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Fifty-nine interactive activities focused on English language literacy from grades K-12, most on writing.
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Scaffolding student research and writing: A win-win solution. Workshop prepared for the Writing Across the Curriculum Institute.
Different from other presentation apps, 30hands Mobile focuses on the power of storytelling. Like pages in a book, photos or images are dragged around the desktop into the order of the story. Next, the teacher or student records audio over each image. Finally, the story or presentation can be published to the device’s photo area or uploaded to a 30hands collaborative learning site.
Very easy to use with elementary grade students.
This is fabulous, Could be a valuable source for all levels of learners, easy to use and could help establish new ideas.
Journal Writing Prompts: These high-interest prompts will encourage kids to describe, explain, persuade, and narrate every day of the school year.
I believe you should teach your students how to write without prompts. That said, it's great to have prompts available when the pump needs priming.
Websites & mobile apps for digital storytelling, such as Toontastic, VoiceThread, StoryKit, Xtranormal, Puppet Pals, Pixton, Storybird, Comic Master, etc.
Pretty good list!
Authors are like teachers...their words enlighten, enrich and empower! And like teachers, there are never enough resources!
Why teachers should ask students to explain their answers Teachers can help students learn by asking them to explain their work -- rather than memorize and repeat answers -- researchers...
Collections of all the lesson plans published via the NY Times Learning Network, grouped by curriculum area:
1. Language Arts, Journalism, and the Arts
2. Science, Health, Technology and Math
3. Social Studies, History, Georgraphy, and Civics
4. A collection of 182 Student Opinion questions, from this school year, all still open to comment on our blog. Each asks students to read a short, high-interest nonfiction piece from The Times, then write in a response.
A great deal of excellent material here.
from the website
"Do your students struggle to write with detail? Are their descriptions limited, lacking in specifics or uninformative? If so, you can help your students write more engaging and elaborate pieces by teaching the following strategies for elaboration. Elaboration: 7 Writing Strategies"
By Lisa Nielsen
"If you're an innovative educator, by now, you have probably tried Google Hangouts which let you conduct a video conference with up to ten people / locations FOR FREE! This by itself has terrific potential for teaching and learning tool.
I am currently leading my students toward Google + hangouts vs. Skype. This seems to be a growing trend.
"Next year, we’re planning on implementing a new SIS and gradebook at our school. Groundbreaking news, eh? The kicker is that our new gradebook supports individual assignments for individual students.
"Think about that for a second.
"For the first time, I can build assignments that are specific to an individual student, and not have to worry about the hassle of reporting said assignments in a gradebook designed for assignments given out to the entire class.
"This makes me excited. Thrilled, even! I’ve been differentiating for a few years now, as best as I can, but my efforts have been hampered by the need to create the same assignments for each student. Sure, Tracey’s got an essay and Mark’s working on a short story, but they both need to be out of 35 and according the gradebook they’re both due on the same day, even though that’s not true and the short story shouldn’t really be out of 35, anyway. No more! It also means that I can lessen the impact of competition in my class. I handed back a set of essays today, and instead of the students listening to me about how they can make their next essay better, they spent most of the time quietly asking each other who got the highest mark, and slipping a calculator from one hand to the other to figure out what the score at the bottom of their detailed rubric meant. Yes, real learning was happening today in my class, folks.
"So, here’s the question, and one of the reasons I’m posting today: how do I make individualised instruction, true individualised instruction, work? I teach English Language Arts and I’d like to pilot this process with a single group of senior high English students. I’d also like students to be exploring texts which interest them instead of assigning a single book for an entire group of learners, for instance, as well as allowing them the opportunity to demonstrate their knowledge in forms they choose.
"This is my first draft:"
Definitely a deep and provocative thinker at work here.
Description by TeachThought
"Rhetorical simulations (Rhet Sims) are interactive texts designed to teach students how to think critically about their own habits of mind when writing. Participants are given a writing prompt and then are asked to create a short text by selecting among a series of paragraph options. A short document is created and then students are asked to explain why the document they created best addresses the need of the assignment. Rhet Sims help students develop a critical awareness of how their choices shape their writing."
