By:GEI Editorial Team
“Though ADD is not indicative of intelligence, students with Attention-Deficit/Hyperactivity Disorder (ADD/ADHD) have trouble staying on-task, and this can pose a threat to academic success. There are several measures teachers can take to ensure ADD students experience quality classroom learning. In addition to dialogue and lesson plan alterations, teachers can make small changes to their physical classroom setup to accommodate ADD students.
What is ADD?
According to the CDC, approximately 11 percent of children age 4-17 in the United States have been diagnosed with ADD. Children with ADD may have trouble paying attention, controlling impulsive behaviors, or be overly active. These symptoms can be especially disruptive in a classroom setting, where students are required to sit still and pay attention for an extended period of time.” To read further please click here: http://geiendorsed.com/blog/learning-environment/provoking-pause-5-classroom-adjustments-for-add-students/
By: Med Kharbach
“YouTube video editor is absolutely a powerful video editing platform to use in your instruction to create and edit videos. It provides almost all the pro features you normally find in a premium video software and all for free. Our YouTube for Teachers series here in EdTech and mLearning attempts to help teachers make the best of YouTube in their teaching by providing them with educational channels designed specifically to tend to teachers educational video content as well as resources featuring tips and tricks on how to create and edit instructional videos on Youtube. In today’s post we are introducing you to a very important feature called annotations.” To read further please click here: http://www.educatorstechnology.com/2015/11/5-annotation-tips-for-teachers.html
“For this week’s Top Picks List Friday, we are featuring websites and apps for making videos and animations. Teachers know that video making is a tried and true way to get kids engaged in building, demonstrating, and sharing knowledge. These apps and sites feature user-friendly tools and features that make it more fun than ever to get kids’ productions edited and polished.To see the rating of each app, game, or website, visit the Top Picks List, Websites and Apps for Making Videos and Animation.” To read further please click here: https://www.graphite.org/blog/16-websites-and-apps-for-making-videos-and-animation?linkId=18483248
“We’re Seeing an Explosion of Free and Low Cost Augmented Reality Tools for Education
Augmented reality (AR) has evolved in recent years and its application in classrooms is limitless. Educators don’t need to feel overwhelmed when trying to introduce AR in their classroom because there are many great apps that don’t require a lot of knowledge in the field. There are useful apps for every subject and there are also apps that when a teacher is ready they can create their own AR targets.Augmented reality works well in schools because it brings close to real life experiences to the classrooms. It’s fascinating to see the faces of students when they have the opportunity to explore space, the human body, cells or chemistry elements. You appreciate how eager and engaged they become with some simple AR apps.” To read further please click here: http://www.emergingedtech.com/2015/11/augmented-reality-apps-teaching-learning-classroom/
“Comics as a writing stimulus
In 2010, I introduced comics as a writing stimulus for the first time with a small group of high ability Year 6 pupils. If comics could be used to engage the brightest, most competent, well-read pupils in the school, I thought, then that might help to alter their perceived ‘low-brow, dumbed-down’ status.At the time, pupils in Year 6 happened to be studying World War Two. What better character to look at, then, than a superhero created, essentially, as war propaganda: Captain America.With a new film due out, and trailers and exciting imagery floating around the internet, there was no better time to introduce pupils to a character who had first appeared in Captain America Comics, way back in 1941. The children were instantly engaged, and thoroughly excited, when I told them that we were going to write the story of Captain America.But we didn’t write the story of Captain America.”To read further please click here: http://www.redjumper.net/blog/2015/11/how-can-we-use-comics-in-the-classroom/
“Fifth-grade teacher Kyle Redford remembers with emotion the day she unwittingly put an iPad in the hands of one of her 10-year-old dyslexic students, a day she called “a complete game changer.”While the rest of the class was working in a writers workshop, she handed the student an iPad and told him to try and experiment with its speech-to-text feature. With minimal expectations, Redford figured that the newness and the boy’s curiosity would at least keep him busy during writing time, which he usually found frustrating.While Redford described the boy as “very bright,” he “couldn’t even compose a sentence to save his life” because of his dyslexia. Any classroom assignment having to do with writing made him moody. So, as Redford guided the rest of the class through the workshop, the student stepped outside the classroom and spoke his ideas for his writing assignment into the iPad.” To read further please click here : http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/
“Rising up to the challenge of teaching students who have difficulty communicating their ideas, how can creating ebooks help? My name is Caitriona Tynan and I’m an iPad and Proloquo2go coach at a Special Developmental School in Melbourne, Australia.Roughly 80% of our students are currently non-verbal with both intellectual and physical disabilities. Our students sit on an IQ of less than 50 and over the last 6 months we have implemented a 1:1 iPad program.My role as a coach is to support all teachers and classroom aides to develop their skills in effectively using iPad apps within their teaching and learning.This post offers a case study on how we solved the challenge of teaching a new topic with ebooks.” To read further please click here: http://www.redjumper.net/blog/2015/11/increasing-student-engagement-with-book-creator-in-special-education/
“Augmented Reality is changing education. What started out as something that was simply “cool” has become a way to engage learners like never before.In fact, while I was first introduced to Augmented Reality through theAurasma App, I never imagined that while walking through a trendy neighborhood in Washington D.C. this past summer, I would come across the first public interactive augmented reality mural dedicated to the life of the actor Paul Robeson. Designed by artist Corey L. Stowers, this mural allows viewers to scan and thus trigger images of his artwork with their mobile devices, accessing historical videos and original content that depict the life of the great athlete, performer, and civil rights activist.” To read further please click here: https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality
“Tynker is an excellent way to teach children in elementary school the basics of programming or coding cool games. This tool can be used to teach children from grades K to 5 but some at higher levels can enjoy it too. The games on theTynker page are ranked from beginner to intermediate to show the difficulty of coding or programming involved.We used Tynker to help teach for the Hour of CodeTM. We showed the children a video, and told them how Tynker works. We then let the children loose and let them start one of the games in Tynker. The children understood how to program or code when we used the educational games, like Puppy Adventure (Mini) or Lost in Space, that simply showed them the basics of coding. We took the children through step by step helping and congratulating them along the way as they made their progress through the educational games.” To read further please click here:http://www.tynker.com/blog/articles/programming-for-kids/how-we-introduced-coding-to-kids-using-tynker-puzzles/
“When most penny-pinching, time-crunched, and exhausted teachers hear about lofty ideas like the MakerSpace movement in education, they are likely to dismiss it as another passing and impractical fad. However, the more we investigate, the more convinced we are that there are practical–and profoundly meaningful–ways for teachers to implement its ideals, even in an elementary school classroom.
