Philosophy / Pedagogy - Classroom 2.02024-03-28T17:35:32Zhttps://www.classroom20.com/forum/categories/philosophy-pedagogy/listForCategory?categoryId=649749%3ACategory%3A32284&feed=yes&xn_auth=noEducational Blog Poststag:www.classroom20.com,2020-11-15:649749:Topic:12641682020-11-15T16:45:56.642ZAshley Collinsworthhttps://www.classroom20.com/profile/AshleyCollinsworth
<p>Recently I was asked to research and select five educational blogs that were of interest to me, and met my needs as a teacher. Below are the blogs I selected, along with a brief description of each blog. I encourage you to check them out!</p>
<p></p>
<ol>
<li><strong>BookWidgets Teacher Blog</strong>- <a href="https://www.bookwidgets.com/blog">https://www.bookwidgets.com/blog</a></li>
</ol>
<p>BookWidgets is an interactive learning blog that provides teachers with posts on innovative ways…</p>
<p>Recently I was asked to research and select five educational blogs that were of interest to me, and met my needs as a teacher. Below are the blogs I selected, along with a brief description of each blog. I encourage you to check them out!</p>
<p></p>
<ol>
<li><strong>BookWidgets Teacher Blog</strong>- <a href="https://www.bookwidgets.com/blog">https://www.bookwidgets.com/blog</a></li>
</ol>
<p>BookWidgets is an interactive learning blog that provides teachers with posts on innovative ways to support online learning for students. The blog portion of the website contains numerous articles regarding digital programs, interactive games, “how to” articles and information posts all geared toward educators. </p>
<ol start="2">
<li><strong>Teach Create Motivate</strong>- <a href="https://www.teachcreatemotivate.com/blog/">https://www.teachcreatemotivate.com/blog/</a></li>
</ol>
<p>Teach Create Motivate is a blog created by Ashley Marquez, a teacher in Texas. Her goal is to provide teachers with resources and information to support independent learning in the classroom with a focus on classroom management, reading, student engagement and building a classroom community. She offers blog posts, a podcast and links to free resources. </p>
<ol start="3">
<li><strong>The Little Ladybug Shop</strong>- <a href="https://thelittleladybugshop.com/blog/">https://thelittleladybugshop.com/blog/</a></li>
</ol>
<p>Owner and creator, Jacqueline, is a Reading and Writing Consultant in Texas. She uses her blog and social media to connect teachers with resources to increase student engagement in reading and writing. One type of resource she creates is seasonal and topic specific writing “pennants” that are enticing for the students to complete and make beautiful displays of completed student work. She has also written many blog posts on the writing process with links to student resources that align to the common core standards. </p>
<ol start="4">
<li><strong>Mindshift- KQED</strong> <a href="https://www.kqed.org/mindshift/">https://www.kqed.org/mindshift/</a></li>
</ol>
<p>Mindshift is focused on how education is evolving with a focus on how children are being raised. Although more of a podcast than a blog, it offers insights and articles centered around meeting the needs of children and how caregivers can support and guide their children. Specifically, Mindshift “examines the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students”. These are areas that are increasingly important to me as I shift my own mindset in teaching and child development, and I couldn’t leave it off my list for this discussion post. </p>
<ol start="5">
<li><strong>Catlin Tucker-Blended Learning and Technology in the Classroom</strong> <a href="https://catlintucker.com/blog-2/">https://catlintucker.com/blog-2/</a></li>
</ol>
<p>Through her blog posts, books, social media and website, Dr. Catlin Tucker promotes the use of technology through blended learning. Her blog focuses on practical learning strategies that work with virtual, blended or in-person teaching. Each blog post centers around a key topic, such as student engagement through blended learning. Her blogs offer background information on the topic supported with definitions and research, examples of how the concept works in the classroom, infographics and resources to support the learning model. </p> Few tips for making a digitally ADL centered classtag:www.classroom20.com,2020-05-22:649749:Topic:12122362020-05-22T19:31:56.627ZAlyssa Eikmeierhttps://www.classroom20.com/profile/AlyssaEikmeier
<p><a href="https://webaim.org/intro/#principles"><span style="font-weight: 400;">https://webaim.org/intro/#principles</span></a></p>
<p><span style="font-weight: 400;">“Principles of Accessible Design”</span></p>
<p><span style="font-weight: 400;">New Concepts:</span></p>
<p><span style="font-weight: 400;">Equivalent Alternative Text-</span> <span style="font-weight: 400;">Adding alternative text for images.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">It is…</span></li>
</ul>
