Differentiating Instruction with Technology - build a framework and consider all learners in your plans. Shared with the audience at the Kentucky Country Day School in Louisville Kentucky at Teach, Tech, Learn 2014
The document discusses how social media and technology are transforming business and education. It outlines current and future trends, including the increasing use of cloud-based technologies. Specific applications covered include using multimedia and YouTube in education, and social media strategies for businesses. Challenges and opportunities for education are examined, such as electronic books, mobile learning, augmented reality, and learning analytics. The role of video, file sharing, and online education tools are also addressed.
This document provides an overview of a professional development session that explored innovative applications of Web 2.0 tools in various curriculum areas. The session objectives were to explore applications of tools like podcasts, Prezi, Voicethread, wikis, and iPads. Examples of how these tools could be used in classes like biology, Spanish, and business were provided. The session also shared ideas for implementing tools in schools, including resources, committee focus on professional development, and hands-on activities for teachers.
This document outlines the agenda and content for a session on using digital technologies in adult education. It discusses checking in with participants, reviewing several social learning theories, and how to effectively use technologies for learning. The session will include a breakout activity where participants discuss how a selected app or tool can support social learning and promote a Community of Inquiry model. Participants are also instructed to complete readings, share thoughts, and start planning a lesson for an upcoming assignment.
Web 2.0 refers to online tools that allow users to collaborate and share information online. It emerged in the 2000s and enabled interactive features like blogs, wikis, and social media. Web 2.0 improved on Web 1.0 by allowing users to both consume and produce content. Adopting Web 2.0 tools in education can increase collaboration, engage learners, and better prepare students for a technology-focused future.
The document discusses emerging technologies that can be used in ESL teaching, including web 2.0 tools like blogs, wikis, and podcasts. It provides examples of how to integrate these technologies into the classroom to engage students, promote collaboration, and assess writing. The author shares his experience successfully using web 2.0 at Universidad del Este in Puerto Rico, which increased English course retention rates from 64% to over 90%.
The document outlines the agenda for an online course session on using digital technologies in adult education. The session will include check-ins, an introduction to the FlipGrid platform, a collaborative activity to create a course review video using FlipGrid, exploration of a backchannel chat app, Q&A on Assignment 4, and reminders about upcoming due dates and eBadge nominations. Participants will discuss their experiences using social media with adult learners and provide advice for fellow teachers.
Innovation in the Australian VET sector - is it possible?Michael Coghlan
The document discusses innovation in the vocational education and training (VET) sector. It notes that while innovation was possible in the past, increasing assessment requirements and compliance culture have reduced the sector's ability to innovate. Suggestions to re-enable innovation include giving teachers more time to develop materials, allowing experimentation without pressure for immediate success, and creating an organizational culture that supports innovation. Emerging technologies like flipped learning, mobile learning and augmented reality could also promote innovation if regulatory barriers are addressed.
Integration of technology_into_the_curriculumYezenia C
This document discusses strategies for integrating technology into the K-12 curriculum. It defines educational technology and outlines the National Educational Technology Standards. A variety of tools are presented, including SMART Boards, blogs, Glogster, Google Docs, videos, wikis, and webquests. These tools can be used to engage students, promote collaboration and creativity, and reinforce skills. The document also provides tips for creating a personal learning network and avoiding distractions while teaching with technology.
The document outlines the agenda and content covered in an online course session about using digital technologies in adult education. The session included check-ins, discussing assignments, key points from course readings on learning pace, feedback, and assessment. It also covered the Technology Acceptance Model, Diffusion of Innovation theory, breakout activities, a demonstration of digital badges, and assignments due. The goal was to help students apply course concepts and explore educational technologies.
The document outlines the agenda for an online course session on using digital technologies in adult education. The agenda includes check-ins, an introduction to the FlipGrid platform, a collaborative activity to create a course review video using FlipGrid, an exploration of the Backchannel chat app for education, Q&A about an upcoming assignment, and reminders about upcoming due dates and e-badge nominations. Participants will discuss their experiences using social media with adult learners and share advice for fellow educators.
This document provides an overview and instructions for an online course titled "Digital Technologies in Adult Education". It includes:
- A welcome and introduction from the instructor.
