Teague's Tech Treks - 10 Rep Learning

Learning Technology & Tech Observations by Dr. Helen Teague

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Great Online Course: Developing Passionate Readers in a Digital World

PBS TeacherLine’s course RDLA400 – Developing Passionate Readers in a Digital World is set to begin tomorrow, March 13th, with Introductions and Orientation.

In this course from PBS TeacherLine, you will explore the answers to essential questions of reading using digital resources. You will also learn the basic elements of and rationale for reading initiatives that inspire students to read independently. You will discover a wealth of online literature resources, gain a deeper appreciation for digital reading and audio technologies, and learn how author and genre studies inspire and motivate student reading. Moreover, you will explore your own personal reading habits and use this understanding to model passionate reading. All of these activities will occur in a collaborative, online professional learning network.

Please visit PBS TeacherLine website today to register!

PBSTeacherLineCourses

 

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ELearn 2016 Part 2

Presenting new research from our collective paper,Online Course Facilitators Describe What Works in Learner-Centered Feedback at the  in Washington,

Our paper reflects the writing collaboration of six PBS TeacherLine course facilitators and the PBS Program Manager, Francine Wargo. The course facilitators are Helen Teague, Rose Castro, Dr. Joyce King, Victoria Lara, and John Tierney.

Here is the abstract of the paper:

Abstract: A four-point-effectiveness checklist for continued student engagement through personalized assessment feedback in online courses is described in this poster and accompanying paper. Designed for pre-service and in-service adult learners, the checklist reflects research in pedagogical practice of knowledge transfer, adult learning theory, and the TPaCK instructional framework. Data sources include the feedback artifacts of current online course facilitators, who are also the co-writers of this paper. Post-course assessment data from adult learners validates the success of these methods in both current teaching practice and subsequent professional development through participation in online courses.

Also today, online Course Facilitators from describe what works for our learners in a participatory share session, aptly titled “Effective Practices in Online Course Facilitation: Roundtable Participatory Share.”

Here is the Abstract:

Abstract: The most effective online course facilitators implement personalized messages and content that inspires, engages, and educates. The courses’ sound structural strategy ensures implementation by teacher-learners. This interactive roundtable features online educators who will share best practices and the educational effectiveness of content that allows learners to exit each course with a set of materials ready for use, vetted, and strengthened by experiential analysis and subsequent recommendations. This roundtable discussion will include video clips of online course facilitators and teacher-learners describing various aspects of their experiences while in their online courses. Teachers and teacher-learners may appear live from remote locations recounting their experiences.

. To learn more about the conference, click 

eLearn

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New Online PD Courses from PBS TeacherLine

PBSTeacherlineDid you know that PBS TeacherLine offers self-paced and facilitated professional development courses? PBS TeacherLine gives you the opportunity to learn new skills and enhance your career with courses on math, science, reading, social studies, instructional strategies and more. Check out the list of fall courses!

Here is information on a few new courses:

Developing Passionate Readers in a Digital World Grade: For Educators Teaching Grades K-6 | 30 hours
This course provides specific strategies and tools that will help your students understand and know the joy of reading. Learn how to ignite students’ interest! Explore this Course

Structure of the Earth System: For Educators Teaching Grades 5-12 | 30 hours
Develop content knowledge about land-form processes, data sets, and mapping tools while you learn effective teaching methodologies, strategies, and tools for use in teaching earth and space science concepts. Explore This Course

Enabling Students with Special Needs to Succeed in Math: For Educators Teaching GradesClass Grade: 4-8 | 30 hours
Make math accessible for all students by learning to adapt your own curricula and working with special needs teachers. Explore this Course

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Peer Review Implementation

Thoughts on Peer Review for my PBS Learners (and you too!)

As you proceed to Peer Review each other’s work, consider using the P*M*I strategy from Edward deBono:

P=Pluses (something you find that is a “Plus”)

M=Minuses (errors)

I= Interesting (something you find that is interesting)

 

For generations, the academic community has relied on peer review as a way of enhancing the knowledge base and encouraging serious scholarship. Peer review can offer many of the same benefit to students… [and] computers [can] mediate the interaction among peers. Gehringer (2000)

  • Peer Review reflects constructive guidance at its collaborative best.
  • As an application to the classroom, Peer Review helps students and the teacher.
  • Anonymous Peer Review provides a framework for students to learn balanced reasoning at a time when modern discourse often descends into shouting and insults
  • Anonymous Peer Review teaches students how to offer points of help, practice proofreading, and strengthen other communication skills.
  • Peer Review introduces and encourages diversity of opinion
  • Peer Review models the importance of checking work before it is turned in. When the audience is the teacher alone, sadly, many students are apathetic. But when the audience is the students’ fellow classmates, an extra attention to detail emerges.
  • Peer Review offers students a practical application in this real-world review.

I adapted the P*M*I schema to reflect new acronyms. The adapted acronym is a new thinking schema called P*N*I and you can use this schema in your reviews:

      P=Pluses (something you find that is a “Plus”)

      N=Needs A Look (something you find that “Needs Another Look” for possible
correction)

      I= Interesting (something you find that is interesting)


Here is a sample Peer Review

Dear ________
Your commitment to this project and for special needs students really shines in this project. Pluses: 1.) You’re very thorough and thoughtful in your project and I did not see any typos or grammar errors. 2.) You’ve worked to make your project inclusive for all students. 3.) You did a great job of integrating technology such as Promethean Boards, e-books, Audiobooks, etc.  4.)  Your project is positive and empowers students!
Needs Another Look: 1.) One of the ways to make your project stronger would be to check your APA citations with the guidelines on the Purdue website. 2.) Please check your Title Page to conform to APA guidelines
Interesting Points: 1.) It is interesting that you intend to build Learning Centers. 2.) Do you have budget money for hardware like earbuds, earphones, players? Are there state or county resources that may be utilized to help with this?
This concludes my review… thank you! 


