Archive for the 'scaffold' Category

World Language Students’ Scaffolded Speaking Output With Substitutions

We teach world languages so that our students can speak it yet we do not teach them  how to speak.   Students identify  speaking in the foreign language as creating the most anxiety in language learning.    Young, D. (1990). “An Investigation of Students’ Perspective on Anxiety and Speaking.” Foreign Language Annals. 23:539-553

Krashen explained the importance of input, students listening to us as we speak the target language; however, he stressed that comprehensible output is the goal of language acquisition.  Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann.

The world language teachers’ overemphasis on input, their talking in the classroom, creates a myth of promoting  student speaking.

I watched many Olympic swimming events. I watched for many hours. Can I swim any better now than  before watching them? No!
I watch musicals on TV, go to musicals in theaters,  and listen to choral groups.  Can I sing any better now with all that input? No!
Every day I  watch marathon runners go past my house early in the morning.  Can I run faster and do a marathon from all their input?  No!

Input provides the initial sounds, sentence patterns, etc.  for students.  However, students have to move to guided  or scaffolded output so they can produce the sounds and,  more importantly, the sentences to converse with one another.  Students do not  magically go from hearing our speaking to their conversing in the target language.  We need to give them some assistance as they begin to put together sentences.

One technique is to provide the students with  modern language sentences which contain choices. They select what they want to say from the available words/phrases. They say what is meaningful to them through the selection of words/phrases. They do create sentences on their own.

Scaffolded sentences provide a starting point for narrating and conversing.  In one substitution  exercise, the students change an underlined word to be true for them  such as  “I live in Syracuse.”   For example, I have for Spanish students a “Tell Me about Yourself Activity” in which students say 13 changes, 22 or 34 changes to tell about themselves (Spanish Tell Me About Yourself Substitution Sentences).  In another variation, the students change a word in over 30  questions such as  “¿Te gustar jugar al béisbol?” in Spanish Conversation Questions Spontaneous Speaking Partners .   Once  students do these scaffolded sentences, they better understand how they can recombine sentences and questions to converse with one another. They move toward spontaneous speaking.

My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card), Structured Speaking (Students substitute in or select words to communicate),  Role Playing (Students talk as people in pictures or drawing) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas),  Spontaneous Speaking (based on visuals or topics),  and Grammar speaking games. Available for a nominal fee at Teacherspayteachers:

My three formative assessment books:

Textbooks – Not sufficient for students to be proficient.

I recently had the opportunity to examine three textbooks all written at the same time.  They all claimed to be standards based.

I was shocked by the differences.  Each had the same critical information but one textbook  just showed the essential information and then had an exercise, another explained how to do it but provided no exercises, and the third talked about it generally. Even though I teach the subject, I found many of the exercises confusing or not focusing on the standard.  None of the textbook had sufficient information to guide the student from knowing nothing about the topic to be able to use the information.   To accompany the information, one had up to many colorful pictures, a second had quotations, and the third had news articles.

How can a book claim to be standards-based if it does not guide the student from the very beginning stages through to the proficient stage?  A book has to explain the information so the student understands it,  see the specific forms, and uses these forms in meaningful ways. Hopefully, these books will provide  formative assessments that permit the student to assess how well he/she is doing and to learn a new strategy to overcome any gaps.  Let’s convince textbook publishers to move from  seeing the  “cuteness” of the subject to moving the student forward to success.

How well does your textbook guide the student to success?

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

Successful Student Writing Through Formative Assessment

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

Reponding to Your Students

Do We Know the Students’ Exact Progress in the Learning Standards At Any Moment?

Every teacher should know at any given moment where their students stand in regard to state standards, state assessments, or even the “final”. We need to focus on our students’ learning progress and how we can help the students to improve from where they are to where we expect them to be. Waiting until the end of the year for students to take a pre-state assessment and then cramming down not-learned concepts make no sense.

When we start with the end in mind (Covey and Understanding by Design), we identify the precise learning we expect of the students and we create assessments that measure not only the end product but the many steps in their progress toward the learning. These mini-formative assessments help us to know at any moment where our students stand in terms of the end assessment. By using a technology as simple as a spreadsheet, teachers can keep track of their students’ formative assessments, give students new strategies to use to be successful, and, after much practice, re-assess the students to see growth.  Student learning is about continual growth toward the end learning.  If we want students to achieve the end learning goal, we need to constantly assess their progress and provide new strategies for success.