- An outline of the course purpose, which is to analyze and evaluate digital technologies for adult learners and explore unfamiliar technologies.
- Instructions on navigating the course site and participating in online classes.
- An overview of assignments which include weekly blog posts, assessing a digital tool, and developing a lesson plan integrating technology.
- A list of required course readings and resources.
- Contact information for the instructor and information about getting started with the first week of the course.
Our online life: Ideas for teaching primary studentsJoanne Villis
This slide share provides ideas for teaching students about responsible use of the online world. It provides practical ideas and strategies for teachers.
This document discusses eportfolios from the perspective of a "boomer" or older worker. It notes that most boomers do not need eportfolios as they are nearing the end of their careers. However, younger "web 2.0 citizens" may expect to be able to use personal learning and social networks in the workplace. The document also discusses challenges with implementing eportfolios in organizations, as the technology can be disruptive. It suggests that eportfolios may be best left to individual users, with organizations providing tools and support only if requested.
Accessibility tools iste inclusive learning playground 2016 - when just mak...Jennifer Edge-Savage
The document discusses assistive technology (AT) tools that can help ensure all learners have access to digital content and engagement. It defines AT and provides examples, such as text-to-speech, speech-to-text, and tools that allow for multiple means of representation, expression, and engagement. The document emphasizes that both AT and universal design for learning (UDL) are needed to support individual students' needs and make learning accessible and flexible for all. It concludes by listing top AT/UDL tools and resources for further exploration.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
The document provides information about professional development opportunities for educators through WGTE Public Media, including schedules, sessions, and grant information. Educators can sign up for professional development credit through Lourdes College and participate in sessions on topics like SMART Boards, Google tools, and social media. WGTE also offers "BIG Tech Paks" that provide technology equipment and training, and resources are highlighted for subjects like environmental science, engineering week at Imagination Station, and the Toledo Museum of Art's online educator resources. Grants through ING and Horace Mann are also noted.
Subject-verb agreement refers to whether the subject and verb match in number. This document provides examples of singular and plural nouns and their corresponding verbs for practice with subject-verb agreement including: cacti, wolves, wife, goose, focus, formula, and mouse.
This document lists common English verbs and their past tense forms. It provides the base form of each verb in the present tense followed by the past tense form, including "speak/spoke", "run/ran", "go/went", "eat/ATE", "drink/drank", "sing/sang", "see/saw", "swim/swam", "build/built", "come/came", "know/knew", "hear/heard", and "grow/grew".
The document appears to be a quiz about Lady Gaga testing the reader's knowledge of her music, albums, music videos and famous outfits. It consists of 8 multiple choice questions about details of Lady Gaga's singles, albums, music videos and the meaning behind some of her songs. At the end the reader is given a certificate assessing their level of knowledge as a "little fail", "paparazzi" or "highway unicorn" depending on how many questions they got right.
The document contains multiple choice questions and answers from a chapter review on planetary atmospheres. It covers topics like the composition of Earth's atmosphere, how atmospheric pressure decreases with altitude, the greenhouse effect, factors that influence Earth's climate and temperature, the layers of the atmosphere, and comparisons of the atmospheres of Earth, Mars and Venus. The questions are part of an online review for a college-level astronomy course on planetary atmospheres and terrestrial worlds.
1) A Teoria do Campo do Ligante (TCL) aplica os conceitos da Teoria dos Orbitais Moleculares (TOM) para explicar as propriedades dos compostos de coordenação, considerando a formação de orbitais moleculares a partir da interação dos orbitais do metal com os dos ligantes.
2) A TCL fornece uma explicação para a ordem da série espectroquímica baseada na capacidade dos ligantes de aumentar ou diminuir o valor do parâmetro de campo ligante (ΔO).
3) A TCL leva em
In 3 sentences or less, here is a summary of the key information from the document:
The document provides tips and considerations for creating effective infographics, recommending the use of white space, visual hierarchy, visuals over text, and consistent themes or structures. It suggests tools and techniques to draw attention through color psychology and pairing, while advising against misleading graphics or irrelevant images. Research on color meaning and effects in marketing is also encouraged to be embedded and cited in the infographic for credibility.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
This document discusses the active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. In general, the active voice is preferred as it is more direct and forceful. However, the passive voice can be used when the performer of the action is unknown or unimportant, or when the receiver of the action should be emphasized. The document provides examples of active and passive sentences and explains how to identify and transform between the two voices.
