- Center for Interactive Learning and Collaboration (CILC): Advancing ...
The Center for Interactive Learning and Collaboration (CILC) supports and advances education through videoconferencing and other collaborative technologies. A nonprofit, CILC offers access to quality professional development and student educational content, as well as consulting and technical assistance. This helps schools leverage technology to improve educational outcomes, while saving time and money. - GrowingWithGoogle - home
Essential Questions:
- Which Google Tools can help us to be more effective in our teaching and learning practices?
- How can Google Tools be used collaboratively to transform teaching and learning experiences?
- How can specific Google Tools be used creatively in classroom instruction?
- How can specific Google Tools be used to organize documents, presentations and other types of materials?
- How can specific Google Tools be used to create efficiency in teaching and learning?
- How can Google Tools create rich documentation of teaching and learning? - Google Forms: Self-Graded Quizzes « Robin's Technology Tips
Google forms can be used to create a quiz that can be graded automatically in the spreadsheet using formulas. To save you time, these instructions are for a 20 question (or less) quiz using the template with the formulas already entered. - embedit.in — Any file, in your website
- Wissahickon School District's eToolBox - pln
Personal Learning Networks defined:
* Personal - particular to a given individual
* Learning - the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom
* Network - an interconnected system of things or people
Friday, May 14, 2010
Today's Interesting Links
Thursday, May 13, 2010
Why Write Online?
Motivation on Prezi
Ensure that students have to write for real audiences and purposes, not just the teacher in response to generic prompts.
Authentic Assessment Demands:
- Engaging and worthy tasks of importance
- Faithful representation of the contexts
- Nonroutine and multistage tasks -real problems
- Tasks that require the student to produce a quality product
- Transparent or demystified criteria and standards
Further Resources/Research on Creating Authentic Audiences:
- http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0971-sept07/EJ0971Finding.pdf
- http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0985-may09/EJ0985Fantasy.pdf
You can join this session virtually on Tuesday, May 18th as I will be broadcasting it live via my UStream channel. More information and times to come.
Holocaust survivor bears witness to atrocities - News Of Delaware County - Delco News Network
Holocaust survivor bears witness to atrocities - News Of Delaware County - Delco News Network
By Lois Puglionesi
CORRESPONDENT
HAVERFORD TWP - Haverford High School English instructor Jen Ward has taught thousands of students about the Holocaust through books like Elie Wiesel’s “Night.” But Ward has always felt her classes have difficulty “making the connection between history and a real person.”
So this year Ward tried something different. With help from the Jewish Federation of Greater Philadelphia and the Holocaust Awareness Museum and Education Center she arranged for a Holocaust survivor, Michael Herskovitz, to visit the school last week.
A warm and affable man with a heavy European accent, Herskovitz, 81, described growing up in a small Czechoslovakian village where his religious Jewish parents owned a grocery store. Herskovitz said he never felt different because people treated each other with mutual respect.
But in 1943, when Herskovitz was 13, Nazi soldiers arrived and the happy life he’d known forever changed.Herskovitz described how within weeks synagogues closed, his parents lost their store, Jews were put under curfew and forced to wear yellow Jewish stars.
Stating that it was for their own “protection,” Nazi soldiers transported Herskovitz, his parents and siblings to a ghetto where they were given a tent to live in and fed once or twice a day.The situation grew even more ominous when soldiers took the family to a railroad station and put them on cattle cars crammed with 60-70 people. The train picked up many more passengers before reaching its final destination, Auschwitz.
Read more at the News of Delaware County
By Lois Puglionesi
CORRESPONDENT
HAVERFORD TWP - Haverford High School English instructor Jen Ward has taught thousands of students about the Holocaust through books like Elie Wiesel’s “Night.” But Ward has always felt her classes have difficulty “making the connection between history and a real person.”
So this year Ward tried something different. With help from the Jewish Federation of Greater Philadelphia and the Holocaust Awareness Museum and Education Center she arranged for a Holocaust survivor, Michael Herskovitz, to visit the school last week.
A warm and affable man with a heavy European accent, Herskovitz, 81, described growing up in a small Czechoslovakian village where his religious Jewish parents owned a grocery store. Herskovitz said he never felt different because people treated each other with mutual respect.
But in 1943, when Herskovitz was 13, Nazi soldiers arrived and the happy life he’d known forever changed.Herskovitz described how within weeks synagogues closed, his parents lost their store, Jews were put under curfew and forced to wear yellow Jewish stars.
Stating that it was for their own “protection,” Nazi soldiers transported Herskovitz, his parents and siblings to a ghetto where they were given a tent to live in and fed once or twice a day.The situation grew even more ominous when soldiers took the family to a railroad station and put them on cattle cars crammed with 60-70 people. The train picked up many more passengers before reaching its final destination, Auschwitz.