Do you know where your students’ exact progress right now in your course toward the state standard or assessment?

My new book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Successful Student Writing Through Formative Assessment

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

Reponding to Your Students

How Many Academic Firsts Do You Celebrate?

My wife and I went to see our son, daughter-in-law and our grandson. These parents proudly talked about each first success of the baby- the first time he rolled over, the first time he had cereal, the first time he made something move…

I wonder how proudly we talk with our students about their successes. Do you acknowledge each of the students’ firsts? Do you let your students know on a daily or weekly basis their successes? Do you break your curriculum down so that they can celebrate small successes instead of waiting until the end unit test to be able to show a success? Do you celebrate each success to motivate them in their learning? Do you celebrate each success to show them that they are moving forward? Do you celebrate each success so that when they find a task especially difficult they can look back to their previous successes and know that they can achieve this task? Do you scaffold the curriculum so that they can easily move from success to success or do you have a sink-or-swim approach to student learning? Do your students look forward to the next challenge so that they can show how well they are doing or do they dread the exercise that they know they will fail at?

How do you make your curriculum a success one for students so that they constantly have new learning firsts?

If you are interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.

High Quality Student Work Early in the Semester

My students have given their first speech in my college oral presentation course. I analyzed their entering speaking skills and adjusted the curriculum. We have gone over the speech rubric, analyzed three speeches using the rubric, analyzed the text of one speech, and created a template that incorporates good presentation. They organized their ideas with a graphic organizer. We spent time going over techniques for relieving nerves. They did a practice speech to a partner who gave feedback. As my students gave their first speeches, I was in shock. Wonderful Shock. Their speeches were actually at the same high level as the final speeches of my students from last semester even though this semester’s students are only in the third week of class. I had raised the bar for these students, they understood the high expectations and they had the tools to help them reach that high.

I congratulated the class on a superior job in presenting. I look forward to hearing their other speeches as they shine even more.

How do you structure your class so that your students soar in their learning? What do you do so that this year’s students do drastically better than last year’s?

If you are interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.

Visual Learning in All Subjects- Scaffold and Self-Assessment

In my English class I was reviewing basic paragraph writing. I found that of 66 students (3 classes), only two students had had a visual way to remember what goes in a paragraph. One had a snowman analogy and one had a hamburger analogy. When I introduced them to the hand analogy, one student commented that her teachers did not give her visuals of writing.

The visual act as a scaffold to guide the students as they write. In addition, they can self-check themselves by using the visual.

How do you visualize the critical information in your course in a visual only (no-text) manner to help all students to learn?

DeBono’s Thinking Hats and Student Learning

This semester I have introduced and constantly use DeBono’s thinking hats in my class.  I ask students to put on their black critical analysis hat or to put on their green alternatives hat.  When a student asks a question, I identify which hat the student is using.  Ive found that using the 6 hats (white-data/facts; red- emotion; black- critical/negative; yellow -positive’s; green – alternatives; and blue – overview/process/reflection) creates a structured approach to their thinking about something.  I can say  “We think of other ways of doing this” so use your green hat.  Therefore, there can be no negativity, no emotion, no facts, no positive, only alternative thinking.  Students feel uncomfortable at first in compartmentalizing their thinking but they do become better thinkers.

How do you help your students to think more critically?

Bike training wheels and scaffolding

I watched a young boy ride his bike that had training wheels.  I saw him dip toward one side to be supported by the training wheels.  A few seconds more and he dipped toward the other side, again the training wheels supported him. He was able to move forward, instead of falling, due to the training wheels.

I wonder how much we provide training wheels for our students as they learn our subject area. Do we provide them with support, scaffolding, so that they can only dip so far before the scaffolding supports them? Do we build in success checks frequently so that we can find out their learning gaps and then help them? Or do we let our students fall down?