Haushalt 2015/16 - Ländlicher Raum und Verbraucherschutz Winfried Kropp
Hans-Peter Storz MdL informiert über politsche Schwerpunkte im Haushalt des Ministeriums für den Ländlichen Raum und Verbraucherschutz in den Jahren 2015 und 2016
Technology Driven Differentiated Instruction June 2013 #tic13Vicki Davis
You can drive student learning by creating a classroom environment where students thrive and learn. What does differentiated instruction look like in today's classroom? How can you manage project based learning and reach every student? TIC13 Dubuque, Iowa
Technology Driven Differentiation - Jostens 2014Vicki Davis
You can differentiate your classroom with technology. Learn to build a framework and toolset that will help you use multisensory learning and differentiate to reach every single learner.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
You can differentiate instruction and reach every child by building a technology framework of tools that can be used to reach all of them. Personalize learning and level up! You can do it!
Making predictions about technologies to support can be tricky. Using the New Media Consortium's Horizon Report is one way to get a snapshot of the technologies and practices to expect on campus. The Horizon Report picks six technologies likely to have an impact on higher education with horizons of a year or less, two to three years, and four to five years. The 2008 list: grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems (see http:// wp.nmc.org/horizon2008/). Bring your questions, experiences, and ideas to this thoughtful conversation that will help us map our way into the future.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
This document discusses using iPads in education. It begins with an introduction to iPad fluency - moving from being skilled at using basic iPad functions, to being literate in using specific apps for tasks, to fluency where skills are unconscious and tasks are effortlessly combined. Sections provide tips for getting to know the iPad, increasing app knowledge through sources of new app information, apps for specific tasks like reading, multimedia, collaboration and creation. Apps are categorized for teaching different subject areas and cognitive skill levels based on Bloom's taxonomy. The document emphasizes that iPads provide ubiquitous access to information and resources for students, and their intuitive interface allows all students to access technology.
The document discusses various ways to integrate and manage technology in the classroom. It provides tips for facilitating group activities using online collaboration tools like Google Apps. It also offers suggestions for conducting research using digital tools and communicating final projects through platforms like Animoto and PowerPoint. The document outlines strategies for managing devices when there is only one classroom computer or multiple computers, and provides norms for using handheld devices. It stresses that technology should be used to enhance learning.
This document discusses using technology to drive differentiated instruction in the classroom. It begins by introducing Vicki Davis, the teacher, and providing links to online resources. It then discusses using an educational network, wiki, personal learning networks, audio/video creation, and global collaboration to engage students with different learning styles. Specific tools that support different styles are outlined for each category. The focus is on giving students choice and voice through various technological means.
7 Steps To A Flat Classroom Maine Oct2007Vicki Davis
Vicki will present the "Flat Classroom Project" that connects her classroom to others. She will teach you the seven principles to a flat classroom including a debut her Intuitive Learning Method for teaching software that she has never presented before.
This document provides an overview of technology standards and resources for integrating technology into K-12 classrooms. It discusses the Technology Application TEKS, ISTE standards, and technology standards for beginning educators. It also introduces a variety of free web 2.0 tools for communication, collaboration, and content creation such as Google Docs, Edmodo, VoiceThread, and Animoto. Teachers are encouraged to consider how they can use these tools to enhance student learning and communicate more effectively with students, parents, and the community. The document concludes by having teachers discuss and plan how they might integrate 3 of the tools into their own classrooms.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
This document summarizes a presentation about using mobile technologies in the classroom and beyond. The presentation was given by Professor Gina Bowers-Miller and discussed a course she taught called CIS 145 "Using Mobile Technologies". In the course, students explored apps for different mobile devices and completed group projects comparing 3 devices and apps. Some of the projects included mind mapping, zombie preparedness, and cloud-based projects. The presentation shared the projects, results, and favorite apps from the class. It also provided an overview of the mobile devices and apps used in the course.
This document provides examples of how mobile devices and apps are being used to enhance teaching and learning in colleges across Scotland. It describes projects at South Lanarkshire College, Perth College, Clydebank College, and Reid Kerr College that utilize tablets, QR codes, games, and augmented reality to provide interactive learning activities and assessments. The examples illustrate how mobile technologies can increase student engagement, promote self-directed learning, and provide new ways of formative assessment beyond traditional computer labs.
