Posts Tagged 'Teach'

Big Things (Learning) First

As I was packing the car yesterday, I realized that I was following the way my father packed the car  He always packed the big things first and then worked the little things around the big things.

I wonder how often we pack the big ideas, the major concepts in the standard, first with students. Do we lead off the unit with telling them about the standard? Do we instruct them directly on the big ideas?  Do we give them activities that clearly focus on the big ideas? Do we assess them on the big ideas?

I remember watching a teacher who did a half period introductory activity to the unit. The activity was engaging.  However, it did not deal with the big ideas of the unit but with a very minor point.

Do you pack the big ideas first with your students?

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Teaching or Learning Focus

I recently talked with several  teachers. They had wonderful techniques to present a concept. However, after they taught the concept, they did not know how to monitor, diagnose, and give feedback.They did not record what they observed about the students’ learning. They did not think about what possible learning problems the students might display in order to begin to think of where the learners were and what was needed to help move the students forward. They did not have already prepared materials to help the students as part of the scaffolding feedback of moving the students forward.

Do you focus more on teaching a concept or more on helping the students to move forward in their learning after your initial teaching?

Learning from a Young Child

I was watching my 4 year old nephew and niece (twins) as they were playing, watching tv, drawing and having fun.  My niece drew scribbles and then told me a story about the scribbles.  Her parents obviously read to them. She did  sentences such as   “The cow goes to the party.  The horse goes to the party.  The dog goes to the party. They have fun.”

I thought of how much her parents read to her and of how interesting the story was that she wanted to hear it over and over again. Her parents have encouraged her to tell stories.

I wonder how we present interesting material to our students so that they want to pay attention to it, how we present the same information in different ways to them , how we expect them to learn big skills, and how we encourage them to tell us their learning stories.

Or do we read to them our book that does not interest them and only expect them to remember obscure details from the story instead of achieving big skills?

Time to Teach or Time to Learn

I was talking with another educator who teaches the same course I am now teaching. He spends the first half of the course in teaching about how to give a speech and then, in the second half of the semester, he has the students do speeches. I have my students give speeches after the third class. I think that I have scaffolded their speeches so that they can be successful in including all of the elements of good speaking. The proof will be tomorrow when they give their first speech.

Do you spend much time in teaching the material and then give the students a little time to practice it or do you present the material quickly and then give the students much time to practice?

Formative Assessment – Teacher or Student Focus?

As I have been rereading various publications on formative assessment, I’ve begun to notice a pattern. Some authors focus more on the teacher and instruction. They write about the teacher reflecting on what happens and about how the teacher should rethink the lesson. Other writers focus on the teachers’ feedback to students in this learning goal. These writers concentrate on the students; they concentrate on how teachers or other students will give the feedback so that students can improve.

Your interpretation of formative assessment will determine your focus in the class. I hope that you will focus on actions that lead directly to student improvement.

Gladly would the teacher help the students to learn

Chaucer wrote “Gladly would he learn and gladly teach.” I would like to change that to “Gladly would he/she learn and gladly help students to learn.” Unfortunately some teachers think of teaching as presenting information and then testing on that info. In the formative assessment process, the focus is on helping the students to learn.

Glick wrote :”It is not what the teacher does but what he gets the students to do that results in learning” Our focus should be not on what the teacher does but on what the teacher helps the students to do. The teacher’s “best” lecture is not good if it does not help students to do something to learn the standard. Teachers should teach less and have students learn and do more in the class. The more students do in the class, the more teachers can observe them, diagnose them, and offer formative feedback to help the students so that the students can improve drastically in their learning.

Do you focus on teaching or learning?

Teaching or Educating with Web 2.0 Tools

If teaching is to impart (or stuff in) knowledge & educating is to nourish (or pull out), which do we use technology for?

Any technology can be used for either. A wiki can be used to push stuff in such as a chapter summary or it can be used to have students think through the pros and cons of a real life situation.   Just because a technology is a Web 2.0 does not make it an educating technology.   Videoconferencing can deliver lectures (teaching) or have students share similarities and differences in local folktales (educating).  Social bookmarking does not necessarily educate, it can just provide lists of websites (teaching).

How do you use Web 2.0 Tools?


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 […]
    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 […]
    hgtuttle
  • 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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