In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests.
What would happen if the roles were flipped and students asked the questions?
Levels: elementary to advanced. Ages: kids; teens; adults. Type: quite a few uses for the famous word cloud generator, and some links to many more. Skills: listening; speaking; reading; writing; pronunciation.
Twurdy is actually based on Google, but it analyses Google results for readability, so it can help you to find more lower level texts for learners without you having to read through every result from Google to see if it's simple enough.
I know what you’re thinking... How can I join my love of ABBA with Henry VIII? At this site two history teachers sing about history topics to the tunes of pop classics. See the lyrics, hear the songs and watch the YouTube videos - http://youtube.com/user/historyteachers. It's a quirky, fun way to introduce history topics.
THE ABSOLUTE BEST ARTICULATION of why we should study literature I've seen in a LONG time!
1. Are these critical skills for living in the 21st century?
2. If so, what rubric criteria would you establish to assess how well we as a profession and we as an an entire society and we as global citizens are doing at achieving the benefits listed here?
3. What rubric criteria would you use to assess 21st century educational reform and 21st century skills that we believe our students should have?
4. If we were to create a rubric for the acheivement of the benefits of reading literature and another for the 21st century educational reform and 21st century skills that we believe our students should have, what criteria would be found at the intersection portion of a Venn Diagram? What criteria would appear only in the Literature only and only the 21st century portions of the Venn Diagram?
Speaking only of the Intersection of thebenefits of literature and the needs for 21st century educational reform. What valid data could be collected and how might that data be collected? How could we design an assessment that found out whether students had actually adopted the benefits of reading literature into their daily lives rather than merely memorizing the obvious "right answer" that being emphathetic is a right answer whether actually practice it or not.
Are these rhetorical questions at best? Or can an objective collection of and analysis of valid and appropriate data actually be made when the desired outcomes exist outside of the "there is a right answer or a wrong answer spectrum?
The issue I see regarding justifying these outcomes via a data-driven process is the difficulty in determining what data to collect, how to collect it, and how to analyze it as not merely knowing but actually practicing the desired outcomes?
We can assess levels of literacy and decoding skills fairly easily.
It might take a bit more sophisticated assessment to dertermine whether those who can read do read.
However, I have trouble wrapping my head around how we might reliably assess the degree to which the benefits listed here can be reliably observed and documented.
Yet that is very much what I would like to do.
Any ideas for restating each of the listed benefit as a rubric criteria and then breaking each of the crieria into observable and measurable performance?
I'd be happy to hear ideas jburg@GoogleLitTrips.com
We once heard of a teacher who dressed up in her best bell bottoms and discoed her way into her classroom on the first day with Gloria Gaynor blasting (10 Creative Ways to Introduce Yourself to Your #Students http://t.co/0KAoFozo...
Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge. In order to facilitate these types of deep learning experiences, an adjustment in traditional instructional practices is necessary.
In this post, I will describe how I introduced the concept of the project and the development of our student-created resource library, a tool that helps everyone to research more deeply. So follow me as I describe real-time writing in a real-world classroom. Hope this helps in your own possible blended genre unit.
Using songs to teach English just makes sense. Music is the universal language and can be used to teach a variety of learning objectives. It is also suitable for all ages, from small kids to adults. (Add a bit of music to your lessons!