This document summarizes a presentation about using Web 2.0 tools for school administrators and board members. It defines some common Web 2.0 terms like wikis, blogs, and podcasting. It encourages the use of these tools to engage students and communicate with communities. Specific tools demonstrated include Google Docs, Google Forms, Jing, and Skype for collaborating and creating multimedia content more easily.
Similar to Technology Driven Differentiated Instruction #KCDTTL (20)
How to Connect Your Classroom in World Class WaysVicki Davis
We must redefine how we teach online. Don't just have a low-engagement online classroom that just duplicates how you teach face to face. Redefine it and level it up. If you have to learn online, do it in a world class way!
5 Ways to Help Teachers Progress in Their Use of TechnologyVicki Davis
Teachers can and will improve under the right conditions. In this presentation, I share the techniques I've learned to help promote and encourage change throughout your school.
This document provides an overview of an online session about global collaboration in the classroom. It begins with introducing the presenter, Vicki Davis, and provides her contact information. It then lists 5 common reasons why global classroom projects fail and provides 4 top reasons to connect students globally. Steps for finding project partners through social networks, established networks, hashtags, and conferences are outlined. The document concludes with listing several global projects the presenter has led and the schools and students involved.
How do we influencer our students in positive ways in the 21st century? Here are the slides accompanying the keynote presentation given at Woodward Academy at STLinATL in July 2018 about this topic.
Writing Tools that Help Kids Write BetterVicki Davis
Vicki Davis, author of Reinventing Writing, shares how to teach writing and the tools that make a difference. Note that some of these slides have stories that go with them, so it may not make as much sense as in person, but the links are here to peruse. I gave the link for the nearpod files in our session today.
Differentiating Instruction with TechnologyVicki Davis
How do we reach every child with technology? How do we select the tools and build a framework so that we can reach every child. Here are the slides with the differentiating instruction with technology presented in Akron in June 2018
50+ Ways to Use Technology in the ClassroomVicki Davis
Some of the favorite tips and tricks of Cool Cat Teacher. Get ideas for slides and ideas for your classroom. And remember, pick your big three - the next three things you're going to learn. And innovate like a turtle - pick 15 minutes once or twice a week to learn and try something new. You can do it!
5 Ways to Help Your Students Be Future ReadyVicki Davis
The slides for the presentation 5 Ways to help your students be future ready shared with Akron City Schools in June 2018. Many of the stories are not included in the slides - just contact Vicki Davis https://www.akronschools.com/3T for more information
Educators need to relate to and reach their students. In this fast presentation, Vicki Davis shares with educators at EduTech17 in Dubai about some of the essential things they need to do to reach and educate the modern student. Additionally, students served on a panel to talk about the things they are doing in their modern STEAM classroom.
5 Ways to Find Your Voice, Share Your Passion, and Build a Platform - NNSTOY17Vicki Davis
This document outlines a 5-step process for teachers to find their voice and build an online platform:
1. Understand your power to influence and decide your values and priorities.
2. Choose your preferred social media platforms and topics to share based on your strengths and interests.
3. Develop realistic habits such as scheduling posts in advance to consistently share your message outside of classroom time.
4. Focus on building relationships and highlighting other educators rather than selfish promotion or arguments.
5. Start small by committing to one daily habit, such as blogging or podcasting, to make an impact.
Mega edtech tool Share - Vicki Davis #iste17Vicki Davis
This presentation covers blended learning tips and then my mega tool share with the hottest tools in my classroom and in classrooms around the world as shared on my 10-Minute Teacher Podcast. This was created for ISTE 2017. Enjoy!
8 Steps to Global Collaboration for Every ClassroomVicki Davis
Students in a classroom will collaborate globally on an 8-step project to transform learning. The 8 steps are: 1) Connect, 2) Communicate, 3) Cultivate Citizenship, 4) Contribute and Collaborate, 5) Empower Choice, 6) Create Things that Matter, 7) Celebrate, and 8) Reinvent and Level Up. The secret to each step is provided, such as connecting yourself first before connecting students, using frameworks for discussion, ensuring all students contribute, allowing student choice of topics, engaging students through meaningful projects, and celebrating accomplishments.
