Student Thoughts about their Math Wiki

Are you taking a “risk” as a teacher by “taking precious classroom time” to have students work on a wiki? Does this kind of “project” support the way students learn? Is it a tool that is/can/will help transform teaching?

As I thought of and suggested to my Middle School Math teacher to create a Math wiki for her Pre-Algebra, Algebra & Geometry students, I wanted to write down my Thoughts on Setting up a Student Created Wiki, and document the steps of  Setting up and Introducing a Collaborative Student Math Wiki.

I feel strongly about the reason for working with this wiki. It is NOT about the tool (the wiki itself), but about the math and a long list of other skills that are being addressed and embedded.

Students are reviewing content they learned in math class, they are organizing definitions, linking information, creating visuals, screencasts, audio files and tutorials. They are using various tools, such as Skitch and SmartBoard Notebook software to create the image and video files, but have also tapped into PowerPoint and Animoto to create Math Tutorial Music Videos.

The math teacher had an informal classroom discussion about students’ perspective of the value of the wiki. Students then brainstormed more formal questions they would like to see on a more official survey of their thoughts regarding the wiki and its effectiveness as it relates to their learning.

I created a Google Form and 7th and 8th grade students took the survey. A sample of the results are below. I would love to hear experiences of other teachers and students who have worked on and with student wikis. What are your thoughts about a wiki as a teaching/learning tool? Do students feel they are learning better/differently/more engaged? Or is this just wishful thinking on our part? Do you have pre-and post assessments or other data?

Does the presence of the visitor’s map impact your work?

  • Yes. It shows me that there are people in the world that are counting on our work to learn about math, from a student perspective.
  • Yes, because it makes me feel like someone is looking at my work that I have done, and that its helping them. This encourages me to work harder!
  • A little. It makes us want to make the Wiki good for our viewers, but i don’t feel that way.
  • Yes it does. I find that whenever I see the map and it has more dots for more people, I feel that I need to work as hard as I can to show off and impress the people who go on and use this site.
  • No. I really couldn’t care less if it is there or not. I don’t even look at it.
  • Yes, it does, because it makes you work harder because people are looking at your work.
  • Not when there’s mostly 1 or 2 views.
  • Yes, the more viewers makes me want to work harder
  • Yes, it helps to see that people actually appreciate our efforts.
  • No, although I do enjoy being able to see who’s visited our map, it doesn’t really impact my overall performance on the wiki.
  • Yes. if there are people looking at my work then I want to do my best and make it professional.
  • Not really. Just because someone from somewhere else is looking at the site doesn’t mean I need to care. Somebody in the class will probably edit the page and make it look nice anyway.
  • Yes, because it motivates us more that more people are looking at the work we have done.
  • Yes, it does. When I see how many people have viewed the wiki, it drives me to want to make it the best it can be.
  • Yes. The first thing you see when you go to the wiki is the cluster map and it shows you that other people are looking at this and judging us on this. We should do a good job and try our best because that is what they think of us, if we do a horrible job and put in no effort they will think that we are all lazy.
  • Not really. I just do what needs to be done and seeing who is accessing the wiki from where does not impact my work at all.
  • No. It is an interesting tidbit to put on the wiki and I like looking at it, but it does not really influence me to do better or worse.
  • No, it does not impact my work. When I am editing, I never even look at the visitor’s map. I think it is cool, but it does not effect how I work on the wiki. This is on the internet and can be seen by anyone, but even if it was private, I would still put my best effort into it. I think it is amazing how many people have looked at our site and possibly used it to help them with math!
  • Yes it shows me that other people use this stuff not just us. It shows that it serves a big purpose. Plus its just really cool to look at.

Do you think your work on the wiki contributes to your own learning?

