Google Drive with its many functionalities works now the best for me. For example collaboration on documents is very smooth, think about many combinations: teacher-student, student-student, supervisor-supervisee...
Guest blogger Petra Claflin, Digital Media Manager for YES Prep Public Schools, identifies the problem of 'Q&A teaching' and offers five tips for teachers to examine and improve their modeling and direct instruction practice.
Great, practical insight on the problems of "Q&A teaching".
In the Q&A situation, teacher's questions may come too early (during the time the students still expect teacher's clear eplanation). In other words, students are requested to contribute before they are ready. Moreover, unplanned Q&A conversations may lead to time problems.
Five ideas are given to avoid the problem. The first one may be the most important: the students should know your intention (e.g. that they will be tested at the end).
A good post to provoke teachers think critically what they ask the students to do. How can the students do "work that matters"? That is, meaningful tasks that have potentially a wide audience and that reflect students' own interests.
In the traditional way, the student's "assignments" (exams, exercises, projects) are passed to the teacher for a grade, or in a little more advanced situations, to peers for review. Are these felt as "work that matters"? There have been of course plenty of opportunities to design meaningful tasks, but now access to web (global connections, collaboration, sharing) allows to amplify the audience and potential for real-world applications.
"To summarise their findings, as I’ve mentioned before, it’s not about technology, it’s about pedagogy. They also state very clearly that ”the use of technology needs to be informed by context and research“."
You undoubtedly used a hyperlink to get to this post. You’re so used to them that the instinct to click or tap on blue, underlined text can probably drive you to distraction. Students work the same...
Mikko Hakala's insight:
Encouraging hyperlinking in students' written essays.
A useful article reminding that hyperlinking is an underutilized technique in students' written assignments. It discusses briefly 5 ways how hyperlinking could be integrated in the electronic documents.
Sometimes an “I don’t know” comes from a child waving his or hand wildly, desperate to be called on, only to be at a loss for words once acknowledged. Sometimes you hear “I don’t know” because the child is shy, embarrassed to talk, or unsure of the answer. And sometimes “I don’t know” is said …
Mikko Hakala's insight:
Practical hints for classroom. What strategies can be used when the student says "I don't know" ? Giving thinking time can work (or think-pair-share approach), but the article gives some new suggestions to help the student respond.
The article discusses failures and how students can learn resilience and optimism. Three dimensions:
1) Teachers should pay attention to character education (non-cognitive skills). Optimism can be learned, for example by enouraging flexible thinking. In short, input from positive psychology should be implemented.
2) Gamification, if successfully integrated, can produce failure-resilence.
3) Teachers sharing personal stories of failures and joys of overcoming them. Role playing.
Most people I talk to have some sort of what might best be called an online routine. You know, the when and how of approaching what you need and want to see on the web each day. Personally, I take a scroll through my email, a few social media sites, and a couple of news …
List of useful tools for online routines (storing, classifying, sharing and curating information). Own experience on these tools:
Evernote - The best tool for storing online information and links. A super useful feature is that a page can be sent to Evernote by sharing via email. Easy to arrange the notes into subfolders, to add keywords. In everyday use.
Delicious - Save quickly a link. Own tweets are also saved for easy browsing.
Diigo - Store quickly a link into a public or private subfolder, add keywords.
Scoop.it - For curating, not really for bookmarking.
"Google Scholar has a wealth of resources that are not usually available through several search engines including Google itself. Google scholar is geared towards scholarly and academic content like peer-reviewed journal articles, dissertations, theses and many more.As such, Google Scholar is an essential element in students learning toolkit. Besides being a search engine for scholarly content, Google Scholar also provides a host of other great features to help students in their research. Below are two important tips students can use with Google Scholar, check out this post for more tips.
Via Dennis Richards
Mikko Hakala's insight:
Two useful hints how to utilize Google Scholar, clearly explained:
1) Create alerts around a search topic, get notifications by e-mail
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Creating engaging newsletters with your curated content is really easy.