 

Peer Review provides a fair perspective approach for students and a review committee for the teacher who often has, to butcher Robert Frost, “miles to grade before she sleeps.”

See what you can do to implement Peer Reviews in your classes!
Dr. Teague*  

 

 

 

References:

Previous Teague post: From this blog post: http://4oops.edublogs.org/2009/07/06/peer-review/

If you would like more information on methods for Student Use, please refer to this link:
http://serc.carleton.edu/introgeo/peerreview/studentintro.html

For forms to use with students, see this link: http://serc.carleton.edu/introgeo/peerreview/forms.html and http://www.scribd.com/doc/2205303/English-122-paper-one-peer-review

Quote Source: Gehringer, E.F., 2000. Strategies and Mechanisms for Electronic Peer

* (title updated 4-2017)

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A New Course on Digital Reading from PBS TeacherLine

Those who read on their own are more academically successful (NEA, 2002-2015). It’s back to school at PBS TeacherLine! PBS TeacherLine is offering several new courses for the next six weeks and throughout the Fall. One of the new courses focuses on Digital Reading. This timely topic will be addressed through current research-based articles and learner-hosted activities.  those who read on their own are more academically successful (NEA, 2002-2015.) I’m grateful and excited to teach the course begins Wednesday, August 14 and concludes on September 27, 2016. Please visit PBS TeacherLine to learn more and enroll.

Digital Reading A Year in Review

 

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Sources:

National Education Association (2002-2015). Facts About Children’s Literacy. Retrieved from https://www.nea.org/grants/facts-about-childrens-literacy.html

Infographic Source

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E-Learn World Conference on E-Learning

A group of PBS TeacherLine facilitators collaborated and we submitted two proposals to the E-Learn-World Conference on E-Learning. The E-Learn World Conference will be held in Washington, DC, November 14-16, 2016.
http://aace.org/conf/elearn/

It is exciting to report that the E-Learn conference committee has accepted our paper
“Title: Online Course Facilitators Describe What Works in Learner-Centered Feedback”
Accepted as: Research/Technical Showcase

They also accepted our entry:
Title: Effective Practices in Online Course Facilitation: Roundtable Participatory Share
Accepted as: Research/Technical Showcase

Both were accepted with no modifications needed!! It is so awesome to work with such awesome writers!!!

E-Learn Logo Source Link

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PBS Course: Our Course Calendar

PBS TeacherLine Course: Teaching with Primary Sources from the Library of Congress

Our Course Calendar

Week 1: July 13 – 19
Week 2: July 20 – 26
Week 3: July 27 – August 2
Week 4: August 3 – August 9
Week 5: August 10 – August 16
Week 6: August 17 – August 23

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It’s not too late to enroll in our PBS TeacherLine Courses

It’s not too late to enroll in our PBS TeacherLine Course, Teaching with Primary Sources from the Library of Congress… or choose another course from the extensive catalog which includes self-paced courses! The new term begins Wednesday, July 13th!

 

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Primary Resources Matter

A Concluding Post for my PBS TeacherLine Online Course “Teaching With Primary Sources from the Library of Congress”:

Primary sources are the raw materials of history — original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without experience. Examining primary sources gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills.

Resources matter. How we reflect on them matters too. Sometimes our students get caught up in their impression of what is said and who is saying it. They mix their opinion of the source with source definition. But students of Historiography tell us this does not change the efficacy of the resource itself.

Bateson photoFor example, there has been a renewed interest here in Ireland on the events of the 1916 Easter Rising, also referred to as the Rising. Researchers are returning to primary sources such as journals, diaries, death records, and cemetery listings to discover that many more people died than previously thought in the uprising for Irish Independence from Britain. One historian, Ray Bateson continues to search for a comprehensive listing of the previously unrecognized heroes of the Rising (see photo below). Although records of the Irish Easter Rising are scant in the United States’ Library of Congress, it is significant to note that the importance of Primary Resources is part of global endeavors. 

Perhaps the best benefit of online courses is the time given (even encouraged) for reflection and consideration. How many times have I sat in a face-to-face classroom listening to the discussion and then as soon as I get to my car an idea screams to be included, but class is already over. Is that just my singular experience?

In Week 3, we will look at whether resources have to be codified only as Primary and Secondary. Wonderful insights and information this week! Looking forward to continuing on to Week 3!!!

Helen

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Happy Birthday Thomas Jefferson

On this day, April 13 in 1743, Thomas Jefferson was born in Shadwell, Virginia.

My favorite Jefferson quote is “In matters of style, swim with the current; in matters of principle, stand like a rock.

The Miller Center website offers a brief biography of Thomas Jefferson.
In contrast, this Smithsonian perspective depicts a different personality side of Thomas Jefferson.

This PBS TeacherLine Crash Course episode offers students a synopsis of the life and legacy of our third U.S. president. http://to.pbs.org/1MX6Guq

 

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