  • Yes, I believe my work contributed to my own learning because every time you write something down you learn.
  • Yes, even if we have already learned a subject, putting it on the wiki helps me review what we have learned in the past.
  • Well, I don’t think about it for myself, I think about contributing to others, for their learning experience. I think it helps I just don’t recognize it, because I am a good student/ make good grades in math class.
  • It does because some of the definitions and lessons in the earlier chapters I was not here for so when I look at the information about each chapter and definitions it helps me understand and learn what I missed.
  • Yes. It is a review of the things we, as a class have learned so far. It also always helps to remember things by writing/typing them in detail.
  • Yes, because you are reviewing what you have learned in unique ways with videos and photos.
  • Not really. It’s fun to do, but I never use it.
  • Yes, when I edit I find mistakes that even help me understand what the right thing to do is.
  • Yes. I study and learn from the wiki. It helps me study for my tests.
  • Yes, It helps me to type out how to do stuff that we are learning and see how you do it too. I really like putting pictures on the pages too to show my work better.
  • No. I usually do things i know how to do already.
  • No because I do not look at it at home.
  • Yes. I believe that working on the wiki helps me remember past chapters and lessons as well as the current ones. It is good to once a week have a quick refresher of what we have been doing in math class all year.
  • Yes because when I am editing a page I have to remember the lesson and try to put it into easier words and sentences and sometimes make a picture. You have to know what you are talking about before you talk about it.
  • Kind of. It does help me remember math that we had learned at the beginning of the year, but that is about it. The wiki does not really affect me when it comes to studying for tests.
  • Yes. I feel confidence when i look at the hard worked on parts of Geometry. When we go to a new chapter and it uses tools from previous ones, I can usually find that information on the wiki.
  • Yes, working on the wiki definitely contributes to my learning. For example, something may be confusing to me, bu then I work it out step by step on the wiki and it becomes clearer. Not only that, but working on the wiki also helps me review work from earlier in the year.
  • The info definitely is an easier way to review stuff than opening our text book. It makes the topics more interesting, but since we have such a small class, a lot of the lessons are not posted by the time of the test. It is nearly impossible to add all this stuff by the time of the test. If something was unclear I can try to see if the wiki will help me understand it.

Do you think your work on the wiki contributes to other students’ learning?

  • Yes, and No…. It depends on how they view everything we put up on the screen. I believe it is some ways helps them because it is in a student perspective.
  • Yes, because if just a teacher is teaching students about work. then those students might not get the material that was taught because it might not be out of a student perspective of learning.
  • I don’t feel like other students from our school look at the other class’s pages for information. Maybe for tips on their pages, but nothing academic. Maybe next year, in Algebra, I look at their Wiki for insight and help. But, I won’t be looking at it now, because that isn’t what I”m learning.
  • Yes because this website goes into detail to every little thing we have learned in math this year. It is very comprehensive. I think this will help many people in their math classes.
  • Yes, because a students perspective of learning will help other sudents.
  • No. I don’t think a student from a different class would go on our wiki to learn.
  • Yes because many people view the wiki
  • Yes, when someone does something wrong and you fix it, the next time they see it they learn that they were wrong.
  • Yes. If I edit a page and another student needs help on that lesson then that page might help them understand the lesson better.
  • Yes, we have been working really hard on the Wiki and I hope other students are learning from us. It should help because we put a lot of information into each page.
  • Probably not because I do easy things everybody gets. They don’t look back at the old stuff.
  • Yes because they can also use the information for their math study.
  • Yes, I think that my work on the wiki helps other students learn because they can visit each page, maybe to edit or just to view and it helps them remember the math lessons.
  • Yes because the book can be very confusing! When we make the page we put it into simple terms and give visual examples that we can understand!
  • Somewhat. I know that I never go on the wiki out of school for math purposes, but for other students possibly having trouble in Geometry this is probably a helpful tool.
  • I believe that this can help students (both in and out of our school) that are going into the grade we are working on. This wiki gives them a heads up of things they need to know and gives them a brief explanation of it.
  • Yes, I think that my work on the wiki contributes to other student’s learning. We are taking the hardest math in our school, so we can not help other students from our school in Geometry. However, lots of people have viewed our site and therefore, we are useful to at least some people. We are even helping people outside of the country. To me, that is unbelievable!
    It can help if for example someone forgot their textbook, maybe he formulas would be posted on the wiki. Also, if something was unclear at school, the description on the wiki might clarify that lesson.