Formative Feedback & Focused Handouts

So far this year I have created numerous “handouts” to help students overcome learning gaps.  I create each handout as I see the learning gap in one student.  Then I have the handout for when I see the same learning gap in other students.  In my writing course, I’ve created handouts for such topics as topic sentences, thesis statements,  plurals, run-ons, and fragments. I had to go down to the “ground zero” in writing the handouts- providing many examples, providing simple practice (with answers on the other side), etc. to guide the student through the learning gap.  I only give out the handouts to those students who display the specific learning gap.  I’m glad that I’m building up a library so that next semester I will be able to help more students.

Template Writing/ Scaffolded Writing

Even with all the step by step instructions that I gave my students, many became confused when it came time to write. I realize that I have to build in even more structure or scaffolding for my struggling writers. This coming semester I will offer a writing template to my students that is a first step fill-in-the-blank type of writing. For example, for contrast writing:

_____________________ (first item) and ________________________(second item) differ (or some other words showing a difference). They are different in ______________________(first category). __________________________________(the first item) (pick a contrast word such as however, on the other hand, meanwhile) ____________________________________(the second item-make sure to show the difference between the first and second item for this category). ………

I hope that they will use this for the in class practice writing and then they will modify it as they write their homework. The template provides a structure so that they focus on the content.

I have found it challenging trying to create a simple template so they can think about the content for the provided writing structure. To be able to create the template, I have to understand the essence of the writing pattern.

Scaffolding Writing Handouts For Students’ Success

I’ve been revising my writing handouts for my next semester classes. I’ve tried to create a step-by-step approach  in the order that they would actually do the steps and then in the checklist I repeat the steps such as for a contrast paper:
“Do I include two items in my thesis?”
“Do I directly state that I am contrasting them?”
“Do I include a detail for the first item, a contrast transition word and then a detail for the second item?”

Hopefully, if the students have followed the step-by-step approach then they will just confirm those items in their actual writing as they do the checklist on their draft. If they have missed a step then, they can catch it in the checklist and revise it before handing it in.

My students have wonderful and dramatic stories to tell; they need a structure in which to tell them well. Hopefully, the revised step-by-step process will give them the scaffold they need.

Greater Learning Through Same Model and Technology

I talked to a student who had been in the same English classes with several friends from 9th through 12 grade. Each year they had a different teacher and each year that teacher taught them “their” way of writing. When the students got to 12th grade, they just said to the teacher, “Tell us how you want us to write.” She taught them her “official” way of writing. These students are living proof that constantly changing what we expect of students results in less than proficient writers.

How can we expect students to improve in their writing if we constantly change how they should write? They will only improve when we build on one consistent model. They same is true for all subjects.

Do you get together with your department (K-12) to talk over what you expect of students and what model the students will follow? Do various teachers produce Power Points, emovies or podcasts to demonstrate that consistent model? Do other teachers help develop scaffolded handouts or Power Points that guide students through the model?

Restructuring handouts to be more formative

Originally, I had taken the sections of a writing chapter and reduced them down to their essence for my handouts. However, I found out from my students that they only looked at one section, the actual writing examples. When I asked the students about the rest of the handout, they explained that those sections were not helpful.  I had used the book’s terms and “fancy” language which did not explain “how to” do the writing process in terms concrete enough for my students to use.

I’m in the process of redoing the handouts to be the actual steps (and hopefully, the actual order) in doing each type of writing. I would like students to have steps to follow when they need the structure. When students are struggling writers, they need all the scaffolding possible to help them figure out what to do at each step. In order to create the steps, I had to mentally go through what I do in writing each type of writing. That process gave me greater insight into possible learning problems that students might encounter.

Creating writing handouts that help students think

As I have been preparing for my writing courses, I have realized that the textbook is not a practical book on how to write. It repeats the same ideas in different sections without giving a clear process for actually writing.  I’ve created a short worksheet on the various forms of writing.

For example for descriptive writing, I ask the students to go through the following steps:
Identify what you want to describe: ______________
Identify your attitude or opinion about the person, place, or thing:_____________________________
Pre-write: Organizing your description by direction (top to bottom, left to right, etc.). My organization is ____________
Pre-write: Identifying the sense words about your person, place, or thing: (sounds, sights, texture, smells, tastes): ______________________________________________________________________________________
I’ve given them several graphic organizers to help them.
Pre-write: Make sure all of your sense words support your attidude
Add in your direction transition words and phrases.
Write out your passage.