Read more at the News of Delaware County
Thursday, April 29, 2010
Writing for the World
Teaching is about helping students become more than just book learners. It is guiding them to be life learners. And that means that teachers, myself included, need to set up classrooms that are learning environments for everyone in that classroom - teacher included.
As a teacher, I believe that some of my best lessons have happened when I am also in the seat of the learner, learning right alongside my students. I've learned more about my own writing process as I've written with my students. I’ve learned that I have to commit to the writing process, not just to this or that essay, much like I ask my students to fully engage in writing as a process. I can’t just sit down at a computer and bang out a couple of pages, hurriedly assembled sentences and paragraphs. Like I ask my students, I need to remember that my written work is a reflection of who I am, of who I want to be. And so as I heard author James McBride once say, I must remember that “writing is rewriting.” As such, I must never look at a piece of my own writing as finished, and in turn, encourage students to return to their writing again and again and again. After all, aren’t the writers we remember those that looked at writing as a series of rewrites? Walt Whitman rewrote Leaves of Grass five times! Writing is a process that involves reflection, revision, and rewriting. Because I’ve recognized this in my own writing, I must open up space in my classroom for students to do the same. This means that I’ve had to stop assigning essays that students turn in only once, essays that I would labor over my commenting on but students either never read or did anything with the feedback.
Over the past couple of years, I’ve changed how I teach writing. Students can’t just turn in an essay to me. Instead, I ask my students to reflect on their writing goals following each writing assignment, contemplating how they addressed their previous goals with each assignment, reflecting on their progress as writers. Often times, I see essays multiple times, stressing each time that revision is not merely editing. And perhaps the biggest change to my teaching of writing involves who reads my students’ work.
Students are often asked to just write for their teacher. A single reader. What I’ve found is that the more I can open up my classroom to more authentic and meaningful writing experiences, the more invested my student writers are in the pieces they produce. The web has been immensely helpful in this process. Instead of turning in an essay on the themes of Elie Wiesel’s Night, I have students post their essays to our classroom blog site, where they can read each others’ work and give feedback. At the beginning of the semester, students write their own personal narrative essays on a core belief, in the style of NPR’s “This I Believe” program. I’ve found that when students share these essays with one another, post them on our class blog site, they generate an immense amount of feedback, and in turn, students ask to revise their essays. They ASK to revise! Later in the semester, I ask students to write editorials for our local newspaper, create web pages, and respond to each other using online discussion boards. When students learn that their writing is going to be seen by an audience other than just the teacher, they are more invested in the process of writing. They are engaged.
As a teacher, I believe that some of my best lessons have happened when I am also in the seat of the learner, learning right alongside my students. I've learned more about my own writing process as I've written with my students. I’ve learned that I have to commit to the writing process, not just to this or that essay, much like I ask my students to fully engage in writing as a process. I can’t just sit down at a computer and bang out a couple of pages, hurriedly assembled sentences and paragraphs. Like I ask my students, I need to remember that my written work is a reflection of who I am, of who I want to be. And so as I heard author James McBride once say, I must remember that “writing is rewriting.” As such, I must never look at a piece of my own writing as finished, and in turn, encourage students to return to their writing again and again and again. After all, aren’t the writers we remember those that looked at writing as a series of rewrites? Walt Whitman rewrote Leaves of Grass five times! Writing is a process that involves reflection, revision, and rewriting. Because I’ve recognized this in my own writing, I must open up space in my classroom for students to do the same. This means that I’ve had to stop assigning essays that students turn in only once, essays that I would labor over my commenting on but students either never read or did anything with the feedback.
Over the past couple of years, I’ve changed how I teach writing. Students can’t just turn in an essay to me. Instead, I ask my students to reflect on their writing goals following each writing assignment, contemplating how they addressed their previous goals with each assignment, reflecting on their progress as writers. Often times, I see essays multiple times, stressing each time that revision is not merely editing. And perhaps the biggest change to my teaching of writing involves who reads my students’ work.
Students are often asked to just write for their teacher. A single reader. What I’ve found is that the more I can open up my classroom to more authentic and meaningful writing experiences, the more invested my student writers are in the pieces they produce. The web has been immensely helpful in this process. Instead of turning in an essay on the themes of Elie Wiesel’s Night, I have students post their essays to our classroom blog site, where they can read each others’ work and give feedback. At the beginning of the semester, students write their own personal narrative essays on a core belief, in the style of NPR’s “This I Believe” program. I’ve found that when students share these essays with one another, post them on our class blog site, they generate an immense amount of feedback, and in turn, students ask to revise their essays. They ASK to revise! Later in the semester, I ask students to write editorials for our local newspaper, create web pages, and respond to each other using online discussion boards. When students learn that their writing is going to be seen by an audience other than just the teacher, they are more invested in the process of writing. They are engaged.