Do you find the wiki informative?

Do you like working on the Wiki?

Can you understand the material on the wiki?

Has the wiki helped you review previous chapters?

What do you like to work on the most?

Kindle Clippings

February 23, 2010 Uncategorized 2 Comments

Kindle
I am enjoying my Kindle tremendously. I am also trying ot be aware how the Kindle is changing (or not) my use, reading, storing, buying habits and general attitude towards books.

My reading habit is not necessarily linear and sequential, at least not for non-fiction books.  I do not read one book straight through. I have usually 5-6 books on my nightstand and/or now on the Kindle, that I am reading a little here and a little there. The Kindle allows me to highlight and copy quotes as I am reading into a “Clipping” file, that I can save later to my computer. I copied and pasted this file below. I find it a nice bread crumb trail of my reading and useful if I need/want to go back to read the context of the quote.

Anna Karenina (Leo Nikoleyevich, 1828-1910 Tolstoy)
- Highlight Loc. 661-62 | Added on Saturday, October 31, 2009, 04:19 PM

it’s very much like that gentleman in Dickens who used to fling all difficult questions over his right shoulder. But to deny the facts is no answer.

Anna Karenina (Leo Nikoleyevich, 1828-1910 Tolstoy)
- Highlight Loc. 2 | Added on Saturday, October 31, 2009, 04:20 PM

Happy families are all alike; every unhappy family is unhappy in its own way.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Henry Jenkins)
- Highlight Loc. 24-25 | Added on Tuesday, December 15, 2009, 08:47 PM

A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing creations, and some type of informal mentorship whereby experienced participants pass along knowledge to novices. In a participatory culture, members

The Future of Learning Institutions in a Digital Age (Cathy N. Davidson and David Theo Goldberg)
- Highlight Loc. 46-47 | Added on Tuesday, December 15, 2009, 09:09 PM

the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. Technology, we insist, is not what constitutes the revolutionary nature of this exciting moment. It is, rather, the potential for shared and interactive learning

The Case for Books (Robert Darnton)
- Highlight Loc. 121-22 | Added on Tuesday, December 29, 2009, 09:20 AM

the study of books need not be limited to a particular technology.

The Case for Books (Robert Darnton)
- Highlight Loc. 137-38 | Added on Tuesday, December 29, 2009, 09:25 AM

The staying power of the old-fashioned codex illustrates a general principle in the history of communication: one medium does not displace another, at least not in the short run.

The Case for Books (Robert Darnton)
- Highlight Loc. 141-43 | Added on Tuesday, December 29, 2009, 09:27 AM

The explosion of electronic modes of communication is as revolutionary as the invention of printing with movable type, and we are having as much difficulty in assimilating it as readers did in the fifteenth century, when they confronted printed texts.

The Case for Books (Robert Darnton)
- Highlight Loc. 160-62 | Added on Tuesday, December 29, 2009, 05:20 PM

Yet its past bodes well for its future, because libraries were never warehouses of books. They have always been and always will be centers of learning. Their central position in the world of learning makes them ideally suited to mediate between the printed and the digital modes of communication.

The Case for Books (Robert Darnton)
- Highlight Loc. 166-67 | Added on Tuesday, December 29, 2009, 05:21 PM

Publishers are gatekeepers, who control the flow of knowledge. From the boundless variety of matter susceptible to being made public, they select what they think will sell or should be sold, according to their professional expertise and their personal convictions.

The Case for Books (Robert Darnton)
- Highlight Loc. 192-94 | Added on Tuesday, December 29, 2009, 09:41 PM

correspondence of Voltaire, Rousseau, Franklin, and Jefferson—each filling about fifty volumes—and you can watch the Republic of Letters in operation. All four writers debated all the issues of their day in a steady stream of letters, which crisscrossed Europe and America in a transatlantic information network.

