Every student, and every teacher for that matter, is a unique individual with characteristics, beliefs, abilities, needs, and preferences. Variation, rather than standardization, is the reality in our classrooms, our lives, and for our students.
Ask any parent about their children’s media use, and most will tell you they’re interested in media that help their kids learn. But what are parents’ experiences with their children’s use of educational media?
Webinar presenter, independent languages consultant Joe Dale, examined the SAMR model developed by Dr. Rubin Puentedura, which provides a useful framework for helping teachers rethink how they design activities that involve the use of technology. Joe drew on practical examples to explore the Substitution, Augmentation, Modification and finally Redefinition stages of the model, suggesting how previously inconceivable tasks can be achieved which transform learning and allow educators to ‘teach above the line.
Rigor is driven by a balance among conceptual understanding, procedural fluency, and application. After focusing on conceptual understanding of the operations, teachers must help students use their conceptual understanding to build procedural fluency, both with basic facts and a variety of algorithms.
The filing window may be closed, but the successful applicants’ work is never done. As another E-rate filing window has come and gone, webinar presenter Brian Stephens, Senior Technology and Regulatory Analyst at Funds For Learning, showed attendees that it is never too early to get organized for the upcoming funding year!
Non-traditional forms of assessment, such as peer-to-peer learning, can produce useful information for the teacher. Another idea is to include an assessment component in warm-up, group, and closure activities during class. Teachers can make students more responsible for their own learning through technology-enhanced self-assessments.
Students with autism can achieve great success in environments that help them succeed. How does that work? Settings that are “autism communication friendly” provide a variety of little things that result in big positive changes in student participation.