Teach With video is a blog to help teachers integrate digital video projects in the classes they teach. The podcast provides tips for classroom management, unit and lesson design, and various resources to help teachers guide students toward the successful creation of curriculum-based videos.
This presentation was created as an introduction to the flipped classroom. It was presented to teachers who were in the first month of their school’s 1:1 program to help them to begin flipping some lessons. Part 1 includes many links to help familiarize with the basics of the flipped classroom.
From the start I was not a big fan of the flipped classroom. My greatest hesitation toward the flipped classroom is that it becomes way too easy for teachers to use this as an excuse to dump more (disengaging) homework on students, by reinventing the lecture using technology. After reading more about it I believe that there is some merit to this method when the practice is used to differentiate the instruction, and place the responsibility for learning on the students, not just simply flipping homework and classwork. Below are some of the articles that gave me a better idea of what flipping is about, and more importantly, what it should not be about.
Suggested Naming Conventions For Digital Assignments
Naming digital assignments (including Google Docs) :
Block Assignment Name Last Name First Name (as it appears in the student information system/grade program)
==> HS/MS Example: C Rome Essay Kim Johnny
==> ES Example: 4B Weather Map Kim Johnny
Naming Google collections/folders:
Block Last Name First Name (as it appears in the student information system/grade program)
==> HS/MS Example: C Kim Johnny
==> ES Example: 4B Kim Johnny
Email Subject Heading (to make for easy filtering when turning in digital assignments):
==> Example: HWC
Here’s my idea for digital checkout for teachers on the last day of school. Teachers receive a list (email) of what they have to do & who checks them. The people who check have editing privileges on the spreadsheet. They put an X (or initials, or a color fill) in the cell in lieu of a signature. Simple, and not a lot of setup. You could put a little more work into the spreadsheet by adding conditional formatting such as greying out the person when all cells are checked.
Unfortunately, hard drives don’t last forever. But you can keep using them. Here is my friend Kevin‘s external hard drive shortly after it died.
I love opening electronic equipment after it no longer is in use, so that’s what I did with the hard drive. I left it sitting on my desk after opening it. I started using it as a coaster for my coffee cup.
A few days later I came across some of those rubber footpads that are used to keep things from scratching up your table. I stuck four of those to the bottom to keep my “coaster” from scratching my desk.
My seventh graders were studying the middle ages and illuminated letters. They created these with various software, although most used Paintbrush, a free download. This is just a small sample. I posted all of the letters.
Last week I presented at the KORCOS conference in Korea about my experience having a paperless classroom this year, and my recommendations to teachers who are thinking about moving toward eliminating paper from their classes. Teaching paperless isn’t as difficult as I thought it would be, and we have not used paper in my class this year.
My students have digital textbooks for several of their classes, including my social studies class. These texts are basically pdf files of the book, with a much more confusing navigation. I’m not a big fan of textbooks, and we rarely use them in class. I prefer to have my students doing their own research, or creating a product, rather than reading a textbook.
Today I asked them what they think a digital text should include. These were some of their ideas:
Links to sources (My students want the author’s sources so they can check the reliability of the textbook, or do further investigation.)
Activities they can download
Intuitive navigation (like a web page)
Adjustable page size
Links to sites of experts on the topic
Question and answer section where they can post and respond
Live chat with other students and recognized experts
Rollover of terms to see the definition
Linked table of contents
Voice controls (They are 7th graders.)
These ideas would make the text more of an interactive web site than a text book. Note to publishers: That is a good thing.
Master the tools before teaching them to your students. You would never teach Chinese or any other subject you know nothing about and expect students to learn the material. The same goes for technology. Know the software before teaching it.