The Case for Books (Robert Darnton)
- Highlight Loc. 279-80 | Added on Tuesday, December 29, 2009, 10:10 PM

When businesses like Google look at libraries, they do not merely see temples of learning. They see potential assets or what they call “content,” ready to be mined.

The Case for Books (Robert Darnton)
- Highlight Loc. 237 | Added on Thursday, December 31, 2009, 12:29 AM

In 1790, the first copyright act—also dedicated to “the encouragement of learning”—followed

The Case for Books (Robert Darnton)
- Highlight Loc. 282-83 | Added on Thursday, December 31, 2009, 12:32 AM

Libraries exist to promote a public good: “the encouragement of learning,” learning “Free to All.”

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 613-18 | Added on Friday, January 08, 2010, 05:44 PM

Most of us intuitively know that we all learn differently from each other—through different methods, with different styles, and at different paces. We remember not being able to pick up a concept at the same time someone else grasped it instinctively. And we remember that occasionally a teacher or parent or another student would explain it in a different way, and it clicked. Or perhaps it just took more time. Other times we figured things out faster than our classmates. We grew bored when the class repeatedly drilled a concept for those who struggled to get it. And most of us had friends who excelled in certain classes but struggled in others. Our experience is that we learn differently.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 645-47 | Added on Saturday, January 09, 2010, 12:10 AM

Gardner defines intelligence: The ability to solve problems that one encounters in real life. The ability to generate new problems to solve. The ability to make something or offer a service that is valued within one’s culture.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 856-57 | Added on Wednesday, January 13, 2010, 06:00 PM

computer-based learning is emerging as a disruptive force and a promising opportunity. The proper use of technology as a platform for learning offers a chance to modularize the system and thereby customize learning.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 858-60 | Added on Sunday, January 17, 2010, 11:16 PM

Student-centric learning opens the door for students to learn in ways that match their intelligence types in the places and at the paces they prefer by combining content in customized sequences.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 860-61 | Added on Sunday, January 17, 2010, 11:16 PM

teachers can serve as professional learning coaches and content architects to help individual students progress—and they can be a guide on the side, not a sage on the stage.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1263-65 | Added on Monday, January 18, 2010, 04:04 PM

while people have spent billions of dollars putting computers into U.S. schools, it has resulted in little change in how students learn. And most products that the fragmented and marginally profitable educational software industry has produced attempt to teach students in the same ways that subjects have been taught in the classroom.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1401-4 | Added on Monday, January 18, 2010, 04:10 PM

Despite the widespread presence of computers, Maria’s school experience isn’t too much different from her mother’s experience a little over two decades earlier. Whereas her mother did the research through reference books, Maria now does it online; and whereas her mother typed out her project on a typewriter, Maria types it using a word processor. Why haven’t computers brought about a transformation in schools the way they have in other areas of life?

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1412-13 | Added on Monday, January 18, 2010, 04:12 PM

the billions schools have spent on computers have had little effect on how teachers teach and students learn—save possibly to increase costs and draw resources away from other school priorities.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1453-56 | Added on Tuesday, January 19, 2010, 10:17 PM

In the language of disruption, here is what this means: unless top managers actively manage this process, their organization will shape every disruptive innovation into a sustaining innovation—one that fits the processes, values, and economic model of the existing business—because organizations cannot naturally disrupt themselves.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1559-63 | Added on Sunday, January 24, 2010, 05:30 PM

Larry Cuban, who has conducted highly regarded studies on this topic, reports that in early-grade elementary school classrooms, computers serve to sustain the traditional early childhood school model. Computers have become just another activity center for children that they can opt to use in the course of the day. At the computer, they can play such games as “Franklin Learns Math” or “Math Rabbit.” While these games are popular with the children, they do not supplant traditional teaching; instead, teachers use them to supplement and reinforce the existing teaching model.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1564-67 | Added on Sunday, January 24, 2010, 05:44 PM

In middle and high school core academic classes in particular, students report that computers have had little to no impact on the way they learn. Teachers still deliver the instruction. Students use computers primarily for word processing, to search the Internet for research papers, and to play games.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1569-72 | Added on Sunday, January 24, 2010, 05:45 PM

“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices.”

