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What could be simpler!
Vicki Davis is a teacher, author, podcaster, tweeter, blogger, international presenter, and so much more. I admire her podcasts and posts so was honored when she invited me to chat with her on her podcast, the 10-Minute Teacher. The topic is one dear to my heart: How to use technology to teach writing in creative ways.
Click the image below to access her post where you can listen to the podcast or read the transcript–whichever works better for you. Or scroll down a bit more and you’ll find the podcast embedded:
mysimpleshow, digital tool of choice in the explainer video market, has done it again. They’ve come out with a great change that will make their explainer videos even easier to use in a classroom. mysimpleshow “Classroom” offers the full variety of design functions with a focus on collaborative learning: Up to 50 students can create joint video projects that promote their creativity and teamwork. Previously, a price tag was attached but the creators of simpleshow have decided to make the “Classroom” free of charge, in addition to the free basic account.
Here’s an explainer video about the mysimpleshow Classroom:
About simpleshow: simpleshow is the market leader for professional explainer video production and so far has produced several thousand clips in more than 50 languages worldwide. With offices in Luxembourg, Berlin, Stuttgart, London, Zurich, Miami, Singapore, Hong Kong, Kuala Lumpur and Tokyo, more than 150 employees serve customers around the globe. simpleshows explain complex topics in short, entertaining, and easy-to-understand videos; and its methodology is trusted by major blue-chip corporations worldwide. Today, the company offers a variety of formats, from simple online videos to innovative and interactive online courses, and its online video maker mysimpleshow.
I’ll be back November 27th. Any emergencies–drop me a line at email@example.com.
Jacqui Murray has been teaching K-18 technology for 15 years. She is the editor/author of over a hundred tech ed resources including a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, CSG Master Teacher, webmaster for four blogs, an Amazon Vine Voice book reviewer, CAEP reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, and a weekly contributor to TeachHUB. You can find her resources at Structured Learning.
Two Webcasts from Turnitin You Won’t Want to Miss!
Learn how to protect your academic integrity and improve writing achievement. Sign up now.
Tuesday, October 10, at 12:00 pm Pacific (3:00 pm Eastern)When students arrange for others to complete their academic work for them, they undermine the very purpose of the academic assessment and defraud the public with credentials that don’t represent their knowledge and abilities.
In this webcast, Dr. Tricia Bertram Gallant, Transition Committee Co-Chair at the International Center for Academic Integrity, will overview this phenomenon, what institutions can do to prevent it, and what faculty must do to detect it.
Tuesday, October 17, at 2:00 pm Pacific (5:00 pm Eastern)
Come join us to hear about the work we’re doing on building a Turnitin integration to the Canvas Plagiarism Framework, to support a more seamless integration of Turnitin Similarity Reports with Canvas assignments–giving you the chance to make the most out of Turnitin and Canvas.
This session is great for Canvas administrators and for faculty who want to learn more about how to make the pairing of two great things even better!
Jason Chu, Director of Product Management at Turnitin, is focused on building resources for educators and his personal passion is to find better ways to enhance student achievement.
CO-HOSTED BY CANVAS AND TURNITIN.
|Timing doesn’t work? Register now and we’ll send you a link to the recording when it’s available.|
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If you’re evaluating math programs at your school, a good option to consider is ORIGO Education’s Stepping Stones. Here’s one educator’s story about how Stepping Stones made a big difference with his students’ math skills:
Like many U.S. school systems, the Magnolia Independent School District in Texas serves a diverse student population. More than a third of its students come from low-income families, and one out of every eight students is an English language learner. Yet, the district has seen consistent and remarkable success in math achievement across all of its elementary schools since it began using Stepping Stones, a prekindergarten through sixth grade comprehensive math program from ORIGO Education.
Lakeshore has long been a staple for preschool to sixth grade teachers looking for classroom supplies. Many education conferences I have attended, they were there, sharing their resources. Now, ORIGO Education is partnering with them to deliver their industry-leading math curricula. Read on:
ORIGO Education, a leading provider of mathematic curriculum programs for Pre-K–6 grades, and Lakeshore Learning Materials, a nationwide supplier of educational resources, announce their partnership to offer classroom resources for elementary mathematics teachers. The manipulative kits are paired with ORIGO’s Stepping Stones 2.0 comprehensive mathematics education program and help foster a better understanding of concrete math skills at an early learning stage.
Content specialists from ORIGO and Lakeshore created unique grade level kits that align with and support the newest edition of Stepping Stones for Pre-K through grade 5 classrooms. Manipulative kits contain visual and tactile objects to support coherent mathematics learning. For example, Kinetic Sensory Sand, developed by Lakeshore, and colorful teddy bear counters are two of 19 items found in the Pre-K classroom kit. Older grade kits incorporate geoboards, base-ten blocks, and geometric shape pattern blocks.
All orders will be fulfilled through Lakeshore. Stepping Stones catalogs may be requested by contacting Lakeshore at firstname.lastname@example.org.
One more for you before you go: ORIGO has a great collection of math videos called One-Minute Mathematics. Here’s one that’s so simple, it’s immensely clever:
More on ORIGO Education:
As a teacher, I spend a lot of time preparing lesson plans. Most don’t survive the first five minutes in front of my students but still I go through this preparatory exercise. Over the decades, I’ve come to realize that the product (a completed lesson plan) is less important than the process of organizing my thoughts, thinking about the needs of the students, searching for the right resources, and figuring out the best way to help students achieve goals. Scholastic has eight questions to help teachers plan their lessons:
- Students: What are the academic, social, physical, personal, and emotional needs of students?
- Strategies: Which teaching strategies will best facilitate student learning?
- Grouping: Should I group heterogeneously or homogeneously? What size should groups be?
- Timing: When is the best time to do this lesson? Are there prerequisites students should master?
- Materials: What materials do I need for the lesson to be successful?
- Success: Was the lesson successful? Were students interested? Did students learn? What didn’t work? What will I do differently next time?
- Sequence: What can I do next to build upon this lesson? How can I make it flow?
- Rationale: What is the reason for doing this? What objectives will be accomplished?
What lesson planning normally looks like
That’s a lot to prepare! Normally, I’d create a template or use one provided by my Principal that included these characteristics as well as school-specific ones like Standards Met, Time required, Steps Required, and Collaborations with Colleagues. I’d take a few hours (per lesson) to collect what I needed, visit with co-teachers, update the lesson plan from prior years, and then think how to make it relevant to the learning style of each child I will be teaching. Often — too often — I wouldn’t be able to find the resources I’d carefully stored last year or I would belatedly remember that the plan didn’t work well last year and needed a complete rework. More often than I want to admit, I would run out of time before getting to the part where I differentiate for each student’s needs (I can do that on the fly, can’t I?).