10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

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Ditch undergrad study strategies during graduate work and use the SCAAN approach

Graduate learning is different than undergraduate learning and requires slightly different study strategies. These strategies are summarized through the SCAAAN acronym.

Here are the components of SCAAAN

Scan the text (i.e. chapter/article/research study) for concept focus. Read the article abstract or chapter summary first. Next, preview the . headings, bold words, charts, graphs, images, and end of chapter questions.

Concentrate on Purpose. Are you reading to gain information for a discussion post? a classroom discussion? a presentation? an essay submission? Set a purpose for reading before you start. (Think about what you need to be able to know or do after reading). Keep that purpose in mind while you read, and check to see if you have reached it by the end.

Apply Reading strategies such as chunking. Click this link for the steps.

Annotate. As you read, take brief notes in your own words about the main concepts and key words using Google Voice typing, or in the margins of your text, or in a Google doc, and/or old-school spiral.

Ask and answer questions. For Relearning/Learning Gaps: As you read, ask yourself if there are new concepts that you need to know or relearn. Add these concepts to your notes and emphase them with text formatting (bold, increased font size, highlighter tool, etc…). Investigate these concepts to fill relearning and learning gaps.
For New Learning based on your prior knowledge: As you read, turn headings into questions and ask and answer theses as you read. Form questions while you read and try to answer them later. Answer questions provided by the book.

Summarize. Stop after page and, depending on your preference, speak, write, mindmap, illustrate a brief summary of the main concepts. “Summarizing can be more effective than highlighting or annotating because it helps you better gauge what you do and don’t understand about a reading.


Gentle advice about Highlighting: In graduate study, consider a trimmed highlighting approach. Highlight  sparingly and only after reading a page. Highlighting while reading emphasizes concept sorting instead of critical thinking skills (Malaikahaider, 2021; . Critical thinking skills are often the emphasized in graduate course discussion boards, essays, posts, and the rubrics used to assess them.

 

                                                                References

Malaikahaider, (2021). Highlighting doesn’t work: Here’s what does (2021). Student News.
https://studentnews.manchester.ac.uk/author/malaikahaider/

National Center on Educational Outcomes (2012). Chunking and questioning aloud strategy summary sheet.
https://nceo.umn.edu/docs/presentations/nceo-lep-iep-ascdhandoutchunking.pdf

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Weekend Ed. Quote ~ November 12

“While it is critical that all children receive the support necessary to read at least at grade level, students who have achieved this goal must be challenged  to continue developing advanced proficiencies. We would be remiss if we failed to make appropriate provisions to at-risk readers. We are equally remiss if we do not offer appropriate instructional differences that respond to the needs of gifted learners” ~ Dr. Bertie Kingore, 2002, p. 12

 

STEAMBook

 

 

 


References

Kingore, B. (2002). Reading instruction for the primary gifted learner. Understanding Our Gifted, 12–15.

 

More Weekend Ed. Quotes

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Weekend Ed. Quote ~ November 5

“Knowing students means more than merely acquiring social or administrative information—students’ names and ages, something about their friendship circles, a bit about their family backgrounds, a few statistics from their academic record. To maximize learning, we need to dig deeper than this superficial acquaintance.”  ~William Powell & Ochan Kusuma~Powell
SantaFeCanyonRdPhotoByTeague

Photo by Helen Teague


References

Powell, W., & Kusuma-Powell, O. (2011). How to teach now: Five keys to personalized learning in the global classroom. Alexandria, VA: ASCD. p. 21.

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Protected: TEC-520 Alternative CFE: Digital Literacy Webinar Instructions

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Ending Course Checklist

Here is a mini end of course checklist for the smartest EDP graduate students ever!! 

CourseEndingChecklist

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Apps, Hashtags, Podcasts, Padlets, Virtual Field Trips and more!

Investigative Research with the Pomodoro Technique, Part 2
https://tinyurl.com/Part2Investigate 


Research Words by Helen Teague

Assignment Instructions Repost:

  1. 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.
  2. Part 2: Deep Dive
  3. Set a timer for 25 minutes. Explore the resources from the list
  4. 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):
#engineeringdesign    #Edtechafterdark

2. Engineering Design Padlet Samples:
https://padlet.com/ucdgrad/EandDT
https://padlet.com/dneely/551k0karwav6
https://padlet.com/dneely 

3. Lesson Plans
Geocaching: How to Use It In Your Classroom: https://guides.lib.campbell.edu/geocaching
Geocaching: In and Out of the Classroom: http://www.angelachristopher.net/gps–geocaching-in-the-classroom.html
PBWorks Geocaching and GPS: http://roxannnys.pbworks.com/f/Geocaching%20Classroom%20Ideas.pdf
GPS and Geocaching in the Classroom by Burt Lo, ISTE: https://id.iste.org/docs/excerpts/GCACHE-excerpt.pdf
GPS and Geocaching in Physical Education, Lesson Plan: http://gk12.cs.ksu.edu/uploads/lesson_material/file/97/geocaching-lesson-plan.pdf
Drone Lesson Plans: Drone Curriculum: https://edtechmagazine.com/k12/article/2019/04/4-steps-create-effective-k-12-drone-curriculum

4. Videos Based on NSF Research: 
Academic Conversations: https://resourcecenters2015.videohall.com/presentatio

5. Makerspace Activities: Using Makerspaces to Extent Curriculum-A Geology Project:
http://www.edtechupdate.com/blendspace/?open-article-id=4543129&article-title=using-makerspace-to-extend-curriculum–a-geology-project&blog-domain=barrowmediacenter.com&blog-title=barrow-media-center–expect-the-miraculous

6. Reviews:
Review TES-Teach (formerly Blendspace): https://www.commonsense.org/education/website/tes-teach-with-blendspace

7. Virtual Field Trip to Outer Space: 360 view of the Lunar Reconnaissance Orbiter
https://lunar.gsfc.nasa.gov/

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Our Webinar-How Early Literacy Impacts Reading to Learn – Archive Link

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/ 

 


@pbsteachers
#PBSReaders4Life

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Upcoming Webinar with EdWeb – Our Webinar – How Early Literacy Impacts Reading to Learn

Upcoming Webinar with EdWeb – How Early Literacy Impacts Reading to Learn

#PBSReaders4Life

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EdWeb Webinar “How Early Literacy Impacts Reading to Learn” Live Tweet at #PBSLit4Life

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!!!

via GIPHY

 

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Webinar Research Roundtable: Technology and Student Distraction

Technology and Student Distraction

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.

 

#PBSLit4Life

Reference

Technology and Student Distraction. The Derek Bok Center for Teaching and Learning. Harvard University. Retrieved from https://bokcenter.harvard.edu/technology-and-student-distraction

Related Reading

Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education31(3), 147-160. Retrieved from https://link.springer.com/article/10.1007%2Fs10755-006-9017-5

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