9 Key P's for Proactive Knowledge - Digital Citizenship in 2016Vicki Davis
Digital citizenship for the modern age is often best taught with students researching and learning about the nine aspects of digital citizenship. Presented at GAETC by Vicki Davis @coolcatteacher
How social media has impacted society. One educator's strategy for social media sharing and why everyone should consider social media as part of helping the organizations they love.
50+ Ways to Improve Your Classroom With Technology v 4.0Vicki Davis
Get the latest ideas for how to improve your classroom with technology. This grab-bag of ideas will be accented by practical real world examples shared by classroom teacher Vicki Davis, the Cool Cat Teacher.
Differentiating Instruction with Technology v. 6.0 at GAETCVicki Davis
How do you differentiate instruction with technology? Here are the tips and tricks for building a toolkit and creating an environment where every student can learn through differentiating instruction.
Writing Tools to Make Teaching Student Writing SimpleVicki Davis
An overview of the simple tools and techniques to help teach writing to students. From every phase of the writing process to ways to inspire and excited kids about writing, Vicki Davis, from the Cool Cat Teacher Blog has created a resource to help teachers.
Mindsets and Classroom Management for Making and Inventing in Every ClassroomVicki Davis
Constructivist methods empower making and creativity, but how do you manage your classroom? How do you engage learners? How can you create a culture of innovation? Experts in this movement will share practical answers and advice to these questions and more. Easily manage your makerspace, genius hour, or passion projects.
SKETCHNOTING IN EDUCATION: THE BEST PRACTICES, BENEFITS AND HOW-TO’S OF SKETC...Vicki Davis
Sketchnoting and visual notetaking can improve learning and also create a powerful way to capture educational experiences. Learn about the four forms of sketchnoting and the methods used by some of the most-shared sketchnote artists in education today. We’ll talk tools and how sketchnoting benefits learning and communicating.
Blended Learning Classrooms: Pedagogies, Skills and Tools for TeachingVicki Davis
Effective schools are now comprised of bricks (the face-to-face classroom) and clicks (the online classroom). How do you blend the two? How do you easily manage teaching, workflow and troubleshooting? How do students and teachers interact? Join leaders in the field to discuss emerging best practices. Presented at ISTE 2016.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
3. Revigator
“Restores lost element of
radio-activity. Creates
cellular energy and
removes cellular
poisons.”
“Treats and cures arthritis,
flatulence, senility, and
poisoning.”
22. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning
Environment
(essential link)
Learning Styles
Interests
Readiness
Level
Content
Process
(engine)
1
2
3
4 5
7
6
23. T h e C l a s s r o o m C a r
The Tools
(Framework)
1
24. Assembling My Class Framework
2005 Social
Educational Network
(Ning & Blogging)
2005 Wiki
2006 Student
Productivity Tools
(iGoogle)
2006 Audio File
creation
2006 Video creation
2006 Global
collaboration
2007 Virtual Worlds 2010 Apps / QR Codes
2011 Cloud Storage/
Paperless
2013
Formative Assessment
Pltaforms (Socrative,
Kahoot)
2014 Sophia
(coteachingn with
myself)
T h e C l a s s r o o m C a r
X
31. 6/19/2014
Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
31
2. Wiki-centric Classroom
http://westwood.wikispaces.com – Hour of code lesson plan
32. 3. Student Productivity Tools
• Calendar (Google Cal)
• “To Do List” (Finish app)
• eNotebook
• “App of the Week”
• Dragon Dictation
• Mailbox
• Lumosity
Do students know how to manage their time?
Can students capture & retrieve important info?
Do students know how to optimize start screens?
Do students know how to reduce distractions?
33. 4. Create Audio
5. Create Video
Audacity
Pinnacle Studio
iMoviehttp://j.mp/wonder-pirate
34. Do they understand visual
grammar?
• Storyboards
• Screen Shots
• Production Schedule
• Editing
• SoundTracks
• Copyright
• Teleprompter
(Try free ipad Teleprompter apps)
CTI Digital Film Model
http://j.mp/dig-film-curr
AFI Digital Film Curriculum
35. ISTE Nets™ Standards
4. Technology communications tools
Students use telecommunications to
collaborate, publish, and interact with peers,
experts, and other audiences.
