Archive for May, 2011

Android Apps for Spanish – categorized for your use

Many wonderful learning apps exist for the Android devices.  However, neither the Android Market or AppBrain list the apps within any categories. For example, a search for Spanish reveals a random listing such as a vocabulary app, then a grammar app, then another vocabulary app.

Therefore, I have created  a categorized and alphabetical within that category listing of Spanish Android Apps at http://spanishandroidapps.pbworks.com.  I have the categories of dictionaries, vocabulary, grammar, culture, and lessons. So far I have gone through all of the Android Market and am half through AppBrain.  I have not listed every app;  for example, I limited the dictionary apps to about 15.

I am amazed at the number of droid apps that exist for the learning of Spanish.  I am hopeful that newer apps will be context based and develop communication skills.

What are your favorite Android learning apps?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

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No Basic Differences in Textbooks in 50 Years: Go Virtual

I examined two textbooks that are fifty years apart, a Spanish textbook from 1960 and one from 2010

Both:
Teach the same grammar – present, present irregulars, preterite, preterite irregulars, imperfect, …..
Teach the same basic vocabulary- family, occupations, house, …. The 2010 textbook does have more modern words such as cell phone, computer…
Start each lesson with  written dialogue
Focus primarily on grammar- almost all the exercises are grammar focused
Have images – The 1960 has black and white illustrations and the 2010 has many colored photos.
Include cultural information
Have dictionaries

Some differences:
The  1960 textbook contains 200+ pages while the 2010 textbook has 500+ pages.
The 1960 has some testing/practice material while the 2010 textbook has  much online grammar practice.
The 1960 textbook has a story line of a family with a father who travels to Latin America.  The 2010 does not have a storyline.
The 1960 textbook teaches practical vocabulary essential to daily living and traveling while the 2010 teaches specialized vocabulary such as words to describe art in a museum.
The 1960 textbook follows the grammar translation methodology while the 2010 follows the grammar use methodology.

The 2010 textbook, once all the colored photos are removed, is essential the same as the 1960 textbook.
Do modern language teacher still want to focus primarily on grammar instead of communication?

For your subject area, how has the textbook, the staple of most classes, changed over the last 50 years?
Does it scaffold information to make it easier for students to learn?
Does it include strategies to help the students better learn the material?
Does it organize information in a way to help students see similarities and differences?
Does it build in self tests so students can measure their progress in a formative assessment manner? Does it provide formative feedback?
Has it gone to the “less is better” with more concentration on critical learning  or has it gone to “the bigger is better” way of thinking?

I’ve written several blogs about textbooks Smartphone (Mobil Learning Apps as Alternative Textbooks)  and Why a Physical Textbook?

Think of creating your own virtual textbook that truly matches the state goals and your district’s goals.

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Dropbox – Great online storage

I almost never endorse products in this blog.  Dropbox is an exception. This  service  provides  free online storage of your data- up to 2 gb initially.    You can access your Dropbox from anyplace there is the Internet- desktop, laptop, tablet, phone, etc.  For example, the other day I left my flashdrive with all my class PowerPoints at home.  However, I just logged into Dropbox  from the classroom computer and downloaded the files.  Another time I realized just before class that I wanted to do an activity which was not on my flashdrive; within a few seconds, I had logged into Dropbox from the class computer and downloaded that activity.   Likewise, since I have Drop box downloaded on my laptop and notebook, I can alway make sure that the most current version of any file is available. I do not have to worry about updating or moving files from one machine to another.  I always work from my Dropbox files so they synch up.  In addition, I can easily share a file or folders with others.  If you get others to join, you get additional memory; if you share files, you get more memory.  For example, if you install Dropbox from the link below, I receive additional storage and you receive additional storage.

If you want to try it out, here is  link  http://db.tt/vcoAauE

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Revision as key to the Writing Process

Revision as key to the writing process

This graphic indicates an interesting aspect of the writing process.  Many students do a revision or possible two of their writing but they do not go through the constant revision that professional writers do.  However, the classroom teacher can build in many more revisions on the students’ work with little effort.

The students can peer review and revise their work as they do it.  For example, students write a thesis statement and then have  a peer assess it and give feedback based on the teacher’s guiding questions.  As the students develop their graphic organizer, other students can look it over for different categories, evidence and details and then the students can revise it.  As the students write their first body paragraph, another student can peer review it using a teacher-provided rubric and then the students can revise it.  The teacher can have writing strategies for that particular part of the writing process  to help the students who need additional assistance  in areas of the writing process or they can find other areas for peer review  as shown in my book Successful Student Writing Through Formative Assessment

Constant assessment and revision improves student writing.

How often do you students receive feedback on their writing during the writing process and then make revisions?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.


RSS Education with Technology

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    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
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  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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