When we give students scaffolding, they can be successful in their writing.

How do you scaffold your students’ writing in your subject area so that they can be successful?

Scaffolding for Students Success

I’m preparing two writing courses for next semester. After checking the textbooks, the workbooks, and teacher DVDs/websites for both courses, I still do not feel that the students have enough structure to help them be successful in writing. Using high level writing terms or asking “Does your topic sentence convey a controlling idea?” does not provide much assistance to struggling writers. I tried to read the textbook and write the paragraph patterns such as narrative writing based on what I found in the book, I could not write what the book rubric indicates as a good paragraph. I searched the Net and likewise found many generalities but did not find specific structure to guide students through a complex process. I found this past semester that my students need much guidance in writing. I hope that as I create materials by greatly expanding on the textbook that I can provide them with the step-by-step they need to go from writing anything to write a vivid narrative.

How much guidance does your textbook, PowerPoints, worksheets, etc.. provide for the students so that they can be successful.?

TomTom Navigation: A Metaphor for Formative Assessment

I just received a TomTom car navigation system as an early Christmas present. I really like it since I get lost alot. I am fascinated that it knows where I am, where I want to go, and can show me how to get there. It tells me far ahead when I have to make a turn and reminds me as I get closer. If I make a wrong turn, it can redirect me.

How many of us are TomToms for our students? Do we show them their end destination and scaffold their learning experiences so that they can successfully arrive at the destination? Do we help them to be their own TomToms through self-reflection and critically analysis?

Giving Students a Scaffold for the Course

Scaffold steps

Often we may go through a course, teaching topic after topic. The students do not see the connection between the topics. However, if we could give them an over arching scaffold, then they could fit things into it. For example, an English teacher may teacher a standard format for writing within the writing process (introduction; body with paragraphs to supply the examples; and conclusion). Students can use this format whenever they have to write in class. They learn that they only have to slightly vary the body organization and content to achieve the specific purpose of any writing. Therefore, each writing task does not seem like a completely different type of writing. One teacher had the full writing steps printed out on business cards so the students could always have the scaffold with them.

What do you have in your course that provides an over arching scaffold to the students? What serves as “the great connector” for all the learning in your course?

As a result of my instruction and with technology, students learn

As a result instruction and technology

While looking for Math prep exercises, I came across a lesson plan. The initial phasing impressed me.

As a result of my instruction, when the students are presented with a multiplication problem they will be able to find the answer to the problem with out any teacher assistance and students will answer at least 98 to 95% correctly.”

What if we changed that to “As a result of my instruction and with the use of technology, students will ….”?

How do we scaffold students’ learning so that they are successful in demonstrating the learning? How do we use technology to help them climb the learning ladder to the top?

Do we administer a pre-test via technology?
Do we provide students with pre-requisite background information through the use of technology?
Do we model the learning with technology?
Do we guide students through the learning steps by using technology?
Do we provide them with guided practice through the use of technology?
Do we check for understanding by using technology?
Do we provide independent practice through technology-infused experiences?
Do we provide students with closure through the use of technology?

So how do you use technology to ensure that students will successfully learning the selected standard?

© Harry Grover Tuttle, 2007


Developing ELA Inference Reading Skills Through Technology: Literal Reading


Once your students understand questions words, they can move on to answer questions.

-Provide students with a short sentence and ask many questions about the sentence. “John goes to the store at three o’clock. When does John go to the store? Where do he go? Who goes to the store?” Make the questions as literal as possible. Have them use their word processor to highlight the question word in each question and change the font color to a specific color. Then they highlight the answer in the same color. For example, they would underline “When” in red and underline “at three o’clock” in red. Give them many different one sentence passages until everyone can answer the question words for the literal passages.

