Published September 2, 2013
Android , cell phone , ipad , Mobile , Mobile device , Mobile learning , tablet , Teacher
Tags: Android, cellphone, Classroom, ipad, learning, mobile, mobile device, Smartphone, Tablet
How will the students’ mobile device primarily be used? What other ways can teachers have students use mobile devices to engage in learning?
- to introduce the learning goal to the students before the teacher does in class such as in a flipped classroom
- to introduce the learning goal during the class presentation
- to present alternative ways of learning the learning goal
- to practice the learning goal after a presentation (drill and practice)
- to apply the learning concepts at a higher level of thinking (compare/contrast, synthesize, evaluate)
- to incorporate the learning into an individual student’s big project such as project based learning
- to capture in class learning such as taking a picture of the whiteboard or video recording a project
- as a written, visual, audio or media prompt for a learning activity
- to collaborate with others within and outside the class on a project
- to compete against other learning groups
- to get information from the web (websites, images, etc.)
- to get information from others via texting, email, etc.
- to poll or survey students’ interest about some part of the learning goal
- to assess student learning and provide feedback to the students (formative assessment)
- to assess students summatively (final grade on unit, project…)
- to collect examples of student work for a portfolio
- My ebook, 90 M0bile Learning Modern Language Activities, is available at http://bit.ly/90mlact.My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at http://is.gd/tbookMy modern language blogs are now at http://bit.ly/imprml. I have developed 27 Spanish activities and 4 Modern Language Visual activities in which students begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers: http://bit.ly/tpthtuttle
Published January 1, 2013
Achievement , Assess , Classroom , Curriculum , e-text , Learn , Student , technology , Textbook
Tags: Classroom, Digital, digital textbook, e-text, learning, Student, Teacher, technology, Textbook
Many textbooks now have an e-text version. Do these e-texts improve student learning?
– No heavy or bulky textbook to carry; portable
– Font size can be adjusted so students can more easily read or see information.
– Text can be searched
– Often has an online assessment; allows online quizzes to be graded automatically online
– Often has an online homework management; allows homework activities to be graded automatically online
– Has organized the content into chapters; chapters have various sections
– Text can be copied and pasted from the e-text into a word processor
– Text can usually be highlighted
– Usually includes multimedia (pictures, video, audio…)
– Often is an exact reproduction of the textbook. An E-text probably is not linked, therefore, students cannot click on words or images to get additional information.
-The e-text is still mainly print (word) based.
– Many images may supplement the text but they do not add new information; images help explain the text instead of the image being the main source of information.
– Usually a student cannot write in the e-text such as writing comments in the margin
– The user needs an e-reader, a computer or a mobile device to read the e-text.
– Additional exercises are predominantly word based.
– Most e-text homework managers and on-line quizzes only tell the students if they are right or wrong. They do not provide new strategies for learning the material.
– Since homework and quizzes are done online, the teacher may never review what the students do not know. If the teachers do not review student progress, then the teachers cannot provide formative activities for student improvement.
– Interactivity may include activities such as moving some words around or rearranging pictures but the e-text interactivity usually lacks high interactivity such as simulations.
– Additional exercises are still predominantly at a low level of thinking. They do not engage students in real-life use of the learning.
– Often multimedia is an add-on, rather than an integral part of the basic textbook. Often multimedia comes after the main learning.
– An e-text cannot be customized; teacher cannot rearrange parts such as combining a part from chapter 1, a part from chapter 3, and a a part from chapter 8 to create a new chapter.
– The digital textbook can be outdated very quickly if the e-text does not contain links to current events.
– May not show the learners the priority of the learning concepts within the chapter. What part of the chapter is the most critical? Is the most time and space spent on that critical learning or do minor concepts get equal time and space?
-E-texts are boring since they are still traditional textbooks.
What are your reactions to using e-texts?
My modern language blogs are now at http://bit.ly/imprml
I have developed many Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation at Teacherspayteachers: http://bit.ly/tpthtuttle
My three formative assessment books: http://is.gd/tbook
Published April 1, 2009
Assess , Assessment , choice , Class , Content , Correct , Education , Empowerment , Engagement , Feedback , Implement , Lesson , Participation , Presentation , Student , student engagement , Teacher
Tags: active, active participation, Classroom, Education, Empowerment, Engagement, Feedback, Foramtive Assessment, Formative, roles, Student, Teacher
On Sunday, the church congregation was surprised to see a young ten year boy be the liturgist. He said the prayers, introduced the hymns, and read the scripture. The boy had listened to the adults who usually do this and thought he could do it. He did a good job!
It made me think of what duties are only teacher duties in the classroom and what are student only duties. Students can pass out materials, collect material, take attendance, do class review, prepare classroom materials such as handouts or PowerPoints, make quizzes, and assess other students’ work. Students often present information in a way that their classmates can easily understand the information.
