Inspired by my post from earlier today about Robin Williams, I started thinking about how I have and how, if I were still teaching in a brick-and-mortar classroom, I would make my own classroom extraordinary for my students. The following is a simple list of 20 timeless ways to make your classroom extraordinary for your students this year. All of these can be done without technology and many can be enhanced with a wide variety of technology tools (and many of these can be done even in the online classes that I teach now) — but at the core of this list is an emphasis on student agency, independence, respect, care, engagement, and support for each individual’s learning process.
Your students won’t remember the worksheets you handed out or the math problems you made them work to practice their skills. They probably won’t even remember some of the curriculum content of your class, but they will remember you and how you made them feel in your classroom.
I was listening to a fascinating show by Pat Flynn, blogger and podcaster who was interviewing Bryan Kelly from What The Speak on the neuroscience behind great presentations. As I thought about the...
Stephanie Sandifer's insight:
I consider myself to be an "experienced" educator -- that means I've spent many years in the classroom and I'm "old." But I've never stopped trying to learn more and to be reflective about what I am doing so that I can improve how I help students learn.
The five ingredients listed in this blog post are fairly "spot on" in my opinion and my experience. I would have enjoyed a post like this when I first started my teaching career. I'm not sure if I would have fully understood all of this initially -- but it would have made it much easier to learn this in the trenches.
Share this with all of your teaching colleagues -- "experienced" and "new" to the profession...
If you’re looking for effective and popular school tools to test out this summer, look no further.Every week, EdSurge delivers its educator-specific INSTRUCT newsletter (sign-up here) with a section on “S’Cool Tools,” calling attention to 3-5 edtech tools we’ve found, tested, and given our surging s
What happens when mixed groups of educators, researchers, entrepreneurs and investors spend an hour talking with each other? Invited by Barbara “Bobbi” Kurshan, EdSurge facilitated such a conversation on May 13 at the Milken Penn GSE competition and conference in Philadelphia.
LOOPS AND LISTS AND EVENTS, OH MY!: The ScratchEd team today released its newest guide to using coding instructional tool Scratch in K-12 classrooms, museums, and more. The guide, entitled "Creative Computing" (PDF available here), offers ideas, strategies, and activities for introducing creative co
As an instructional technology specialist with nine years of teaching math behind her, Rafranz Davis has experience with how technology can help in the classroom. She’s got valuable advice for educators and entrepreneurs, so when EdSurge got a chance to ask her a few questions about her experiences
Stephanie Sandifer's insight:
"If edtech companies are not engaging in conversations with teachers and students, they’re doing it wrong." -- Rafranz Davis
That is precisely why I joined the team at June Labs -- we are building a platform and community of educators & ed tech companies who will "be the change" within the ed tech ecosystem.
I, and the rest of the team at June Labs believe in two fundamental ideas:
1) Educators want and need to be more involved in the development of educational technology in order to create better tools for today’s classrooms.
2) Educational technology companies want and need the involvement of educators to develop valuable, viable, and impactful products.
We connect educators with ed tech companies and vice versa, so they can work together to build valuable products that improve education. We are creating an ed tech ecosystem that will result in better outcomes for learners while also creating a win-win for educators and education companies.
Is the relationship between Open Educational Resources (OER) advocates and traditional educational publishing companies like a playground dominated by bullies? Or more like two groups of kids, ignoring each other as much as possible as they play?If current activity is any indication, it’s a little o
We believe in the power of 3D thinking and our vision is to make 3D modeling, designing + printing more accessible and affordable for people of all ages, skill levels and backgrounds. There are many potential uses for Morphi - prototyping, visualization, making functional products and wearables, creating decorative items, rendering quick architectural models, building 3D models to teach STEAM (Science, Technology, Engineering, Art + Math), literacy and much, much more.
By using ThingLink in this way I can have students and more than just text comments in response to the visual prompt. To extend the activity I can have students look for YouTube videos and or websites that will help to explain answers to the questions generated by looking at the featured image.
I discovered ThingLink while teaching one of my online art classes. It is a great tool for any blended learning environment, but was extremely useful for my 100% online class. Students were able to annotate images to provide commentary on symbolism, artist intent, and historical context on the precise areas of the image where the comments were relevant.
Our experience with this class was very personalized. And it was very personal. In education literature, the terms Personalized Learning and Personalization are being increasingly used and discussed, and disagreements about Personalized Learning and its value to students have resulted in several blog posts and debates in the past month. Audrey Watters links to eight of them and adds her perspective here, and Mike Caulfield furthered the conversation here. I agree with others that we need to define these terms better, and my experience with the hospital birth class is a useful and illustrative reference point....Read more ›
The fact that there are plenty of companies touting video-based PD as more efficient, individualized, cheaper, and faster should not surprise anyone who has been in the education game long enough to have suffered through Harry Wong.But to suggest that video versus in-person PD is the real play here