-Next give them a complex sentence and ask many literal questions about the sentence. “In the northeastern part of the city at noon the tall man crashed his new truck into the tree because the sun was so bright.” Who crashed the truck? When did the truck crash? Where did the truck crash? What did the truck crash into? When did the truck crash? Why did the truck crash? They can word process their answers. Help them so that they can answer the Ws for any of these literal questions. The students can go almost directly (literally) from the question to the answer in the passage. Repeat longer complex sentences until all students can successfully answer the literal questions about the complex sentence.

-Then give them a short paragraph and ask many literal questions about the paragraph. Make sure the answers are in different sentences in the paragraph. Have them answer the questions by using the Smartboard or Mimeo so the class can verify that their answers are correct and that they know why the answers are correct. Give them many different paragraphs until everyone can answer the question words for the literal paragraph.

-Celebrate their success by showing them some beautiful pictures and asking literal questions about the pictures.

– Only proceed to inference questions when all students can successfully answer the literal ones.


Improving Student Learning Through a PowerPoint Guided Lesson

Student Learning Scaffolded by PowerPoint

Tomorrow I have been invited to do a demonstration lesson on how to improve students’ academic learning through technology.

I’ll use PowerPoint to guide the students through the lesson. I will use it to:

Keep the students focused on the topic

Show many visual examples of the topic

Link to websites that give information about the topic or that show movie clips about the topic
Emphasize particular word parts, words, or phrases

Compare and contrast items so students better understand each

Scaffold an activity going from an easy step to a very complex step through several screens in such a way that all students can do the complex step

Review the information (just duplicate an initial slide and move it to another part of the lesson)

Present quick assessments and show the answers to the assessments

Modify (re-arrange) the lesson if students are having problems

Provide instructions to the students so they know what to do during each activity

Move from one segment to another with ease.

Keep the students motivated by changing background colors and designs

And I won’t have to erase and re-erase the chalkboard 🙂


Technology Integration Projects: Structuring,Time, and Student Learning

Structured Learning or Wasted technology

I watched as a teacher had her students prepare a presentation on a famous person. I heard the teacher say to one student “You’ve been looking at the pictures of her for 20 minutes. Maybe you want to find some information.” Also, the teacher said to another student, “I know he has some good songs but you have just been listening to the songs. Are there some websites about him?” At the 45 minutes of the class, I noticed that most students had produced one screen in their PowerPoint presentation. The screen generally said, “__ is a famous singer.” or there was a picture of the famous person.

Yes, it was a wasted 45 minutes. Was it due to the technology? No! The teacher had not structured the experience for the students. There was no handout that walked the students step by step through going from the knowledge level of thinking to the analysis level of thinking. She had not told students what she expected them to produce by the end of the period. She had not specified the depth of information she wanted from the students. She did not model what she wanted. Without her structuring, the students wasted away the period.

How do you structure your technology integrated projects for successful student learning in an efficient time manner?


Successful Student Learning through Technology Scaffolding

Yesterday I received a postcard reminding me of my yearly hearing check up. I was glad that they did not call 🙂 I thought about students in the classroom.  How many of them are getting messages in a form that is hard for them to “hear” ?

Are teachers scaffolding the learning in  step by step increments so that each student can climb to success?  Those students who do not need every step can quickly climb.
Does the scaffolding allow students to see, hear and physically experience the learning?

Madeline Hunter felt that teachers should provide input (the prerequisite knowledge) for the students before teaching the new concept.

A male Spanish teacher who is going to teach  shopping words for clothing will want to review basic vocabulary such as colors and purchasing words such as to buy, price before he teaches the clothing. He can go to Google and quickly find a color wheel so the students can identify the colors. He find pictures of people buying clothing to review or teach buy, sell, and price by using the technology of  Google or flickr and Power Point.

When he moves to the main part of the lesson, he can show students the clothing with the Spanish word next to it and then ask the students to point to that clothing that someone is wearing. The Power Point scaffolds the students’ learning so that they can see the item, see the Spanish word, hear the word as the teacher says it, and then use it as a basis for  pointing to it in the classroom. If the teacher wanted, he could go to a website that says the words so the students can hear another person say the same word.

As the teacher has the students have conversations about the clothing, he can have them role play based on clothing situation visuals taken from Google or Flickr. The students can use the visual prompts from the visuals to assist them in their speaking. Those students who need scaffolding can constantly refer to the visual while those who do not need such scaffolding use the visual as a jumping off point.

