Investigative Research with the Pomodoro Technique, Part 2
Assignment Instructions Repost:
- Part 2: Deep Dive: Begin to explore the resources from the list below. This list is a collection of Podcasts, Padlets, Activities, Websites, Social Media, Ideas, Blogs, Links, Virtual Field Trips, Hashtags, Socials, APPS, Reviews— Bookmark/Collect/Note as you explore. Explore from the prospect of their possible integration to your present or future classroom.
- Part 2: Deep Dive
- Set a timer for 25 minutes. Explore the resources from the list
- When the timer sounds, take a 5-minute break, return to the assignment instructions and complete Part 3.
Resources in Part 2
1.Hashtags to Check-out (or find others to use in your instructional setting):
7. Virtual Field Trip to Outer Space: 360 view of the Lunar Reconnaissance Orbiter
Thank you to everyone who attended our webinar How Early Literacy Impacts Reading to Learn!! Dr. Joyce and Dr. Helen are grateful to PBS TeacherLine and EdWeb for producing this webinar.
EdWeb archived the webinar recording and our presentation slides! Click this link for this information: https://www.edweb.net/.5b8f619f/
Just two more days until our Webinar “How Early Literacy Impacts Reading to Learn”
Wednesday at 4:00pm Eastern
We will also be doing a first ever live tweeting during the Webinar! Here is the hashtag #PBSLit4Life
Are there any tweeters in the group? Please help us seed the tweets!!!
If you’ve been anywhere near a college campus, you’ve probably noticed the extent to which students are glued to their mobile devices. What do they do with them when they walk into the classroom? In one survey at six different universities, college students reported using their phones an average of 11 times per day in class.
Technology and Student Distraction. The Derek Bok Center for Teaching and Learning. Harvard University. Retrieved from https://bokcenter.harvard.edu/technology-and-student-distraction
Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160. Retrieved from https://link.springer.com/article/10.1007%2Fs10755-006-9017-5