I’ve written about a number of video, audio, and collage creation tools, with WeVideo, Audacity, and PicMonkey topping some of my lists. However, it can be a challenge for students to locate copyright-friendly media when using these tools for presentations or idea sharing. It’s always best for students to create materials or use ones that are in the public domain. Here are some of the best resources I’ve found for the latter.
Flipping the classroom is about minimizing the amount of time we are spending on content delivery in the classroom so we can maximize time spent on challenging students to be active, while they collaborate and create. Video lectures are more effective for delivering content to students and can be 60-80% shorter than live lectures. So, if we are using video lectures, what should we do with all that extra class time? Challenge students to… Walk & Talk Get Up & Move Collaborate & Answer Questions Create Paperslide Videos Create Lecture Videos Create Music Videos
Why Students Should Read by Terry Heick Lately, there’s something about reading that’s bothering me. I’ve written about it before, but never quite said what I was trying to say because I’m not sure what I mean to say.
Listen to audio-recorded readings of former Consultants in Poetry Elizabeth Bishop, Gwendolyn Brooks and Robert Frost; Nobel Laureates Mario Vargas Llosa and Czeslaw Milosz, and renowned writers such as Ray Bradbury, Margaret Atwood, and Kurt Vonnegut read from their work at the Library of Congress.
The Archive of Recorded Poetry and Literature at the Library of Congress dates back to 1943, when Allen Tate was Consultant in Poetry. It contains nearly two thousand recordings—of poets and prose writers participating in literary events at the Library’s Capitol Hill campus as well as sessions at the Library’s Recording Laboratory.
Most of these recordings are captured on magnetic tape reels, and only accessible at the Library itself. In digitizing the archive and presenting it online, the Library hopes to greatly broaden its use and value. The material featured on this online presentation represents a sample of this collection. The site will continue to provide additional items from this archive on a monthly basis over the next several years.
Bloom’s Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
Bloom saw the original Taxonomy as more than a measurement tool. He believed it could serve as a:
common language about learning goals to facilitate communication across persons, subject matter, and grade levels; basis for determining for a particular course or curriculum the specific meaning of broad educational goals, such as those found in the currently prevalent national, state, and local standards; means for determining the congruence of educational objectives, activities, and assessments in a unit, course, or curriculum; and panorama of the range of educational possibilities against which the limited breadth and depth of any particular educational course or curriculum could be contrasted.
The original Taxonomy provided carefully developed definitions for each of the six major categories in the cognitive domain. The categories were Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. With the exception of Application, each of these was broken into subcategories. The categories were ordered from simple to complex and from concrete to abstract. Further, it was assumed that the original Taxonomy represented a cumulative hierarchy; that is, mastery of each simpler category was prerequisite to mastery of the next more complex one.
Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes. This new taxonomy reflects a more active form of thinking and is perhaps more accurate. Bloom’s Revised Taxonomy improved the usability of it by using action words. The Bloom’s Revised Taxonomy Action Verbs infographic includes some action words that are useful in writing learning objectives.
“ As Bring Your Own Device (BYOD) becomes and option for more and more schools, it is important to get the right pieces in place. A good place to start is the BYOD Toolkit which is part of the K-12 Blueprint for implementing successful technology initiatives. The Toolkit includes case studies, checklists, step-by-steps, program frameworks, forms, and presentations to help in planning and implementing a BYOD program at the school or district level.”
Via John Evans
Sandra Carswell's insight:
Also has examples of AUPs from various school districts.
Sometimes it's the last minute ideas that work the best! I had a teacher ask me to present something about creating book trailers to his students. I threw this Slides presentation together, added some sample Powtoons I'd made last week, and they loved it.
The maker movement was front and center at the 2015 ISTE conference—and that’s a good thing for me. After following maker initiatives with great interest for some time now, I have the opportunity to design a maker space this year for 6th–12th grade students at my school, Worcester (MA) Academy.
A search of this year’s program at ISTE, held June 28 to July 1 in Philadelphia, using the term “constructivist learning/maker movement” resulted in 67 related sessions. The ISTE Librarians Network hosted a maker station at their Digital Age Playground and convened a panel on library maker spaces, featuring elementary and middle school librarians, a school administrator, and the coordinator of a public library maker initiative. Vendors and exhibitors demonstrated tools, lessons, and ideas for maker spaces. Meanwhile, a four-hour Maker Playground Wednesday morning drew a huge crowd of attendees.
One of my goals at the conference was to gather ideas and tips to help me create my library’s maker space. Here are some highlights of what I discovered at ISTE."
Learning by making has been around since long before edtech—just think about what the adventurous explorers or intrepid settlers of yore would have thought of "Do-It-Yourself." But with thousands of kid-friendly tech tools and a whole World Wide Web of resources out there, creative, interesting opportunities for learning-by-making abound for everyone.
Okay, so with all those resources, where should you start to build a makerspace? Here at EdSurge, we've rolled up our sleeves, put on our protective goggles, and built a Maker Guide from scratch, just for you.
Read on for ideas from the educators and entrepreneurs who think making 24/7, including what is involved with project-based learning and making in the classroom and tried-and-true lessons from the field on starting your makerspace.
Making on a budget? We surely do. We've got ideas for stocking your space with resources from your arts and crafts closet, plus inspiration from educators working to bring makerspaces to low-income and all-girls classrooms.
We have, however, recently expanded upon our Makerspace offerings thanks to being inspired by several of my librarian friends in our amazing #TLChat PLN! Kids can come in during lunch or when they've finished their work to explore, craft, and create in the Library Media Center.
I re-purposed 4 empty study carrels for this Makerspace center at the top corner of our library. The grouping includes a Lego Creation Station, a Duct Tape Craft Cubby, and a Makey Makey Coding Corner."
"Digital technology made the task easy: rather than sifting through a week’s worth of newspaper clippings for the players’ standings and statistics, he could simply look online. At a glance, he saw where each player stood. Then it came to him: what if he wasn’t swapping Cutler and Brees, but China and Brazil? Just as fantasy football team owners draft, cut, and trade players based on their performance, his students could do the same with countries.
He’d replace passing yards and points per game with political crises and popular uprisings. Since he was struggling to get students interested in international developments, each country’s ability to fight its way into the news of the day would make it more valuable. Students could draft teams of countries—it didn’t matter if they were related—and compete for the newsiest cluster. Lackluster countries would quickly sink to the bottom and get traded, but if an earthquake or military coup struck, say, Indonesia, the student who was following the news most closely could snatch it up before anyone else found out. Nelson dubbed the game Fantasy Geopolitics."
I like this idea as a way to get our students to follow world news. If we started it with 6th graders studying world geography, perhaps they would continue following the news as they grow older. I will share this with 6th grade social studies teachers as an activity the could have ongoing throughout the year.
"Last September I introduced the recently published Student Discovery Sets from the Library of Congress. These ebooks are collections of primary source sets designed to provide interactive, inquiry learning while introducing students to primary sources on common curricular topics."
In 2011, Edutopia published an article discussing how to combat plagiarism. Four years later, we are still looking for ways to fix this problem. In this article, we’ll look at how to identify plagiarism and how to prevent it.
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