By using technology to scaffold the learning, all students can learn and use Spanish clothing shopping words.

Technology-Infused Learning: Restricted or Scaffolded Learning?

( learning)

( learning ….Learning….LEArning……LEARNing…..LEARNING)

I had a talk with a teacher who decided to incorporate technology into her unit.  She decided what activities she wanted the students to do and then she fit the technology into those activities.  She was working with countries of the world.  She wanted each student to do a report on a country.  She decided that they would gather the information from the library’s encyclopedias and then her students would prepare a PowerPoint presentation of the country’s information. It was to be all words.

I had a talk with another teacher who decided to incorporate technology into her unit. She decided what particular standard she wanted her students to practice.  She and I discussed various activities and various technologies that might help scaffold the learning for her students.  She decided to have the students select five images for their chosen country from Flickr/Woophy and then for them to describe the variety of geography in a PowerPoint. They would use those five images to tell the different geography and how it might influence life in that country. 

Have you talked with your technology integration teacher or Library Media Specialist recently to see new ways of using technology-infused learning to scaffold learning for your students?

How to use technology to scaffold student learning?

Jamie McKenzie’s writing on scaffolding

made me realize that there are two types of scaffolding: 1) to successfully learn a concept and 2) to climb up levels to more complex learning about a concept.


We can have students go to website in which they practice a certain math formula through breaking the formula into its subparts. The website scaffolds the process so that they can correctly use the math formula. The students have succeeded in learning the formula.


We can have students go to another website where they have to figure out which math formula to use and apply it to real life situations. If students want help (scaffolded learning), they can go to a section which asks them questions about each formula and its use. The students have succeeded in learning information at a higher level through the scaffolding.


Another image is between a web scavenger hunt for facts and a higher level thinking webquest in which students compare and contrast information.


How do we use technology to scaffold student learning? To learn the lower level of a concept or to explore the higher more complex level of the concept?



Deliberate Learning and Technology

In July of 1978 I saw a demonstration of a desktop computer (a Radio Shack TRS 80). Immediately I thought of ways of using it in my middle school Spanish classroom and so I bought it. However, I quickly learned that I had to program it; there were no commercial programs. I had to decide whether the student learning was worth my time in creating the individual programs. As I thought of each lesson that I was going to teach, I would decide if the computer was a useful tool for presenting or testing information. I found that I could develop meaningful vocabulary, grammar, written conversation, and cultural lessons. Once I decided to use the computer for a specific lesson, I had to be very precise about what I wanted the students to learn, how they would be quizzed, and then how I could structure the learning activities for students’ success; today we call it Understanding by Design. Then I would write the computer program for that lesson.

I included the computerized lesson as one of the learning stations in my Spanish classes. Usually the computerized lesson provided a follow up to the previous day’s introduction of a new concept or it reviewed a topic covered the past week such as vocabulary. Students would huddle around the computer; they took turns answering the questions. If a student was not at the keyboard, he or she wrote down his or her answer before the keyboarder entered the answer. Students were thrilled by the computer program since they knew instantly whether they were right or wrong. If the keyboarder was incorrect, then the computerized lesson provided some remediation. I felt like I had a partner in the room.

Structuring student learning for success through technology was a laborious yet rewarding task for me. Now, as I visit classrooms in many schools and have pre-service teachers report on their supervising teachers’ classrooms, I wonder how deliberate teachers are in helping students to be successful learners through technology.

I find that many teachers have their students use technology since the teachers can use the technology with very little effort. On the other hand, I have found that some teachers’ technology embedded learning activities result in much classroom time and little subject area learning. I feel that sometimes there is a disconnect between the selected learning and the students’ specific technology use.

If teachers can be more deliberate about the specific learning they want for their students and how they will assess that learning, they will create appropriate technology embedded learning activities that allow their students to be successful learners.

RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    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 […]
  • 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 […]
  • 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 […]
  • 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 […]
  • 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 ( Equally important, a letter […]
  • 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 […]
  • 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 […]
  • 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. […]
  • 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 […]
  • 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 […]

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