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1588-95 | Added on Sunday, January 24, 2010, 05:49 PM

The sum of these assessments is that traditional instructional practices have changed little despite the introduction of computers and other modern technologies. A class does not look all that different from the way it did a couple of decades earlier, with the exception that banks of computers line the walls of many classrooms. Lecturing, group discussions, small-group assignments and projects, and the occasional video or overhead are still the norms. Computers have not increased student-centered learning and project-based teaching practices. The implementation of computers has not caused any measurable improvements in achievement scores.8 And, most importantly for the purposes of this book, computers have made almost no dent in the most important challenge that they have the potential to crack: allowing students to learn in ways that correspond with how their brains are wired to learn, thereby migrating to a student-centric

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1597-98 | Added on Sunday, January 24, 2010, 05:49 PM

Teachers have implemented computers in the most common-sense way—to sustain their existing practices and pedagogies rather than to displace them.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 1962-64 | Added on Wednesday, February 10, 2010, 10:16 PM

Instead of spending most of their time delivering one-size-fits-all lessons year after year, teachers can spend much more of their time traveling from student to student to help individuals with individual problems. Teachers will act more as learning coaches and tutors to help students find the learning approach that makes the most sense for them.

Disrupting Class : How Disruptive Innovation Will Change the Way the World Learns (Michael B. Horn)
- Highlight Loc. 2043-44 | Added on Saturday, February 13, 2010, 10:22 PM

If we indeed want to begin teaching subjects to students in ways that correspond to how their minds are wired to learn, it means that the science of assessment will need to evolve significantly.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 306-11 | Added on Sunday, February 14, 2010, 03:06 PM

the world has changed so fundamentally in the last few decades that the roles of learning and education in day-to-day living have also changed forever. Though many of the skills needed in centuries past, such as critical thinking and problem solving, are even more relevant today, how these skills are learned and practiced in everyday life in the 21st century is rapidly shifting. And there are some new skills to master, such as digital media literacy, that weren’t even imagined fifty years ago.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 516-20 | Added on Sunday, February 14, 2010, 07:24 PM

What is certain is that two essential skill sets will remain at the top of the list of job requirements for 21st century work: • The ability to quickly acquire and apply new knowledge • The know-how to apply essential 21st century skills—problem solving, communication, teamwork, technology use, innovation, and the rest—to each and every project, the primary unit of 21st century work

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 541-43 | Added on Sunday, February 14, 2010, 07:26 PM

Education plays four universal roles on society’s evolving stage. It empowers us to contribute to work and society, exercise and develop our personal talents, fulfill our civic responsibilities, and carry our traditions and values forward.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 611-12 | Added on Sunday, February 14, 2010, 07:33 PM

Our historic shift to a 21st century Knowledge Age, decades in the making, has forever tilted the balance of what is needed and valued in our work, our learning, and our life. In the 21st century, lifelong learning is here to stay.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 611-12 | Added on Sunday, February 14, 2010, 07:33 PM

Our historic shift to a 21st century Knowledge Age, decades in the making, has forever tilted the balance of what is needed and valued in our work, our learning, and our life. In the 21st century, lifelong learning is here to stay.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 611-12 | Added on Sunday, February 14, 2010, 07:34 PM

Our historic shift to a 21st century Knowledge Age, decades in the making, has forever tilted the balance of what is needed and valued in our work, our learning, and our life. In the 21st century, lifelong learning is here to

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 622-26 | Added on Sunday, February 14, 2010, 10:06 PM

four powerful forces are converging and leading us toward new ways of learning for life in the 21st century: • Knowledge work • Thinking tools • Digital lifestyles • Learning research