If we have students do more in the classroom, we can spend more time on giving small group or one-on-one with students. We have more time for formative feedback. We spend out time not in many managerial things but in helping students to learn.
Let’s give our students more duties so that we can help them more!
Published October 30, 2008
Assess , Assessment , assessment for learning , Class , Classroom , Learn , Learner , learning , Observation , pedagogy , Performance , Rubric , School , Teach , Teacher
Tags: Assessment, Class, Classroom, Evaluation, Formative, Formative assessment, learning, monitor, Observation, observe, Rubric, students, Supervisor, Teacher
I was talking to two teachers from the same school. Both teachers were going to be observed. One supervisor not only did a pre-conference a week before the observation but also gave the teacher the evaluation rubric. This supervisor asked about any special conditions in the class or if the classroom teacher wanted the supervisor to look for anything in particular. As soon as the class observation was over, the supervisor gave some positives and some suggestions for change. Then within a week, the supervisor sent out the formal evaluation.
The other supervisor showed up two minutes before the class for the pre-conference. He looked over the lesson plan. After about two weeks after the class, the teacher received the formal evaluation.
I’m wondering which technique we use when we observe our students?
For any one who is interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.
Published September 5, 2008
chalk , chalkboard , Classroom , Computer , English , LCD , technology , technology integration , technology-infused
Tags: chalk, Classroom, Computer, English, Instruction, LCD, projector, technology, technology integration, Time
I’m teaching as an adjunct at a community college which is part of the state system. I was shocked when I went into my classrooms and discovered that chalk was the technology. There was a dusty overhead in the corner. There was no computer and no LCD. For as many years as I can remember I’ve had a computer and projector in my classroom. Now when I want to use images in the classroom, color coded items in a paragraph, graphics to highlight a writing aspect, Youtube clips as a writing prompt, I cannot. Apparently, English teachers do not need technology. This English teacher does!
I am finding it very hard to go backward in terms of teaching. I’ve covered the chalkboard, erased it, and written over it again. So much wasted time. Each class is in a different room so I have to rewrite the same thing. I certainly am not going to write a long paragraph on the board.
I may have to resort to buying transparencies so that at least I can show some items- about $1.50 per transparency. I may use up my pay for the courses just in transparencies.
I need technology for my classroom so that I can spend more time teaching and less time writing on the chalkboard.
Published March 20, 2008
A New Earth , Academic , Concept , essential , Essential question , Example , Idea , Learn , learning , Lecture , Oprah , Tolle , Topic , Word
Tags: A New Earth, Classroom, essential, Example, Idea, online, Oprah, Oprah Book Club, Skype, technology, Tolle, Topic, Word
I have attended two of Oprah’s online book club sessions on Tolle’s A New Earth. I am fascinated with how Oprah selects to present information. Other than the face shots of Oprah and Eckhart, there were two screens of quotes from the book. Then there were various people who are skyping in, emailing in (Oprah reads their email), and phoning in.
I am struck by several aspects.
When there is a compelling topic, there is no need for a “three ring circus” to keep people interested. Do we have compelling topics in our classes? Do we have essential questions that are really essential to students’ lives? The battles of the US Civil War are not critical but the differences that cause wars (personal, national, and international) is a critical understanding.
Words have to be carefully chosen to convey a precise meaning. Eckhart uses words like “form” and “ego” very precisely. How carefully do we select our words in the classroom or do we “wing” it? Have we planned out a powerful verbal or visual script that guides our students in their learning? Are our words so precise that students can see differences in concepts?
Big ideas need to be accompanied by vivid examples so that the ideas become “visible”. How do we take the big ideas/concepts in our subject area and make them visible to our students through concrete examples? Do we have a story, a visual, an emovie, or some technology to show that depicts the big idea?
Published March 12, 2008
Book , Discussion , Internet , online , Oprah , Skype , Web
Tags: A New Earth, Classroom, Discussion, Education, Internet, online, Oprah, Oprah Book Club, Resource, Skype, technology, Tolle, Web
I joined Oprah’s online book club not just for the great book but to see how she does a book club online. I was intrigued by whom she had skype in, call in, or email in. I’m sure that she received thousands of online requests. I think that one criteria was location – she selected a person from China and another from Germany to show the world wide nature of the show. Each speaker was easy to understand, no heavy accents, only native English speaking people. She would wait to bring the outsider in until when they were at a particular point in the discussion. Each person amplified the topic that was being discussed at that moment. Since this online book club was live, I am sure that her staff was screening calls, synthesizing what book point each person was making, and deciding where that book point fit into where the discussion was in the show. Then someone made decisions as to which people best expanded or probed deeper into the book and forwarded that information to Oprah. She then waited to introduce the person at the appropriate moment. Did it work? Definitely. Powerfully.
How do we as teachers bring in appropriate resources at the “right” time to amplify what we are teaching? Do we have these electronic resources ready to bring into the classroom? Do the resources show a wide range of thinking to allow our students to explore the topic in-depth?