3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
- Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
- Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
- Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Our Work Related to ISTE Standard*T3
Flipped Learning/Blended Instruction (Josh)
This year I've tackled Flipped Learning/Blended Instruction (on a very small scale). Flipped learning involves having the students watch videos to front-load teaching or to pre-teach concepts before class and using class time to practice the concepts. I haven't used a traditional model for flipped lessons. I’ve mainly used it in two ways.
For the novels, we read together as a whole class I chose a few chapters to flip. For those chapters, I recorded myself reading the chapter and stopped from time to time to let the kids answer reflection questions. This allowed the kids to read along with me at their own pace while still letting me use a more challenging novel. It also gave me a chance to work with a small group of students who were struggling with the content. Here is an example of how I flipped a chapter of a novel:
This year I've tackled Flipped Learning/Blended Instruction (on a very small scale). Flipped learning involves having the students watch videos to front-load teaching or to pre-teach concepts before class and using class time to practice the concepts. I haven't used a traditional model for flipped lessons. I’ve mainly used it in two ways.
For the novels, we read together as a whole class I chose a few chapters to flip. For those chapters, I recorded myself reading the chapter and stopped from time to time to let the kids answer reflection questions. This allowed the kids to read along with me at their own pace while still letting me use a more challenging novel. It also gave me a chance to work with a small group of students who were struggling with the content. Here is an example of how I flipped a chapter of a novel:
I also used the flipped lessons to review concepts that students struggled with the first time they were introduced in class. The flip allowed me to present the same content in a different way. The students usually improved their test scores by at least a letter grade when watching the videos. Here are a couple examples of those videos:
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The videos are also great for days when I’m gone. My students don’t miss out on a lesson and the substitute teacher just facilitates getting the computers out to watch the videos and keeps the kids on task.
To record the videos I used PowerPoint’s MIX tab and the built in laptop camera. I’ve also recorded videos using my phone.
Civil Rights Project (Ashford)
This is an inquiry project that our school librarian helped orchestrate. The purpose of this project is to empower students to take charge of their own learning and be motivated by choosing which path/topic they would like to dig into. Scholars were asked to research and generate essential questions on post-it notes, write a reflective essay, and present their new understandings to an authentic audience. The last page of the attachment below consists of links to several utilitarian websites that can support research to many other topics of study. Instragrok was great to begin the research process and get students an overarching understanding of their topics.
This project brought in the school community and gave our scholars an authentic audience to teach.
This is an inquiry project that our school librarian helped orchestrate. The purpose of this project is to empower students to take charge of their own learning and be motivated by choosing which path/topic they would like to dig into. Scholars were asked to research and generate essential questions on post-it notes, write a reflective essay, and present their new understandings to an authentic audience. The last page of the attachment below consists of links to several utilitarian websites that can support research to many other topics of study. Instragrok was great to begin the research process and get students an overarching understanding of their topics.
This project brought in the school community and gave our scholars an authentic audience to teach.