Archive for the 'Focus' Category

Pre-checking for Student Engagement Through PowerPoint

Like many teachers, I use PowerPoint to guide the lesson. I like that I can have all the images, videos, quotes, essential questions, class activities, etc. in one place for the lesson.  Lately, I have been thinking more about student engagement during class. I’ve come up with a simple way to verify that students will be engaged.  I use a distinct color such as dark blue  in the PowerPoint to indicate  all the  student activities  such as questions to be answered, small group discussions, and  comparison charts to be done. Before I teach a lesson, Iscan my PowerPoint slides to see how often I am engaging the students- I simply look for the dark blue text.  Since I’ve begun doing this, I find myself  wondering how I could be talking/showing for so long without students being asked to think through the topic.  I find myself adding more opportunities for students to  become engaged with the material.

Go dark blue and see what happens in your class.

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Passion: Use it in Your in Teaching

I knew that I had to revise a course (Critical Thinking) that I was teaching. The course bored me. I realized that I was not excited about the content of the course in the form I had it last year and the students were not excited either. The course did not seem to fit together. I realized that I had nothing to “hang” the course around. So I’ve decided to “hang” it around passages from Don Quixote, my favorite novel. As I look at the novel more, I realize that I can cover all the course standards by using the book. Furthermore, the students will learn more since the ideas are in a context and the book uses humor to teach value thinking skills. Yes, I will still use the textbook but the text will be the jumping off point for reading the ideas in Don Quixote.

I was delighted to find that in Wiske’s Teaching for Understanding with Technology, she has as one aspect of a generative topic that the topic has to be “fascinating and compelling” for the teacher. She gives the example of an elementary teacher who uses bird names for the different parts of the writing process since she enjoys watching birds. Another instructor uses his passion for bridges as the overarching theme for his course.

What is your passion? How do you connect that passion with the course standards? How does your passion make the course more meaningful for the students and allow them to better learn the standards?

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Subject Area Content Supported by technology skills (NETS) or NETS For NETS?

AcademicCurriculumNETS

I recently met a computer lab person whose responsibility, according to the district, is to teach the technology curriculum. The upper elementary students will take technology for ten weeks. This person will teach them how to keyboard and to word process.

In that same school, many students are behind in reading and math skills. I thought that the students could use the word processor to brainstorm ideas, outline their ideas, word process their writing, revise the writing, and print out a final copy. I was informed that the students have to focus on learning the technology of word processing.

Are the National Educational Technology Standards (NETS) for students integrated into your school’s academic curriculum so that when your students do a specific academic task they utilize (and learn) a specific technology skill? For example, students record the daily growth of a plant in science class by taking digital pictures and by putting information in a spreadsheet. As they analyze plants in science class, they learn to use a digital camera by taking, manipulating and labeling images They learn to produce a graph to see overall growth patterns in the plants. Educators know that when something is learned in a meaningful context then it is learned better and longer.

Or are the NETS a stand-alone curriculum in your school that only serves technology?

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