Sunday, April 11, 2010
Interesting Links for Teaching the Holocaust
- Classroom Resources for Teaching Night: I put this list of resources together for my students and fellow teachers. It includes a number of resources specific to the Philadelphia area as well as a number of excellent national sources. There are enrichment reading pieces and extra credit assignments.
- Music of the Holocaust: Music of the Ghettos and Camps. Although the inhabitants were incarcerated, music was composed and performed giving voice to the indomitable human spirit within the ghettos and camps. Most cruelly, the large camps had orchestras and bands who were forced to play while their families, friends and neighbors were selected for death then sent to the gas chambers or firing squads.
- Holocaust Related Music: This Hebrew song, written in the twelfth century, is by Rabbi Moses Ben Maimon, also known as Maimonides, who was a great religious philosopher. His Talmudic Psalm Number Twelve from The Articles of Faith entitled "Ani Ma'amin" (I Believe) was later sung by many Jews during the Holocaust, even as they entered the gas chambers. Maimonides' descendants clung to his words for hope for the future and for humankind.
- Fragments of a Lost World
Holocaust Resources and Organizations in the Philadelphia Region
Courtesy of:
Auerbach Central Agency for Jewish Education
Seidman Educational Resource Center
7607 Old York Road, Melrose Park, PA 19027 - Holocaust Resources for Teachers: A wealth of resources for teachers!
Saturday, April 10, 2010
I Believe
It took awhile.
After teaching nearly 500 students how to write "This I Believe" essays, I finally got off my procrastinating hiney and submitted my own. Since writing mine, I've had the pleasure of reading and watching another 100 or so 16-year-olds present their personal narratives in my World Literatures class. And, I also helped bring the essay project to other teachers in my district. Now, all 10th grade students have an opportunity to share their beliefs with their peers and teachers. It is a significant lesson in the power of voice - for teachers and students alike.
I just found out yesterday that the essay I submitted was published to the NPR "This I Believe" website - http://thisibelieve.org/essay/70654/. And just like my students, I can't express the thrill I felt at learning my piece was published. I hope that I can find ways for the next 600 students I teach to experience that same thrill of having their voice heard.
After teaching nearly 500 students how to write "This I Believe" essays, I finally got off my procrastinating hiney and submitted my own. Since writing mine, I've had the pleasure of reading and watching another 100 or so 16-year-olds present their personal narratives in my World Literatures class. And, I also helped bring the essay project to other teachers in my district. Now, all 10th grade students have an opportunity to share their beliefs with their peers and teachers. It is a significant lesson in the power of voice - for teachers and students alike.
I just found out yesterday that the essay I submitted was published to the NPR "This I Believe" website - http://thisibelieve.org/essay/70654/. And just like my students, I can't express the thrill I felt at learning my piece was published. I hope that I can find ways for the next 600 students I teach to experience that same thrill of having their voice heard.
Friday, March 12, 2010
Today's Interesting Links
- Bloom's Taxonomy Blooms Digitally, Andrew Churches - In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high.
- The New Writing Pedagogy - According to a recent Pew Internet and American Life Project study, 85 percent of youths aged 12-17 engage at least occasionally in some form of electronic personal communication, which includes text messaging, sending e-mail or instant messages, or posting comments on social networking sites. In other words, our students aren't waiting for us to teach them the ins and outs of writing in these digital spaces.
- Microsoft Word - Glogster Instructions - A wonderful tutorial/handout for using Glogster Edu with students
- TICAL PRESENTATION (digitalliteracynow) - Tara Seale's presentation on teaching digital literacy
- Technology Integration for Teachers - Home - The purpose of this site is to take an extensive list of websites that are considered high quality, reliable, and valuable and organize them in a way that even "non-techy" teachers can utilize them. It took around 10 years to collect these resources, but new ones are found every day. All of these websites have been recommended by other teachers and educational organizations and qualify as "the best". You'll find support for all core curriculum areas. In addition, you will find lesson plans, multimedia, and primary sources to enhance your students' learning environment.
- Presentation Zen: Ira Glass:Tips on storytelling - There are a lot of books on presentations, giving speeches, using PowerPoint, etc. on the market. I think I have just about every book ever written on the subject. Many are good but most are rather mediocre "how to books" that seem dated and rarely inspire or talk much about creativity or storytelling, for example. This is why it's important to look outside to different disciplines for new perspectives, wisdom, and creative guidance. For example, I have been reading (and rereading) Story: Substance, Structure, Style and The Principles of Screenwriting by Robert McKee for the past six-seven months. The 480-page book sits on my nightstand; I usually find something interesting, applicable, and inspiring every time I pick it up. It's a book on screenwriting, yet there is much we (non-screenwriters) can learn.
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