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 685-89 | Added on Sunday, February 14, 2010, 10:16 PM

With these waves of information and knowledge crashing all around them, how are today’s students going to manage and learn from this deluge? In the past, memorizing the tidy set of known facts, rules, figures, and dates of any school subject was a challenging but necessary part of learning. Today, attempting to memorize the overflowing storerooms of facts and knowledge in any field is clearly impossible. But an immense number of facts can be “remembered” or accessed as needed with a quick Internet search.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 690-92 | Added on Sunday, February 14, 2010, 10:16 PM

Yet knowing a field’s core ideas, understanding its fundamental principles, and applying this knowledge to solve new problems and answer new questions are evergreen learning tasks that will never become outdated. These learning skills need to move to the heart of what our schools teach.

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 757-61 | Added on Sunday, February 14, 2010, 10:22 PM

five key findings from research in the science of learning can be used to direct and guide our efforts to reshape learning to meet our times:10 • Authentic learning • Mental model building • Internal motivation • Multiple intelligences • Social learning

21st Century Skills: Learning for Life in Our Times (Charles Fadel)
- Highlight Loc. 818-19 | Added on Sunday, February 21, 2010, 10:02 PM

• Industrial Age education policies designed to deliver mass education as efficiently as possible

links for 2010-02-21

February 21, 2010 del.icio.us Comments Off
  • PETE&C encourages participants to live blog and backchannel PROVIDED that the presenter is aware of and gives you permission to publish that information. Linked below is a list of presenters that indicated that they welcome backchannelling:

    Backchanneling Approved Presenter List

    If you don't see the presenter's name, PLEASE ask the presenter prior to posting your notes, backchannel, or otherwise. Some content is protected by copyright and intellectual property rights.

  • Why?

    * To show others the important part of an article
    * Reduce confusion about a sent link
    * Save time for the reader
    * Save the parts of the pages you find interesting

  • I thought it would helpful to list where the new Kindle excels and where it falters. The dead tree book will never die – I think it will even have more longevity and popularity than the boutique appreciation of vinyl records – but our generation will be the last to use “books” as our primary reading systems. Expect ebooks to hit colleges in perhaps five years and high schools and grade schools in about 7.
    (tags: kindle books)
  • as Daniel notes, is that “…good finders are just as valued as good creators.” Other important roles in Web 2.0? “Good connectors,” “good sense-makers,” “good aggregators,” “good weavers,” good riffers” and many, many more. In a web 2.0 world, what happens to an idea after it’s put out into the world is often of more value than the idea itself.
  • What so you get when you take 24 grade 5 students, 5 parent volunteers, 1 student teacher, and 1 slightly crazy classroom teacher and lock them in a school over night? You get one of the best experiences I’ve ever had as a teacher.
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Quality Commenting- Student Guest Post by Zoe M.

zoe

I invite few guest bloggers to share posts on Langwitches. This makes it especially rewarding to be able to present to my readers an incredible young lady. Zoe is growing by leaps and bounds as a blog writer and commenter. She is a fourth grader at the Martin J. Gottlieb …

(3 Comments)

Annotexting

annotexting

The following is a collaborative guest post by Michael Fisher and Jeanne Tribuzzi , of the Curriculum 21 Faculty. The companion LIVEBINDER OF INTERACTIVE TOOLS IS HERE. Expecting students to read deeply and draw meaningful conclusions is at the heart of the Common Core ELA standards. Students are asked to …

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Teaching English through Film and Screenwriting…

YouTube

I am honored to be able to cross-post Stephen Wilmarth’s blog post below on Langwitches. If you are interested to read more about Steve’s International Experimental program at the Number One Middle School in Wuhan, China take a look at: Take a Peek into China’s First 1:1 iPad Class Learning…Young …

