But teacher-centered, standards-driven education based on measurable outcomes is the wrong paradigm for democratic and liberatory education; thus, embracing understanding by design is simply doing the wrong things the ...
Catchbox is a new throwable microphone designed to liven up audience participation, and in turn reduce the faffing around that seems to occur whenever a conference turns to questions from the audience.
The brightly coloured padded cube houses a wireless microphone that doesn’t mind being tossed across a room or passed from person-to-person crowd surfing-style. In fact, it’s actively encouraged. That’s because, along with being able to sustain being dropped, the device has been engineered to automatically mute the sound when flying through the air or if it falls.
For the past couple of weeks, I’ve spent some time addressing my earlier commitments to flipping at least some portion of my Language Arts classes. (You can learn about my ongoing saga at “4 Ways Flipping Forces Fundamental Change” and at “Why I Haven’t Flipped…Yet”). Reading FlipYour Classroom by Jonathan Bergmann and Aaron Sams provided practical advice and a justification for flipping, Learning about the Stanford studies that suggest better results from flipping your flipping (that is, doing hands-on work in the classroom first, reinforced by flipped lessons at night) But, ultimately, what I needed to do was to dive in and try out some tools with my kids and my curriculum in mind. The unexpected result: I’ve had to acknowledge something I hadn’t really thought about — I am a video-phobe.
Book creator has probably been the app I have used most, in my teaching, with pupils and in my training. The blank canvas aspect means it can be used across the whole curriculum and the addition of the pen tool in the last few weeks has added to that.
We use Showbie at school for pupils to share their work, including books made with Book Creator from the iPads and home to the teachers for assessment. Recently, we have used both the Pen Tool and Record feature to give feedback on the pupils' eBooks. The pupils send their books using Showbie and the teacher opens them up on his/her iPad. They can then annotate with their voice, pen and text. The book can then be sent back to the pupils using Showbie. The pupil can either change the original book and delete the annotated one or change the annotated book and delete the original.
The screenshot shows a book of a Science experiment. The teacher can annotate with arrows but also add audio feedback. All elements of Book Creator can be deleted so the pupil can restore any annotated book to the original.
This is obviously not a new idea but the pen tool has certainly made this quicker in a widely used app such as Book Creator.
As we were dissatisfied with using a graphic of Bloom's Taxonomy when we feel we have already moved way beyond this, I have started to create a new graphic that will combine our 21st century skills with the process we ...
A website to support Reflection in Education K-16 The following technologies can support reflection: web logs (‘blogs’) as reflective journals, wikis as collaborative websites, digital storytelling/podcasting, Twitter and social networks.
There are a lot of people out there looking to hire someone who knows how to code. These web resources should get you on your way! The post 10 Web Resources For Learning How To Code appeared first on Edudemic.
From your feedback, we revised the chart so assessment AS, OF, and FOR learning was clarified for each of the terms.
Individualization involves assessment OF learning. This is where summative assessment is grade-based and involves testing to confirm what learners know and do not know.
Differentiation involves assessment FOR learning and OF learning. This is assessment that involves time-based testing where teachers provide feedback to advance learning.
Personalization involves assessment AS learning, FOR learning, and a minimal OF learning. This is where teachers develop capacity so learners become independent learners who set goals, monitor progress, and reflect on learning. Assessments are based on mastery.