<p><a href="https://webaim.org/intro/#principles"><span style="font-weight: 400;">https://webaim.org/intro/#principles</span></a></p>
<p><span style="font-weight: 400;">“Principles of Accessible Design”</span></p>
<p><span style="font-weight: 400;">New Concepts:</span></p>
<p><span style="font-weight: 400;">Equivalent Alternative Text-</span> <span style="font-weight: 400;">Adding alternative text for images.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">It is also one of the most difficult to properly implement.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Determining appropriate, equivalent, alternative text is often a matter of personal interpretation. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Screen readers cannot analyze an image and determine what the image presents.</span></li>
</ul>
<p><span style="font-weight: 400;">Text can be presented in two ways:</span></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Within the alt attribute of the img element.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Within the context or surroundings of the image itself.</span></li>
</ol>
<p><span style="font-weight: 400;">When determining appropriate alternative text for images, context is everything.</span></p>
<p><span style="font-weight: 400;">Captions, Transcripts, and Audio Descriptions</span></p>
<p><span style="font-weight: 400;">As the average age of the population increases, so does the number of people with hearing impairments.</span></p>
<p><span style="font-weight: 400;">Captions</span><span style="font-weight: 400;">: text versions of the spoken word presented within multimedia.</span></p>
<p><span style="font-weight: 400;">Transcripts</span><span style="font-weight: 400;">: Allow anyone that cannot access content from web audio or video to read a text transcript instead.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Should contain additional descriptions, explanations, or indications of laughter or an explosion.</span></li>
</ul>
<p><span style="font-weight: 400;">Audio descriptions</span><span style="font-weight: 400;">: Primarily for users with visual disabilities.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">They provide additional information about content that is visible on the screen.</span></li>
</ul>
<p></p>
<p><b>Designing Online Learning Opportunities for Students with Learning Disabilities</b></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Numerous states have witnessed over 100% growth ratesin online education for the last few years (Watson, Murin, Vashaw,Gemin, & Rapp, 2013).</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Personalized learning or the individualized education program appears to align well with the many features of blended and fully online instruction.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">A</span> <b>fully online or virtual experience</b> <span style="font-weight: 400;">is independent of the brick-and-mortar building and</span></li>
</ul>
<p><span style="font-weight: 400;">classroom. Students in this model receive their education fully online.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">A blended experience is a bit more complicated.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">The blended, mixed-mode, hybrid experience is where a portion of the instruction is provided in online learning.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Where does</span> <b>UDL</b> <span style="font-weight: 400;">play in? </span></li>
</ul>
<p><span style="font-weight: 400;"> -Online tool called the UDL Scan Tool that allows districts and everyday users to critically review online content systems for their potential to support learner variability within online environments (see <a href="http://centerononlinelearning.org/resources">http://centerononlinelearning.org/resources</a>).</span></p>
<p></p> Doing joint global projects from a distancetag:www.classroom20.com,2020-01-09:649749:Topic:12031782020-01-09T16:18:43.752ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p>One of the hardest things to do is to take yourself to the global level. It's a risk that every classroom teacher needs to take, but because of time and content restraints are to "time strapped" to do. So what is the best way to get the done? </p>
<p>Let's hear your ideas! </p>
<p>One of the hardest things to do is to take yourself to the global level. It's a risk that every classroom teacher needs to take, but because of time and content restraints are to "time strapped" to do. So what is the best way to get the done? </p>
<p>Let's hear your ideas! </p> Getting students involved in global issuestag:www.classroom20.com,2020-01-09:649749:Topic:12032762020-01-09T16:14:29.731ZThomas Stanleyhttps://www.classroom20.com/profile/ThomasStanley