Benefits of Maker Spaces
“Makerspaces come in all shapes and sizes, but they all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making.” (MakerSpace Playbook)
For students who already love doing, they will love this outlet to get their hands on a myriad of resources. For students who feel that they are lacking in creativity, they will have an opportunity to rekindle their inborn wonder and curiosity.” To read further please click here:http://honorsgradu.com/beginners-guide-to-maker-ize-an-elementary-classroom/
“With almost 60 million users, Edmodo is the leading K-12 learning platform. The intuitive platform makes it easy for teachers to create private groups and manage assignments. Teachers can create and share libraries of content. A unit of instruction can be easily differentiated for several groups.Edmodo has lots of content partners. Cambridge Press recently added lots of GCSC content. Snapshot, a powerful formative assessment service.Recently Edmodo launched three enterprise tools, PD Tools, Management, and Collections.Edmodo PD Tools. Create and lead local or global professional learning communities (PLCs) to build capacity. Foster collaboration, award badges, and share best practices.
Edmodo Management. Gain insight into user activities through a secure, real-time interface with the ability to manage a customized subdomain, single sign-on and rostering, and premium analytics. Edmodo Management lets you oversee:
- Administration: Manage your Edmodo community in a customized secure subdomain for your school. Verify educators and reset student passwords.
- Daily Activity: Understand how teachers are using Edmodo with comprehensive data dashboards. Follow Posts, Assignments, and Groups to see where support is needed. Gain visibility into user accounts in the event of a safety or security concern.
- Provisioning: Automate rollout and onboarding by integrating with existing systems.” To read further please click here:http://gettingsmart.com/2015/11/edmodo-adds-enterprise-tools/
By: Julian Stodd
“What is Social Learning?
Formal learning is what we do in classrooms, in eLearning modules, in workbooks. Formal learning is any type of learning that is written and delivered by the Organisation and sent out to people to complete. Formal learning is what many organisations rely on to get people to learn ‘stuff‘.Social Learning is about the conversations that surround this: it’s about the wisdom of the community and the wealth of experience that this is founded upon
. Social Learning is about helping each other, building learning networks, solving problems together and sharing stories. This is sometimes called ‘tacit‘ or ‘tribal‘ knowledge, and it’s the things you already know, alongside what everyone you know knows.When we talk about creating Social Learning within an organisation, we mean creating a learning journey that incorporates both of these elements: the formal and the social.” To read further please click here: https://julianstodd.wordpress.com/2015/10/30/an-introduction-to-scaffolded-social-learning/
By: David Dodgson
“Gamification’ is a term that has indeed been around for a few years now. Yet, like many terms and buzzwords it seems to mean different things to different people. It often gets confused with one of my favourite educational terms: ‘game-based learning’. However, they are quite different.I won’t go into too much detail as I have covered this before on my ELT Sandbox blog, but in briefgamification is the application of game-style elements, such as points, levels and challenges, to a non-gaming context (e.g. the language classroom) whereas game-based learning is about the actual use of games in the learning process as a source of and an inspiration for learner language.Each term has its problems: gamification suffers from the issue of being over-used as a superficial way to motivate students with ‘points’; and game-based learning suffers from being confused withgamification!As shamelessly plugged just above, I run a blog about game-based learning but this confusion often leads to people asking me about gamification. And they are often surprised by my response: that I believe it simply isn’t worth the effort to make it work properly.” To read further please click here: http://www.teachingenglish.org.uk/blogs/davedodgson/david-dodgson-gamification-pointless-learning
By: Erzsi Sousa
“Consider what Marie Curie accomplished in the face of adversity and with few resources. Despite being refused a place at the French Academy of Sciences and almost denied her first Nobel Prize for being a woman, she continued her work undeterred, securing a second Nobel Prize in Chemistry and developing methods for treating cancer with radiation therapy. To celebrate her, we explore how she might have worked in a different time — by using some of the tools we use today.
The radioactivity in Curie’s lab was so strong that it harmed her health — archivists today still use protective gear to handle her papers. Instead of carrying these radioactive documents, Curie could have kept them in the cloud with Google Drive, allowing for easy access whenever and wherever she needed them, without risking her well-being. Drive’s organization features could also have helped her organize her files and notes in folders, easily distinguishable by color and category.” To read further please click here: http://googleforeducation.blogspot.com/2015/10/looking-back-at-Marie-Curies-radical-discovery-how-the-Mother-of-Modern-Physics-might-have-used-Google-Apps.html