brother" with his homework, obviously, they weren't doing their own. Anyway, this is not to be confused with an Oprah-style faux memoir, that's not the point. So in changing gears for this new year, step two is "rejecting the flipped classroom."
How I Deconstructed The Common Core When the Common Core draft was first released in 2009, I was intrigued by the idea of internationally benchmarked standards and proceeded to study them deeply. I wanted to understand how they were constructed, and better still, I wanted to prepare myself to support teachers’ in knowing how to teach them. I read them intensely, made connections to Best Practices in education and began to take them apart. I realized that the way we think about how to look at standards would have to change. On this journey, I began by enlisting texts by Marzano, Kaplan, Renzulli and others. I reflected on the entire experience for months and emerged with the decision to help teachers deconstruct the standards–break them down into their constituent parts so that teachers could build them back up in the minds of their students. Example, Deconstructed Here’s an example of a partially deconstructed standard. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas or events.
Learning with Technology: Flipped Teaching Guest post by Steve Salik, Ph.D. Over the past three years or so, screencasting and lecture capture technology have become a hot topic in education. While the technology itself isn’t new, the discussion about how these technologies can improve teaching and learning has taken on a new urgency. Converting lectures to digital assets Khan didn’t invent the idea of the flipped classroom, it was initially proposed by Lage, Platt and Treglia in their article “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” The jury is still out While there’s been significant anecdotal evidence that the flipped classroom is effective, from a scholarly perspective the jury is still out and research is ongoing. The intersection between teaching, learning and technology The flipped classroom and the technologies that drive it offer us new opportunities to examine how we can restructure learning through a process of continuous improvement. Is it too long? 12 Brain Rules Related
School Absences Translate to Lower Test Scores, Study Says Published Online: December 11, 2012 Published in Print: December 12, 2012, as Absenteeism Linked to Low Achievement in NAEP Time Study Minutes spent on homework on the rise Premium article access courtesy of Edweek.org. Washington Missing even a few days of school seems to make a difference in whether 8th graders perform at the top of their game, according to a new analysis of results from the National Assessment of Educational Progress. The report, the first of a planned series of analyses of NAEP's background-survey data, looks at how 4th and 8th graders use existing school time, including their attendance, instructional time, and homework. Fifty-six percent of 8th graders who performed at the advanced level in NAEP reading in 2011 had perfect attendance in the month before the test, compared with only 39 percent of students who performed below the basic level. "Three days, if you multiply that out by nine months, is five weeks a year," Mr. Low Performers U.S.
Flipped Learning and Control I was able to join some fantastic educators today last Friday for a Flipped Learning workshop hosted by the Michigan Association of Secondary School Principals. I was part of a group from TechSmith, while Dan Spencer, Laura Bell, Jonathan Palmer, Missy McCarthy, Delia Bush, David Fouch, and Greg Green were panelists for the workshop. I’ve been acquainted with Greg since I heard about his plans to flip his entire high school. I met him in person this past fall, and I’ve been challenged by his thoughtfulness and questions ever since. Last fall, Greg and I had a conversation about why he flipped Clintondale…he wanted more control. Confession: I didn’t understand what he meant at all. Fast forward to this morning. We are at a point where information and support are constantly in a power struggle. Enter personal computing. The key to this is that we successfully blend the access to information and the support only a teacher can give.
4 Ways to Increase Engagement In The Classroom Do you look out at your class and it seems as if only two or three students are listening to you? The rest are thinking about lunch, how to beat the next level on the video game, or when is your class going to end? Here are some ideas that might help you stimulate your classroom. 1. Get away from the front of the room! Let the students know that you just might walk over to their desk and catch them texting, doodling, or daydreaming. 2. Raise your expectations about what your students are capable of! 3. Why am I learning this? 4. Here’s the thing to remember though, it’s not about the technology . Move, create critical thinkers, make real world connections, and incorporate technology as part of your classroom environment, and you should see your classroom come to life!
Flipped Classroom 2.0: Competency Learning With Videos The flipped classroom model generated a lot of excitement initially, but more recently some educators — even those who were initial advocates — have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn’t all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology. Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers — if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said Aaron Sams, a former high school chemistry teacher turned consultant who helped pioneer flipped classroom learning in an edWeb webinar. “The flipped classroom is not about the video,” said Jonathan Bergmann, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy.
Innovative teaching, not technology alone, has greatest impact in the classroom, say experts 28 November 2012 Digital technologies in the classroom must go hand in hand with innovative and structured teaching to have a true impact on educational achievements, research from the Institute of Education, London, and The University of Nottingham has shown. In the last five years, UK schools have spent more than £1 billion on everything from interactive whiteboards to laptops and tablets but the study found that buying in the latest technology was no guarantee to raising pupil attainment. The academics from the IOE's London Knowledge Lab (LKL), in collaboration with Nottingham's Learning Sciences Research Institute, say that — just like with traditional school resources — the key to success is the way in which digital technologies are used. Teachers should, they say, be focusing on the learning activities and using technologies to support them rather than using the latest state-of-the-art kit as the starting point for lesson plans.