IdeasEDU221

> >
 * align grades/projects/assignments/reflections to Common Core Teaching Standards and NETS-T
 * use google forms for some exit tickets and they can be hyperlinked to agenda; remind students to email results to themselves
 * http://www.teachthought.com/interest/25-signs-you-might-be-a-21st-century-teacher/
 * set up a google form "pre assessment" for defining WebQuest, classroom management, and a few other key words (whichever ones have to show change over time); have students email it to themselves; they can use their own entries later to set up glossary
 * move the making of a WebQuest closer to student sample or at least the process section (instead of waiting for Grace to cover teaching and learning sequence, I can be the introduction to the idea "In Dr. Grace's class you're going to learn about teaching and learning sequence and content notes. Your process section is basically a teaching and learning sequence written for the students (not the substitute, though it must be written with the substitute in mind and can double as your sub plans) and the content notes are all Web-based and are embedded."
 * get Google Sites in some other way and then use Weebly for WebQuest
 * use cell phones for a poll
 * socratic method website that spencer used spring 2012
 * don't forget you made a resource page for Wes Fryer assignments . . . use it
 * replace copyright and fair use assignment with Wes Fryer chapter on the topic (chapter 4)
 * when introducing emerging technology presentations, build on MEL. Tech usage can be engaging or unengaging, how do you use technology in an engaging way. But technology by itself isn't enough. You need content. And technology with content has to be meaningful and deep learning... We're about to enter a project that is all about looking at new technologies--are they engaging? can they help make learning meaningful? how do you go about finding out if, when, and how you want to use them in your classroom.
 * create a test or something about the syllabus instead of just reading it for homework; do a google survey and then show the graph results in class; add a section on how do you backup your data (check all that apply: iPod as a data storage device, email the file to yourself, external drive, . . . ), and how often do you backup your data
 * add back "how to use a computer" assignment to emerging tech. presentation or some place...MEL when working with partner on creating project?
 * Maine 21st century skills: http://www.p21.org/documents/Maine%202-pager.pdf update page on type I/type II that also has Bloom's on it
 * use googlechat instead of skype for skypebuddies (or at least update the page to include that option)
 * teach how to avoid copy and paste: two kids, two laptops side by side--do research on one, make the Prezi (or report or whatever) on the other
 * use wall wisher for exit tickets--3 things you learned, 2 questions you still have, 1 thing you wish you could've said today in class; other good prompts
 * check out http://minute.maine121.org . . . maybe follow it instead of a blog?
 * make a fake facebook page about your blogger that you're following (on the website for doing that or using a Word template)
 * add Chogger and other comic tools to info about comics on MEL WebQuest
 * add omnigraffle to diversity activity (omnigraffle is the software on MLTI image similar to Inspiration)
 * add to description of final reflection how this is a "design project" and Dr. Grace's reflection is a "creative product," do additional compare/contrast if desired and talk about team teaching and knowing what other projects are going on in your student's lives and compromise and timing
 * figure out ways to evaluate leadership and creativity then find resources to build 'em up
 * add to emerging technology presentation OR to Web 2.0 stuff--looking at sticky content and other user content when evaluating a tool. Why edu.glogster instead of regular glogster; teacher memberships to wikispaces; etc. How to avoid problems. What are known issues with blogs (spam, cyberbullying...) and how are teachers doing blogs in spite of that (edublog, blogmeister) and why (pre-approve all postings-- for mechanics of writing and/or bullying intent, select audience--parents, only classmates, pen pal classmates)
 * during orientation, add extra office hours for MEL tech support and post all office hours on assignments side of the agenda
 * re=evaluate emerging technology presentations--stricter? shorter time frame? less work? . . . timing in the semester?; consider making your own Google Earth presentation using Ben/Heath/Kay Sue alien movie and "Where in the World is Texas Theresa" digital story combined with a hands-on experience.
 * a few days after MEL teams make contracts, have class time (5-10 minutes) for teams to revisit contracts and write an email to their teammate about how it's going--what are strengths, what is one wish for the future of your team?; revise contracts as needed
 * as soon as students return from 1st time in schools, after reading Fires, do a class activity revisiting Fires; maybe look at pre-assessment at this time and see if ideas have changed?
 * start glossary with idea of "what is a WebQuest" (or maybe put definition on index card and then give to them later when they make glossaries); integrate the use of the glossary into more class sessions...updating definitions of words, etc.
 * need to reorganize all WQ resources and make them easy to find by everyone
 * formalize the WQ peer feedback process (maybe not call it feedback?) explain ticket process (make these myself ahead of time with student names already on them?), put comments on WQ text page (where you can see the understandings), open WQ artifact page in another tab
 * Create a 6-word memoir; "sum yourself up in 6 words"; "show us you" (idea from Upward Bound summer 2010)
 * give examples?
 * they turn them in, I type them up in Word (or maybe they submit them in a Google Form (not Google Doc 'cuz you need anonymity), I put them in a Word document; 1 per page; or a PowerPoint;
 * bring 6 white t-shirts. Project one of the memoirs on the screen, have student(s) stand in front and let words project on their shirt--can have multiple people in a photo; let students play with spacing of words but also emotions on face and body language
 * take photographs
 * fabulous article on cooperative learning: http://www.fed.cuhk.edu.hk/staff/paper/mmchiu/EDU3310/JohnsonJohnson%20-%20Make%20CL%20work.pdf
 * inspirational presentation on why what how--how great leaders inspire action--Apple, Martin Luther King, Wright Brothers: http://www.ted.com/talks/lang/eng/simon_sinek_how_great_leaders_inspire_action.html
 * add horizontal line to html activity
 * after html exercise, show text editor on glossary wiki page
 * questions from [|Jim Burke]to add to team presentation on emerging technologies:
 * Does the technology empower us or enslave us?
 * What do we gain and what do we give up when embracing a technology?
 * OR you could make them "Think About It" discussion questions to put on cards to have available when teams finish and are waiting on other teams to finish (in-class activities)
 * need to work on teaching the importance of having backup plans
 * TI: when technology doesn't work temporarily
 * TI: when technology isn't available at all
 * CM: when small groups or individuals finish at different times
 * need to model the above (I need more activities planned for when folks finish at different times); also to work with Grace on working with the timing of her unit so they can actually do it on their lessons
 * (from email to Beth and Grace) "what if I ask the students to do a reflection after each of my major assignments. Is there a way I can add to or rearrange or replace those reflections to include a question like "what standards do you feel like you demonstrated by accomplishing this assignment. Write a rationale statement." I know it's more complex than that and I would want to get some of the rubrics/evaluations that are already used for evaluating standards portfolios and rationale statements but it was just a random thought. So would that help? Can I do it and tell them to add it to their working portfolio for you, Beth? I need to learn more about the working portfolio. I'm willing to "grade" their rationale statements as part of the reflection process. I just think there are a lot of things I do that are incredibly representative of their learning in a variety of the standards and why not take it to this next level. I might even get some better reflections out of them. I don't know. We can talk about it in person, I'm just putting it out there so I don't forget. :-)"