Excerpt from review article by VentureBeat:"Upload your script, choose some backgrounds, and magically created a professional-looking storyboard of your movie. Or the graphic novel version of your text-based anything.Amazon Studios released Storyteller today to allow writers and filmmakers to quickly, easily — and cheaply — storyboard their scripts.Roy Price, Amazon’s director of Studios said: “Storyteller provides a digital backlot, acting troupe, prop department, and assistant editor — everything you need to bring your story to life.”You start by uploading a script to Amazon Studios — or by playing with one that’s already there. Then simply page through the script paragraph by paragraph. Storyteller will try to match up characters, props, and background with the words in each chunk of text, and it does a surprisingly good job. But if you don’t like what Storyteller gives, you can choose from its library, or even upload your own custom background or characters. Currently, the software has a library of thousands of props, characters, and backgrounds..."Read full review article: http://venturebeat.com/2013/06/07/amazon-launches-storyteller-to-turn-scripts-into-storyboards-automagically/Learn more and try out Storyteller: http://studios.amazon.com/storyteller
Du synopsis au storyboard en passant par studio.amazon.com/storyteller
Great for a whole range of educational activities
There are stories where you start in the middle of things and keep going. In the case of thrillers and books that are part of a series the reader doesn’t really need an explanation of what’s going on, they’ll work it out on the fly.
In most cases, though, readers prefer to get an idea of characters and setting before things really take off. The inciting incident that propels the main character into adventure may not occur for several chapters.
When you’re trying to establish the world so the reader has an idea of who they’re going to be following for the next few hundred pages the approach is often to show ordinary life, important relationships, interests and activities. And this can be quite dull.
Flowboard is a storytelling and presentation app that allows creating side-scrolling publications with the help of photos, videos, text and photo galleries. Whether you are looking to tell your story in the form of your personal photo collection, wish to share ideas or require creating and presenting a presentation right from your iPad, Flowboard can help you get the job done without requiring the use of PowerPoint or Keynote.
I have scooped Flowboard before but I thought you may like to read this article about creating presentations on your iPad (iOS 6 or higher) where you will find some great tips for working with Flowboard.
The app is free of charge.
This may be a fantastic way to get students into tale-telling.
by Jordan Shapiro
"Upper One Games is the first indigenous owned video game company in the United States.
"Announced at the 2013 Games For Change Festival, the partnership between E-Line Media and Cook Inlet Tribal Council aims to make “meaningful and scalable social impact by creating world-class games and game-based learning infused with Alaska Native values and culture.”
"Their first consumer game will be a top line indie game to be released on major consoles. And Upper One Games is not holding back. They’ve handpicked top commercial talent who are excited to be working on games for impact."
This interactive cube creator will help your students to start their own story writing. It breaks the writing process into six distinct parts which will guide students to write their own biographies, mystery stories, short stories, and free planning of story, a blank template that they can customize.
Good for guided story writing.
Must check this out...wonder if it's too K-12.
Lots of awesome uses for this. Added to my CCSS resources.
"Once again this shows the power of the mind to create a story to make sense of its surroundings. Your brain is happier to believe there are connections between the things that it sees. This is a vital insight for your brand experience. If you do not control the story, your audience will find their own and maybe it’s not the story you want to tell."
This article tells us about the Kuleshov Effect and its implications on brand experience. I think there's more to it and that's why I rescoop it here.
The Kuleshov Effect is a film editing (montage) effect demonstrated by Russian filmmaker Lev Kuleshov in the 1910s and 1920s.
In the dawn of the 20th century, cinema was a new art form, comprising many techniques that hadn’t been developed. The elements of editing were among the ones that had not been studied to the needed extension. Lev Kuleshov was among the first to indicate the power of film editing and to dissect the effects of juxtaposition.
Kuleshov put a film together, showing the expression of an actor, edited together with a plate of soup, a girl in a coffin and a woman on a recliner. Audiences praised the subtle acting, showing an almost imperceptible expression of hunger, grief, or lust in turn. The reality, of course, is that the same clip of the actor's face was re-used, and the effect is created entirely by its juxtaposition with other images.
Through his experiments and research, Kuleshov discovered that depending on how shots are assembled the audience will attach a specific meaning or emotion to it.The implication is that viewers brought their own emotional reactions to this sequence of images, and then moreover attributed those reactions to the actor, investing his impassive face with their own feelings.