<p>Here's an idea as you teach a unit, current events, etc...start by having the students take a look at global issues, choose an issue then form hypothesis of what they think is "the right answers," have them share their ideas with each other and field questions, students then investigate whether they are right or not using 3-4 credible sources, they restructure their hypothesis based on new facts, present those facts to classmates, rebuild their presentation, then present it to experts.…</p>
<p>Here's an idea as you teach a unit, current events, etc...start by having the students take a look at global issues, choose an issue then form hypothesis of what they think is "the right answers," have them share their ideas with each other and field questions, students then investigate whether they are right or not using 3-4 credible sources, they restructure their hypothesis based on new facts, present those facts to classmates, rebuild their presentation, then present it to experts. Finally, decide what should be done next.<br/>All the time you are using rubrics to determine quality (which are handed out before each of the above activities), and at the end of the activity they evaluate each other and the project.<br/>Students work in teams of 2-4.<br/>Just a morning hello!</p> ESL research paper topicstag:www.classroom20.com,2018-10-10:649749:Topic:11781442018-10-10T04:09:36.437ZAjarn Alainhttps://www.classroom20.com/profile/AjarnAlain
<ul class="xg_messageList">
<li class="message"><p class="_message">Hello guys, I'm looking to start a research paper on teaching English as a Second Language. However, I'm currently facing difficulties with topic selection.</p>
</li>
<li class="message brief"><p class="_message">Any suggestions will be highly appreciated</p>
</li>
</ul>
<ul class="xg_messageList">
<li class="message"><p class="_message">Hello guys, I'm looking to start a research paper on teaching English as a Second Language. However, I'm currently facing difficulties with topic selection.</p>
</li>
<li class="message brief"><p class="_message">Any suggestions will be highly appreciated</p>
</li>
</ul> Leo's question about distance/philosophical issues underlying GRtag:www.classroom20.com,2018-05-30:649749:Topic:11721622018-05-30T06:15:24.809ZVirginiaJenkinshttps://www.classroom20.com/profile/VirginiaJenkins
Hi,<br />
<br />
Accepting the premises of the OP, although my ontology is a different one, poses the following question. If we regard point A as an empty point in space and point B as another empty point in space, in what sense can we say that the distance AB has a value?<br />
<br />
Any help will be apprecited.<br />
<br />
I didn't find the right solution from the Internet.<br />
<br />
References:…
Hi,<br />
<br />
Accepting the premises of the OP, although my ontology is a different one, poses the following question. If we regard point A as an empty point in space and point B as another empty point in space, in what sense can we say that the distance AB has a value?<br />
<br />
Any help will be apprecited.<br />
<br />
I didn't find the right solution from the Internet.<br />
<br />
References:<br />
<a href="http://www.sciencechatforum.com/viewtopic.php?f=10&t=24858">http://www.sciencechatforum.com/viewtopic.php?f=10&t=24858</a><br />
<a href="https://blog.advids.co/20-ico-marketing-and-promotion-campaign-examples/">ICO Marketing Campaign</a><br />
<br />
Thank you. Why Students Plagiarize?tag:www.classroom20.com,2017-06-19:649749:Topic:11489822017-06-19T12:24:48.185ZJonathan E. Wisniewskihttps://www.classroom20.com/profile/JonathanEWisniewski
<p style="text-align: left;"> Plagiarism is a <strong>theft</strong>. It means that you <strong>stole</strong> someone's identity, someone's thoughts. It's horrible. <em>We should teach our young generation not to be thieves and avoid plagiarism.</em></p>
<p style="text-align: left;"> But theft it's not the biggest problem. As educator and psychologist I did a range of anonymous tests and I found that the most common <strong>reason of plagiarizing is fear</strong>.…</p>
<p style="text-align: left;"> Plagiarism is a <strong>theft</strong>. It means that you <strong>stole</strong> someone's identity, someone's thoughts. It's horrible. <em>We should teach our young generation not to be thieves and avoid plagiarism.</em></p>
<p style="text-align: left;"> But theft it's not the biggest problem. As educator and psychologist I did a range of anonymous tests and I found that the most common <strong>reason of plagiarizing is fear</strong>.</p>
<p style="text-align: center;"><span style="text-decoration: underline;"><strong><em>Yes, fear.</em></strong></span></p>
<p>Fear of being <strong><em>incorrect</em></strong>.</p>
<p>Fear of being <em><strong>not accepted</strong></em> in college or university.</p>
<p>Fear to show their own feelings and personal opinion.</p>
<p>Psychological <em><strong>pressure</strong></em> from family.<br/> Students don't feel teacher's support, sometimes they are <em><strong>afraid their teachers.</strong></em><br/> Lack of motivation.<br/> Students plagiarize in case they are stressed out and panicked.<br/> Or the simpliest reason - the subject isn't interesting.</p>