Students use a variety of media and formats to
communicate information and ideas effectively
to multiple audiences.
6. Collaborate Globally
36. Phase one - Intra-connection
(within your own class)
Phase two - Inter-connection
(within school/ district)
Phase three - Managed global
connection
Phase four - Student to Student
(With Teacher Management)
Phase five - Student to Student
(with Student Management)
Flattening
your
classroom
6. Collaborate
Globally
www.flatclassroombook.com
38. My virtual world “toolkit”
3D
6/19/2014 Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
39
Second Life
(2007-2010)
Open Sim
(2011-2012)
Google
Sketchup
(2013)
Minecraft.edu
(2014)
39. Google Sketchup
6/19/2014 Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
40
http://sketchup.google.com/
41. Turbo Tour of Digiteen Island
http://digiteendreamteam.blogspot.com
42. #8 Apps / QR Codes
http://tinyurl.com/qr-code-guide
43. #8 Apps / QR Codes
QR Code Implementation Guide –
http://www.coolcatteacher.com/qr-code-classroom-implementation-guide/
Tip: Shorten the code using bit.ly first
44. #8 Apps / QR Codes
QR Code Implementation Guide –
http://coolcatteacher.blogspot.com/2011/05/qr-code-classroom-implementation-guide.html
Firefox plug in
http://tinyurl.com/qr-code-guide
45. #9 Cloud Storage/ As
Paperless as Possible
Adobe Acrobat Pro
• Gmail
• Google Docs
• Google Sites
50. Assembling My Class Framework
2005 Social
Educational Network
(Ning & Blogging)
2005 Wiki
2006 Student
Productivity Tools
(iGoogle)
2006 Audio File
creation
2006 Video creation
2006 Global
collaboration
2007 Virtual Worlds 2010 Apps / QR Codes
2011 Cloud Storage/
Paperless
2013
Formative Assessment
Pltaforms (Socrative,
Kahoot)
2014 Sophia
(coteachingn with
myself)
T h e C l a s s r o o m C a r
X
83. Digital
Storytelling •Script Writer
•Call Sheets
•Production
Schedule
•Asst Director
•Camera
•Editing
•Lighting
•Storyboarding
•Scene Scout
•Scene set up
•Storyboarding
84. Digital
Storytelling •Script Writer
•Call Sheets
•Production
Schedule
•Asst Director
•Acting
•Presenting
•Lighting
•Flow &
movement
•Camera
•Editing
•Lighting
•Storyboarding
•Scene Scout
•Scene set up
•Storyboarding
85. Digital
Storytelling •Script Writer
•Call Sheets
•Production
Schedule
•Asst Director
•Acting
•Presenting
•Lighting
•Flow &
movement
•Camera
•Editing
•Lighting
•Storyboarding
•Audio Editing
•Music Selection
•Sound Capture
•Scene Scout
•Scene set up
•Storyboarding
86. Digital
Storytelling •Script Writer
•Call Sheets
•Production
Schedule
•Asst Director
•Acting
•Presenting
•Lighting
•Flow &
movement
•Camera
•Editing
•Lighting
•Storyboarding
•Audio Editing
•Music Selection
•Sound Capture
•Scene Scout
•Scene set up
•Storyboarding
•Acting
•Directing
•Movie Ideas
•Vision Casting
87. Digital
Storytelling •Script Writer
•Call Sheets
•Production
Schedule
•Asst Director
•Acting
•Presenting
•Lighting
•Flow &
movement
•Camera
•Editing
•Lighting
•Storyboarding
•Audio Editing
•Music Selection
•Sound Capture
•Scene Scout
•Scene set up
•Storyboarding
•Acting
•Directing
•Movie Ideas
•Vision Casting
•Reflecting
•Status Reporting
•Journal
process
•Ideas
88. Use Multiple Intelligences as a
Planning Tool
6/19/2014
Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
89
Step 5: Choice
PLACES: Creating a physical environment conducive for learning p 171-173
SPACES: Designing Electronic Spaces for Choice p 173- 186
89. Voice Thread
quick project •Write comment
•Uploading
photos
•Organizing
presentation
•Posing •Photography
•Audio
•Music
•Nature/map
related photos
•Opinions on such
topics
•Social aspects
•AUDIENCE!