So, can we recognize emotion without context? How do we reframe the stories we tell others and ourselves?
The stories that we tell ourselves are powerful. And yet, if you think about it, they are, in fact, just stories.
Once we realize that, it then becomes possible to conclude that we could, tell ourselves other stories – stories that make space for our own growth, stories that build us up instead of break us down.
(You can read more about the Kuleshov effect here http://io9.com/5960035/can-the-kuleshov-effect-really-control-your-perception-of-other-peoples-feelings)
In 2008, Fran Simmons, an English teacher at NewDorpHigh School in New York—at that time one of the lowest-performing secondary institutions in the nation— devised a simple test for her students in an effort to keep district officials from pulling the plug. First, she asked her freshman class to read Of Mice and Men. Then, using information from the novel, she asked them to answer the following prompt in a single sentence:
“Although George …”
She was looking for a sentence like: Although George worked very hard, he could not attain the American Dream.
What Simmons received was alarming in the truest sense of the word. Some students wrote passable sentences, but many could not manage to finish the line. More than a few wrote the following:
“Although George and Lenny were friends.”
This in-depth post explores the issue of language impacts our ability to think. After an introduction the post is split into three sections.
The first section explores "the psycholingusitic case for writing education." It is noted that the Common Core states that students in grades 6-12 "should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.” And following this raised a different question:"If a student can’t write it, however, why should we assume that she can think it?"
What follows is a look at language, where we see that the language we learn impacts us in many ways, that some cultures have many words for a word like snow while others do not, that cultures whom have language that have "gendered objects" impacts how people view the objects.
The second section explores "Can you teach better math and science be teaching writing?" Information is provided about New Dorp High School (in New York). The school implemented a program that included "writing-to-learn" across the curriculum (except for math) and discovered that major gains in writing were apparent by the second year.
The third section "highlights ten features of writing education that can be used to enhance student learning across all subject areas, ultimately resulting in higher academic performance."
The first two suggestions are below (all are quoted from the post).
1. Vocabulary Across The Disciplines: Emphasize that the concept of a word may change depending on the context in which it is used.2. Syntax Across The Disciplines: Emphasize that every math problem and essay prompt has a hierarchical structure. Click through to the post to learn more about these two features of writing and about eight additional features.
by Sarah Brown Wessling
"You can start with the overview video and then move on to the three separate lessons that provide a detailed look at Ms. Brewer’s approach.Analyzing Texts: Brainstorming Before WritingAnalyzing Texts: Putting Thoughts on PaperAnalyzing Texts: Text Talk Time"Whether you’re an ELA teacher or using nonfiction in whatever discipline you teach, Ms. Duvoor’s video will make contextualization clear!"
A collection of 4 videos on how to support student writing about non-fiction they have read through understanding the context of the writing. Well done.
By Maryellen Weimer
"Here's a great story. A graduate student is attending a lecture being given by one of her intellectual heroes, the Brazilian educator and theorist Paulo Freire. She takes notes furiously, trying to capture as many of his words as possible. Seeing that she is keenly interested in what Freire had to say, his translator asks if she would like to meet him. Of course! She is introduced and he begins by inquiring about her work. Then he graciously agrees to respond to a set of questions she and her colleagues hoped they would get the chance to ask him. She is impressed beyond belief, but time prevents her from asking one last, difficult question. They meet accidently once more at the event and he wonders if she asked all her questions? No, there is one more. "Given your work, we want to know 'where is the hope'?" Without hesitating he moves toward her, takes her face in his hands, looks into her eyes, and replies, "You tell them, 'you are the hope, because theory needs to be reinvented, not replicated ... it is a guide. We make history as we move through it and that is the hope."
This story introduces a review of a book titled "What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty". It is a heartfelt review and seems like a wonderful book. And I certainly like the story Weimer selected to write about.
Theory needs to be reinvented (or reimagined) not replicated.
the difference between a theory and a new theory!
"As a creative practitioner, you're probably familiar with twitter as a key social media platform for marketing your projects to today’s internet-savvy audiences.But did you know it’s also a great storytelling tool
"But did you know it’s also a great storytelling tool?
