Here are the most-read posts for the month of October:
- Inspire Young Writer’s with Young Writers Program
- October is Dyslexia Awareness Month
- Digital Citizenship Week–Oct. 19-23–Here’s What You Need
- 10 Best US Colleges for Computer Science
- How do I become a Web Designer?
- 7 Apps That Inspire Students
- A Geek is asked, “Who are you?”
- Halloween Projects, Websites, Apps, Books, and a Costume
- Long-needed and Welcome Table Tool From JotForm
- Why Game Based Learning Is the Right Choice for Remote Teaching
–Comments are closed but feel free to contact me via Twitter (@askatechteacher).
- Great Back to School Activities
- Back to School: A Bundle of Lesson Plans at a Great Price
- It’s Time to go Back to School. Lots of Ideas!
- How to Prepare Students for PARCC Tests
- 8 Tech Tools to Get to Know Your Students for Back to School
- 5 Tools To Shake up the New Year
- 3 Apps to Help Brainstorm Next Year’s Lessons
- 8 Characteristics of a Successful K-12 Technology Department
- How to Build Your PLN
- Faceoff: What Digital Device Should My School Buy?
- 4 Options for a Class Internet Start Page
- 5 Ways Teachers Can Stay on Top of Technology
- Do Your Children Need Computers for School?
- 5 FREE Web Tools for a New School Year
- Back to School–Tech Makes it Easy to Stay On Top of Everything
- 21st Century School — How Technology Is Changing Education
- Dear Otto: I need year-long assessments
As we struggle with adapting our classes to remote learning, I know lots of teachers who are realizing that their normal approach isn’t suited for remote teaching. They need to come up with a transformative tool that will reach students more comprehensively, more rigorously, more granularly online. Here are thirteen accepted pedagogical teaching strategies with proven records of success. Read through them then think how they might be applied to solve the problems you’re having with online teaching. For more information, click the link:
DoK is not a taxonomy (like Bloom’s). Rather, it itemizes ways students interact with knowledge.
Frayer Model uses a graphical organizer that asks students to describe words by much more than a memorized definition.
In a Growth Mindset, people believe ability can be developed through dedication and hard work. The cerebral and physical traits they were born with are just the starting point. Students are responsible for setting the patterns and strategies that allow them to succeed, by evaluating what they can do at any given point and making a plan for learning everything else.
In the face of mounting evidence, education experts accepted a prescriptive fact: student success is not measured by milestones like ‘took a foreign language in fifth grade’ or ‘passed Algebra in high school’ but by how s/he thinks. Habits of Mind lists sixteen of these.
Orton-Gillingham is not a packaged curriculum, rather a prescriptive program designed for each individual student. The O-G teacher incorporates phonology and phonological awareness, sound-symbol association, syllable instruction, morphology, syntax and semantics into a personalized methodology
John Dewey suggested the education focus be switched to students when he introduced “learning by doing”, today referred to as Project-based Learning (PBL).
A problem with online teaching is that students have to sit through a long lecture-sort of presentation–if you’re trying to replicate your classroom teaching. Some good advice I see over and over regarding teaching online is DON’T try to replicate your physical classroom. Instead, teach using online’s strengths. A good way to do that is with a flipped classroom. Chris Landry, an eighth-grade science teacher at Memorial Middle School, said he’s been able to continue teaching students amid the closures through videos and has even provided them with fun activities to do at home. What made it easier? Flipped Classrooms:
“…adjusting to the new way of teaching was easier than expected because he was using a “flipped classroom” while schools were in session.
For a thorough overview of flipped classrooms, take a look at this infographic from Cool Infographics:
Online learning has become not only a common alternative to physical classes, but a well-regarded change maker in the education ecosystem. Not only does it eliminate the noise of who’s wearing what, disruptive students, and classes cancelled due to snow days, it is becoming the surest and easiest way to treat all students equally. The gregarious students no longer take over the class and the quiet ones are not ignored in their silence. The popular kid gets no more recognition than the wallflower.
If you teach online, you know what I mean. The ease with which it differentiates for student needs, focuses on what’s important (which rarely is a due date), and provides much-needed flexibility has changed the way many of us teach our physical classes. See if any of these traits sound familiar:
Model a Good Instructor
Good online instructors are what we always wished teaching would be. Here’s what Bobby Hobgood, online teacher since 1998, says about what he’s learned about teaching through the online modality:
“…the instructional design and instruction of my courses reflect a Community of Inquiry approach whereby engagement is fostered through thoughtful attention given to how I manifest myself throughout the course (teaching presence), how students engage in the content of the course (cognitive presence) and how, together, we interact to form a dynamic learning community (social presence).”
Ignore Innocent Mistakes
We all know the type of “innocent mistakes” students make in class. They use the wrong word or giggle at the wrong time which distracts everyone from the goals of the class. That doesn’t happen in online courses. Since most input is done prior to submittal, students have time to provide measured responses that they’ve edited to say what they want.