•Reflections
90. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning Styles
Interests
1
2
3
92. T h e C l a s s r o o m C a r
Interests
3
•Hobbies
•Music
•Theater
•Sports
•Poetry
•Arts
•Public Speaking
•Reading
•Academics
•Themes!
•“Causes”
94. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning Styles
Interests
Readiness
Level
1
2
3
4
95. Readiness Level in Subject
During projects
spend 1:1 time
daily w/ student
Sit beside
Check off rubric
items with student
Not
quite
Ready
Specific Rubrics
Self Track Rubrics
Over the Shoulder
and Verbal
Reporting to
Teacher Daily
Ready
Mentors for others
Awards
(Hall of Fame)
Competitions w/
other classrooms
Make them “cool”
by teaching cool
stuff
More
than
Ready
More ways to
excel past
the “100”
96. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning Styles
Interests
Readiness
Level
Content
1
2
3
4 5
97. Content
Facts / Dates / Timelines/ Events / Definitions
Classtools.net, dipity.com
Flashcard Exchange, Quizlet,
Group document creation on Google Docs, Backchannels
CRAM App, Flashcard apps on mobile devices, Mobl21
Details /
Significant Individual
Wiki Group Projects
Link sharing (Diigo)
Fake Facebook (www.myfakewall.com)
Livebinders
Events
Opinion Question Blog Posts
Role Playing
Video search and embedding
Interviews of people who experienced it. (Video)
98. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning
Environment
(essential link)
Learning Styles
Interests
Readiness
Level
Content
1
2
3
4 5
6
99. “I never
teach my
pupils,
I only
provide the
conditions in
which they
can learn"
Albert Einstein6/19/2014 100
Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
100. Cooperative Groups
•Harnesses power of all
•Each has their own ID (and e-mail)
•Group cooperation, individual
contribution
Learning Centers
•Equipped workstation
(webcam, audio, headsets)
•Specialty centers
(scanner, digital film, tripod)
Choice Boards
•Wiki Assignments with choices
•Question of the week with choice of
text response (blog post), audio
response (podcast) or video
response (digital storytelling)
Class Rules
• Discuss Netiquette
• Student Contribution
• Safety
• Administrative Support for Rule
Breaking
Materials/ Supplies/
Resources
• Functional Equipment
• Textbook
• Consistent ACCESS
• Knowledgeable Teacher
Learning Environment
Pit Crew
Pit Crew
Pit Crew
Pit Crew
Pit Crew
Pit Crew
128. T h e C l a s s r o o m C a r
The Tools
(Framework)
Learning
Environment
(essential link)
Learning Styles
Interests
Readiness
Level
Content
Process
(engine)
1
2
3
4 5
7
6
131. What does the best education
in the world look like?
“What Makes Finnish Kids So Smart”
The Wall Street Journal
By ELLEN GAMERMAN
February 2008
http://online.wsj.com/public/article/SB120425355065601997.html6/19/2014 132Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
133. 6/19/2014 134Vicki A Davis, Cool Cat Teacher -
http://coolcatteacher.blogspot.com
134. Process
managementStart
blogging
Teach how to
Embed video
Weekly blog
Post with researchMonitoring
Peer review Admin
involvment
Weekly
voting
Comments
Plan Next
Step
Curricular
Involvement
Sample Teacher Flow Chart for embedding the framework
137. Cooperative Groups
•Harnesses power of all
•Each has their own ID (and e-mail)
•Group cooperation, individual
contribution
Learning Centers
•Equipped workstation
(webcam, audio, headsets)
•Specialty centers
(scanner, digital film, tripod)
Choice Boards
•Wiki Assignments with choices
•Question of the week with choice of
text response (blog post), audio
response (podcast) or video
response (digital storytelling)
Class Rules
• Discuss Netiquette
• Student Contribution
• Safety
• Administrative Support for Rule
Breaking
Materials/ Supplies/
Resources
• Functional Equipment
• Textbook
• Consistent ACCESS
• Knowledgeable Teacher
Learning Environment
Pit Crew
Pit Crew
Pit Crew
Pit Crew
Pit Crew
Pit Crew