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Professional Development

edJEWcon- A Visual Reflection of a New Kind of Conference

edJEWcon-toolkit

I am slowly coming down from an incredible high this past week.  I was part of a team (Andrea Hernandez, Jon Mitzmacher and myself), that envisioned, organized and ran an education LEARNING conference. This was a first  for me, since I have only been a participant an/or  a presenter at such …

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Action Research- Quadblogging Trailer

If you are interested in following the blogs of the International Action Research teams on “Quality Writing through Blogging”, take a look at the following trailer and visit the classroom and student blogs to see for yourself the progress they are making, draw your own conclusions about blogging with students. …

(2 Comments)

Perspectives and Talking at Cross Purposes

perspective1

Perspective is defined as a mental view or outlook. Your perspective is influenced by so much and luckily is not set in stone. Your life experiences, your learning journey, the people you meet, culture, geographic location and the language you speak contribute to your current perspective. My own perspective  was …

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What am I Reading?

Silvia's bookshelf: currently-reading

Catching Up or Leading the Way: American Education in the Age of GlobalizationLost on Planet China: The Strange and True Story of One Man's Attempt to Understand the World's Most Mystifying Nation, or How He Became Comfortable Eating Live SquidThe World Is Flat: A Brief History of the Twenty-First CenturySECRETO BIEN GUARDADOThe Digital Diet: Todays Digital Tools in Small BytesFacebook Marketing: An Hour a Day

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Silvia Tolisano's currently-reading book recommendations, reviews, quotes, book clubs, book trivia, book lists

Action Research: Quality Writing on Blogs


In the month of March 2012, an International team of 4 elementary school classrooms are conducting Action Research about quality writing through blogging. You can support them by giving them an authentic global audience and modeling quality commenting on their posts.

Here are the participating classrooms with links to student blogs.
International School of Prague (3rd Grade)- Team Czech Republic
International School of Zug and Luzern- Team Switzerland ( 4th Grade)
Martin J. Gottlieb Day School- Team USA (4th Grade)
International School of Bangkok- Team Thailand (5th Grade)

21st Century Learning

The Evolution of the Classroom Schedule

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Thank you to Andrea Hernandez for the image of the classroom schedule that inspired me to put the following  visual of the Evolution of the Classroom Schedule together. No Pencil Class> Computer Class> 21st Century Learning > Learning It will take classroom teachers, who understand that “21st Century Learning” cannot …

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Annotexting

annotexting

The following is a collaborative guest post by Michael Fisher and Jeanne Tribuzzi , of the Curriculum 21 Faculty. The companion LIVEBINDER OF INTERACTIVE TOOLS IS HERE. Expecting students to read deeply and draw meaningful conclusions is at the heart of the Common Core ELA standards. Students are asked to …

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The Digital Learning Farm and iPad Apps

iPadApps-DigitalLearningFarm

I previously published a chart of Bloom’s Taxonomy and iPad Apps, which I use regularly when planning projects or look to reinforce certain skills and literacies. Since I also rely heavily on The Digital Learning Farm concept (based on Alan November’s work), I felt it was time to create a …

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The Digital Learning Farm in Action

The Digital Learning Farm and iPad Apps

iPadApps-DigitalLearningFarm

I previously published a chart of Bloom’s Taxonomy and iPad Apps, which I use regularly when planning projects or look to reinforce certain skills and literacies. Since I also rely heavily on The Digital Learning Farm concept (based on Alan November’s work), I felt it was time to create a …

(23 Comments)

Screencasting Apps for the iPad

Explain Everything

Teaching ourselves, our students and other educators how to use screenshooting (images) and screencasting (video) tools is a relevant skill to have that integrates in so many areas. Think Tutorial Designers (A role from the Digital Learning Farm) or the Flipped Classroom model. Being able to create, share and take …

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The Teacher as a Conductor of an Orchestra

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Should Teachers Be More Like Conductors? This bog post from 2009 took me to the following TED talk by Itay Talgam. Although I am not a musician, nor listen to much classical music, I was mesmerized. This TED talk was geared towards organization leaders, but I so agree with Tania …