Constructivism is a student-centered philosophy that emphasizes hands-on learning and active participation in lessons. Constructivists believe that learning is an active process so the most effective way to learn is through discovery. With hands-on activities, learners actively create their own subjective representation of objective reality. Because new information is blended into prior knowledge, the result is – of course – subjective, heavily dependent upon the personal lens of each learner. That, in turn, is dependent upon their society, culture, past knowledge, personal experiences, and more.
Learning is constructed, not acquired, and is based on the fullness of a person’s individual lifetime of learning. It is continuously tested as new ideas are added, either causing long-held beliefs to evolve or be replaced.
Constructivism is not a pedagogy or a theory. It is a mindset — a way of thinking used to guide learners.
Here are the most-read posts for the month of September:
- 21 Websites and 5 Posters to Teach Mouse Skills
- Teacher-Author? Me too! Let’s talk
- College Credit Classes in Blended Learning
- Great Activities for the First Week of School
- 20 Back-to-School Articles
- 12 Favorite PC Shortkeys
- Tech Ed Resources for your Class–Digital Citizenship
Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, an Amazon Vine Voice reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, a weekly contributor NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.
If you missed this article over at ReadiLearn, here are my thoughts about teaching technology in kindergarten:
Why Kindergartners Must Learn Technology
When I started teaching technology almost twenty years ago, I taught K-8, three classes in each grade every week. I was buried under lesson plans, grades, and parent meetings. I remember suggesting to my principal that he ease my schedule by eliminating tech for kindergartners. They wouldn’t miss anything if I started them in first or second grade.
And back then, that was true. Even a decade ago, technology was an extra class in student schedules where now, it is a life skill. Today, my teacher colleagues tell me kids arrive at school already comfortable in the use of iPads and smartphones, doing movements like swipe, squeeze, and flick better than most adults. Many teachers, even administrators, use that as the reason why technology training isn’t needed for them, arguing, “They’re digital natives.”
In fact, because they arrive at school thinking they know what they’re doing on a digital device is exactly why teaching them technology, starting in kindergarten, is critical.
I see a few of you shaking your heads. Does your school think kindergartners don’t need tech classes? Let me give you four good reasons why they do, to arm you for the next time you have to defend it.
They arrive with bad habits
Parents love encouraging their kids to play with iPads and iPhones but it’s not their job to teach them how to do it right. And I’m fine with that. I’ll do it but I need to warn everyone: Bad tech habits are much (much) easier to break if I catch them in kindergarten than third grade. Here are a few that these digital natives arrive to my kindergarten classes with:
I first ran into Behaviorism in child psychology classes I took for my Early Childhood Education credential (ECE). It was developed by a renowned psychologist named John B. Watson and formed into the Theory of Behaviorism by another famous psychologist, B.F. Skinner. The technical definition they provide is:
“…scientific and objective methods of investigation concerned with observable stimulus-response behaviors; all behaviors are learned through interaction with the environment.”
They used the infamous example of Pavlov’s Dogs. No surprise, with this gobbledegook definition that used dog training as the example, I laughed, rejected it, and then forgot it.
Fast forward a decade, to a time when I was studying for my teaching credential. One of my classes reviewed education pedagogies such as Purpose-driven Learning, the Socratic Method, Depth of Knowledge, Unschooling, and Behaviorism. Applied to education, Behaviorism focuses on:
“… conditioning student behavior with various types of reinforcements and consequences…”
I still cringe at words like “conditioning” and “consequences”, but in the fullness of the class, I came to understand that whether teachers know it or not, they use Behaviorism as an effective, reliable teaching tool. I’ll get back to that later but first, I want to deconstruct how a theory that started with training dogs is now a cornerstone in education pedagogy.
I remember report card days as a child, me sitting outside on a brick wall, scared to death as my mother met with the teacher and received the (always bad) news about how I wasn’t doing. It never motivated me to try harder, didn’t make me like school better, and angered me at everyone involved.
Fast forward to me as a K-5 teacher. I love report card days now because this is when I get to meet parents. Often, it is the only time I see those who don’t drop in with questions or email me about concerns. Even before it became protocol, I invited students to join the conversation. I wanted to let parent and child know I considered the three of us a partnership in the student’s success.
Today, that inclusive approach is integral to student-led conferences.
What is a student-led conference?
A student–led conference is where students between kindergarten and 12th grade meet with parents (with the teacher quietly at the side) to share the work they completed during the grading period and their progress toward overall goals. Simply stated, student-led conferences are about process not product. Where traditional conferences seek to delineate how students rank academically at a point in time, student-led conferences revolve around the work students have produced. They are less about grading than measuring learning. In fact, the grades earned are secondary to how students understand what happened in the lesson.
The philosophy behind student-led conferences
If we were teaching writing skills, the philosophy would be called “show don’t tell”. In student-led conferences, this means that students demonstrate their acquired knowledge not by a grade but by communicating their progress. For student work to be relevant, students must be engaged, responsible for the learning and involved in reporting that to stakeholders.