"Fiona Milburn, from Transmedia NZ, gives us five examples from storytellers who have embraced twitter as either a standalone story platform or as part of a wider story world."
"Making Learning Connected (#clmooc) is a collaborative, knowledge-building and sharing experience open to anyone who’s interested in making, creativity and learning. As we design and then engage in “makes” that tap into our personal (and professional) interests, share what we’ve done with the Making Learning Connected community, learn from each others’ experiences, and reflect on our own growth, we’ll be agents in the recursive creation and re-creation of this experience known as a Massively Open Online Collaboration (MOOC). Throughout the MOOC, we’ll engage with and employ Connected Learning principles as they relate to making and learning.
"All are welcome to engage at whatever level and to whatever extent makes sense. Making Learning Connected includes pathways – for making, for connecting, for sharing – that allow for greater and lesser degrees of independence and guidance. Follow a linear thread through the six weeks of this MOOC or dip a toe in at one place or another, to create a unique path.
For more information, visit the Making Learning Connected FAQs."
Starts June 15 and runs for 6 weeks. Of course it's free.
By Maria Popova
"The secrets of good writing have been debated again and again and again. But “good writing” might, after all, be the wrong ideal to aim for. In About Writing: Seven Essays, Four Letters, and Five Interviews (public library), celebrated author and literary critic Samuel Delany — who, for a fascinating factlet, penned thecontroversial 1972 “women’s liberation” issue of Wonder Woman — synthesizes his most valuable insights from thirty-five years of teaching creative writing, a fine addition tobeloved writers’ advice on writing. One of his key observations is the crucial difference between “good writing” and “talented writing,” the former being largely the product of technique (and we know from H.P. Lovecraft that “no aspiring author should content himself with a mere acquisition of technical rules”), the other a matter of linguistic and aesthetic sensitivity:"
Even for the richly talented Popova, whose work is consistently excellent, this is an unusually great piece.
Excerpted from review article on TechCrunch:"This week the teacher-turned-entrepreneur Adam Below officially launched eduClipper, a platform that allows teachers and students to explore, share and contribute to a library of educational content. In both function and design, it’s essentially a Pinterest for education, with one notable difference: Because eduClipper is built exclusively for teachers and students, unlike Pinterest, you probably won’t find it blocked by your local school.Educators and students can explore thousands of pieces of educational content, find lesson plans, resources and videos and search for the most popular content by subject or interest.With eduClipper, users can share individual eduClips (or pieces of content) or eduClipboards (collections of content) with colleagues or students while cross-posting or embedding that content on other social platforms or sending them through email. EduClips are created through the site’s bookmarklet (a Chrome extension), so once it’s installed in their browsers, teachers and students can grab any content they find on the web, Google Drive, Google Apps and more, and add them to their collection, i.e. their eduClipboards. Once grabbed, the site automatically grabs the source link, too, so that it’s easy to get back to the original content and easy to give proper citation.Teachers and students can share these clipboards so that their classmates and colleagues can collaborate on assignments or in-class activities, create groups to share these resources with and align the content that’s clipped and shared to Common Core Standards. That’s the big advantage of eduClipper over Pinterest, that content can easily be organized and annotated for each class or subject by way of these learning collections. It also has the benefit of being created by a teacher who has spent the last five years searching for and curating the web’s best educational content..."Read full review article by TechCrunch here:http://techcrunch.com/2013/06/02/educlipper-launches-its-pinterest-for-education-to-bring-better-crowdsourced-curation-sharing-to-the-classroom/Try out eduClipper: https://www.educlipper.net
Love it! Educators and ed-tech entrepreneurs, what say you?!!
Zo te zien een prachtige manier om op een Pinterest-achtige manier online info en content te verzamelen voor in de klas. Iedere leerling kan er aan bijdragen en notities toevoegen via een bookmark app in Chrome. De originele link / vindplaats wordt tegelijk opgeslagen. Nice.
Not sure if levels f schollong are separated here but a useful tool all the same
The following is a guest post by Catlin Tucker, one of SimpleK12's presenters. Click here to watch Catlin's Webinars inside the Teacher Lear
Caitlin and her students leverage technology in productive and engaging ways. Consider ways teachers could collabortate across subject areas to dig in with additional texts and resources, (excellent issue for our Catholic school teachers).