<p> /How to teach our students avoid plagiarism without intimidation? By motivating. How to inspire them? How to make them believe in themselves?</p>
<p>I think that schools, colleges and universities should use plagiarism checkers and make free access for students. Nowadays we know a lot of plag detectors, suc as PlagScan, CopyScan,<span> Copyleaks, Plagskan, Plagium,</span> Grammarly, Turnitin and so on. We prefer <a href="http://unicheck.com" target="_blank">Unicheck</a> <span>that provides you with real-time reporting. But anyway such detection tools make the process of defining plagiarism easier.</span></p> The Power of Student Choicetag:www.classroom20.com,2016-06-10:649749:Topic:11129752016-06-10T19:41:58.903ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p>Encouraging students to take charge of their learning is a an effective way to keep them engaged and motivated in the classroom. When students feel that they can influence or guide their own learning, they are far more likely to participate in class discussions and activities. </p>
<p></p>
<p>Here are 4 ways to encourage your students to take charge of their learning:</p>
<p>1) <em>Integrate topics that interest them</em>. Get to know your students personally: ask them about their interests…</p>
<p>Encouraging students to take charge of their learning is a an effective way to keep them engaged and motivated in the classroom. When students feel that they can influence or guide their own learning, they are far more likely to participate in class discussions and activities. </p>
<p></p>
<p>Here are 4 ways to encourage your students to take charge of their learning:</p>
<p>1) <em>Integrate topics that interest them</em>. Get to know your students personally: ask them about their interests or hobbies, their likes and dislikes, and what inspires them. Take note of the sports or games they play, the people they idolize, the music they listen to, and the books, television shows or movies they watch. If you can integrate these topics into your lessons or activities, students will be more interested, as well as invested, in the subject area.</p>
<p>2) <em>Keep it fresh</em>. Change up the flow of the school day: teach a lesson that is normally held indoors, outside. Bring a couch into your classroom or offer pillows for students to sit down on during a class discussion. Play music during certain activities, invite guest speakers, or use technology more often. The more you surprise and excite your students with unexpected lessons or changes in the usual daily routine, the more energy they will have to participate. </p>
<p>3) <em>Ask what they want to learn about</em>. By encouraging your students to share ideas about what they want to learn about, they can make suggestions and guide their learning. It will provide them with the opportunity to contribute to their own learning and research or discuss topics that matter to them.</p>
<p>4) <em>Set goals</em>. If students set and monitor their own learning goals, they will be able to track their own progress and see how their hard work influences a positive outcome. If the goal is not achieved, assist your students in visualizing the necessary steps that need to be added so that the goal can eventually be achieved. Alternatively, modify the goal so that it is more realistic. If students can keep track of their own learning, it will instill them with a sense of responsibility.</p>
<p>5) <em>Be a positive role model</em>. By being an enthusiastic teacher who is passionate about learning, your positive energy may inspire your students to follow suit. Students often idolize their teachers (whether or not you know it!), so by demonstrating how much you care about education, your students may eventually adopt this same attitude and perspective.</p>
<p></p>
<p>By implementing these 4 techniques, you are providing the necessary tools to encourage your students to take charge and direct their own learning. This involvement may even instill a lifelong love of learning that will stay with your students into adulthood.</p> Teaching Philosophiestag:www.classroom20.com,2016-05-31:649749:Topic:11115712016-05-31T15:39:42.157ZLessanderhttps://www.classroom20.com/profile/Lessander
<p>How important is your philosophy of education to your career as a teacher?</p>
<p></p>
<p>How does this philosophy contribute to you being a teacher?</p>
<p>How important is your philosophy of education to your career as a teacher?</p>
<p></p>
<p>How does this philosophy contribute to you being a teacher?</p> End of Year Student Engagementtag:www.classroom20.com,2016-05-15:649749:Topic:11084082016-05-15T14:13:42.816ZAshley Elizabeth Packardhttps://www.classroom20.com/profile/AshleyElizabethPackard
<p>How do you maintain engagement at the end of the year? </p>
<p>How do you maintain engagement at the end of the year? </p>