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Global Education

Perspectives and Talking at Cross Purposes

perspective1

Perspective is defined as a mental view or outlook. Your perspective is influenced by so much and luckily is not set in stone. Your life experiences, your learning journey, the people you meet, culture, geographic location and the language you speak contribute to your current perspective. My own perspective  was …

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Walking the Walk: Action Research

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I have been blogging for 6 years now… I have written extensively about blogging (131 posts categorized “blogging” on Langwitches) I have shared two guides for teachers to start blogging with their students “Stepping it Up: Learning About Blogs FOR your Students” Part I: Reading Part II A: Writing Part …

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Curriculum21 Podcast Episode with Vicki Davis and Julie Lindsay

c21-podcast

I had the opportunity to speak to Vicki Davis and Julie Lindsay. Two educators who are making a difference in their students’ lives as well as thousands of other students and teachers from around the world. Vicki is a teacher from Camila Georgia. She blogs on the Coolcatteacher blog and …

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Blogging With your Classroom

Hyperlinked Writing in the Classroom- From Theory to Practice

what2link2

This is the follow up post to the theoretical Wondering About Hyperlinked Writing. The post ended with Now…on from the wondering, theory and resources…to the practice in the classroom. I am ready to bring hyperlinked writing (and reading) as an important genre into the classroom! Can one just start “throwing” …

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Wondering About Hyperlinked Writing

typwriter-hyperinked-writing

Almost 4 years ago, I wrote a post on Langwitches titled Teaching Hyperlinked Writing and Reading. 4 years later, many (most?) teachers have not heard, let alone are teaching and coaching their students in the use of hyperlinked writing. The word “hyperlinked” is still being underlined in red as I …

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Quality Commenting- Student Guest Post by Zoe M.

zoe

I invite few guest bloggers to share posts on Langwitches. This makes it especially rewarding to be able to present to my readers an incredible young lady. Zoe is growing by leaps and bounds as a blog writer and commenter. She is a fourth grader at the Martin J. Gottlieb …

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iPads

EdTalk- Educators Talk About Learning: Silvia Rosenthal Tolisano: iPads in education

EDtalks

I was honored to be interviewed by EdTalks- Educators talk about Learning, while speaking at Learning@School 12 in Hamilton, NZ this past January, about iPads in Education. Speaking at Learning@School 12, 21st Century learning specialist Silvia Rosenthal Tolisano asks the question: is the iPad a tool to transform learning, or a …

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iPad Apps and Bloom’s Taxonomy

Bloom iPads Apps

I felt it was worthwhile to update the Top Post (over 25,000 views) on Langwitches: Bloom’s Taxonomy for iPads I have added links to each app represented on the visual.   Remember: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. describe name find name list …

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My Ten Most Used Apps to Become Fluent on the iPad

ipad

It is no secret, that I enjoy my iPad tremendously. I even proclaimed, now and then, that I love it! From the beginning, I approached the iPad with one goal in mind: I wanted to become fluent in using it. There is a distinct difference, in my opinion, between being …

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Digital Storytelling

Transliteracy- QR Codes and Art

qr-code-jamie

Transliteracy is defined on Wikipedia as The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. The modern meaning of the term combines literacy with the prefix trans-, which means …

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Why and How to Participate in Teddy Bears Around The World Project?

TBAW-project

I posted a few weeks ago about the ongoing Teddy Bears Around the World (now in its fourth year) project. The project blog and hub can be be found at http://www.langwitches.org/blog/travel/teddybearsaroundtheworld/ I have created a How-to-Guide in order to articulate how and why to join such a project, to make …

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Teaching English through Film and Screenwriting…

YouTube

I am honored to be able to cross-post Stephen Wilmarth’s blog post below on Langwitches. If you are interested to read more about Steve’s International Experimental program at the Number One Middle School in Wuhan, China take a look at: Take a Peek into China’s First 1:1 iPad Class Learning…Young …

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