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Daily Science questions

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Watch the video to discover the answer to "How do you become a great inventor?" and don't forget to vote for next week's question!

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours). Work through the sections of this module in the order presented in the STAR graphic above.

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- Positive Behavior Interventions & Supports
- PBIS website: pbis.org

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8 Strategies to Manage the 21st Century Classroom

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8 Strategies to Manage the 21st Century Classroom

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Read “What is 21st Century Learning and Citizenship All About?” at http://bit.ly/p21learning.

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Classroom Management Apps and Websites | Common Sense Education

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Our editors' top tools to help you motivate, manage, and maintain a great classroom. Explore this Classroom Management Apps and Websites Top Picks list of 29 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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55 Digital Tools and Apps for Formative Assessment Success

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55 Digital Tools and Apps for Formative Assessment Success

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There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. We didn't just add any old tool to this list. Here are the criteria we used for those that made the cut:

Supports formative instructional strategies and ways to activate learners to be resources for themselves and peers

Is free or awful close to it (under $10 per year, where possible)

Allows both students and teachers to take the activator role when possible (sometimes teachers need to get things started)

Before you dig into the tools, I encourage you to spend some time thinking about exactly what you want to accomplish with your students. "How to pick the right digital tool: Start with your learning goal" by Erin Beard can help you wrap your head around goals and guide you in choosing the best tool for the task. "27 easy formative assessment strategies for gathering evidence of student learning" can help you decide what strategies work best for you and your students.

Record audio and video

Create quizzes, polls, and surveys

1. Crowdsignal Lets you create online polls, quizzes, and questions. Students can use smartphones, tablets, and computers to provide their answers, and information can be culled for reports.

2. Edulastic Allows you to make standards-aligned assessments and get instant feedback.

3. FreeOnlineSurveys Helps you create surveys, quizzes, forms, and polls.

4. Gimkit Lets you write real-time quizzes. And it was designed by a high school student!

5. Kahoot! A game-based classroom response system that lets you create quizzes using internet content.

6. MicroPoll Helps you create polls, embed them into websites, and analyze responses.

7. Naiku Lets you write quizzes students can answer using their mobile devices.

8. Obsurvey Designed to make surveys, polls, and questionnaires.

9. Poll Everywhere Lets you create a feedback poll or ask questions and see results in real time. Allows students to respond in various ways. With open-ended questions, you can capture data and spin up tag clouds to aggregate responses.

10. Poll Maker Offers unique features, like allowing multiple answers to one question.

11. ProProfs Helps you make quizzes, polls, and surveys.

12. Quia Lets you create games, quizzes, surveys, and more. Access a database of existing quizzes from other educators.

13. Quizalize Helps you create quizzes and homework.

14. Quizizz Guides you through designing quizzes and lets you include students in the quiz-writing process.

15. Quizlet Lets you make flashcards, tests, quizzes, and study games that are mobile friendly.

16. Survey Hero Designed to build questionnaires and surveys.

17. SurveyMonkey Helpful for online polls and surveys.

18. SurveyPlanet Also helpful for online polls and surveys.

19. Triventy Lets you create quizzes students take in real time using individual devices.

20. Yacapaca Helps you write and assign quizzes.

21. Zoho Survey Allows you to make mobile-friendly surveys and see results in real time.

Brainstorm, mind map, and collaborate

Present, engage, and inspire

Generate word or tag clouds

1. EdWordle Generates word clouds from any entered text to help aggregate responses and facilitate discussion. Word clouds are pictures composed of a cloud of smaller words that form a clue to the topic.

2. Tagxedo Allows you to examine student consensus and facilitate dialogues.

3. Wordables Helps you elicit evidence of learning or determine background knowledge about a topic.

4. WordArt Includes a feature that allows the user to make each word an active link to connect to websites, including YouTube.

Get real-time feedback

Foster family communication

1. Remind Lets you text students and stay in touch with families.

2. Seesaw Helps you improve family communication and makes formative assessment easy, while students can use the platform to document their learning.

3. Voxer Lets you send recordings so families can hear how their students are doing, students can chat about their work, and you can provide feedback.

Strengthen teacher-to-student or student-to-student communication

Keep the conversation going with live chats

1. Backchannel Chat A teacher-moderated version of Twitter.

2. Chatzy Supports live, online chats in a private setting.

Create and store documents or assignments

1. Google Forms A Google Drive app that allows you to create documents students can collaborate on in real time using smartphones, tablets, and laptops.

2. Piazza Lets you upload lectures, assignments, and homework; pose and respond to student questions; and poll students about class content. This tool is better suited for older students as it mimics post-secondary class instructional formats.

Learn more

There are several resources for learning more about formative assessment and responsive instruction strategies. Consider our formative practices workshops, where school and district teams can gain a better understanding of the role formative practice plays in instruction and the four foundational practices to use in the classroom. Or for a quick start, download our eBook "Making it work: How formative assessment can supercharge your practice."

Jump in, try new tools and methods, and have fun!

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75 digital tools and apps teachers can use to support formative assessment in the classroom

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There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning.

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by TeachThought Staff

What are the types of assessment for learning?

And more importantly, when should you use which? If curriculum is the what of teaching and learning models are the how, assessment is the puzzled 'Hmmmm'-as in, I assumed this and this about student learning, but after giving this assessment, well....'Hmmmmm.'

In The Difference Between Assessment Of Learning And Assessment For Learning, we explained that "assessment for learning is commonly referred to as formative assessment-that is, assessment designed to inform instruction." Below, we identify types of assessment of learning-very briefly, with simple ways to 'think about' each so that you hopefully wake up with a better grasp of each type.
6 Types Of Assessment Of Learning 1. Diagnostic Assessment (as Pre-Assessment)
One way to think about it: Assesses a student's strengths, weaknesses, knowledge, and skills prior to instruction

Another way to think about it: A baseline to work from

Tip: Done at the beginning-of the school year, beginning of a unit, beginning of a lesson, etc.

See also What Is Project-Based Learning?
2. Formative Assessment
One way to think about it: Assesses a student's performance during instruction, and usually occurs regularly throughout the instruction process

Another way to think about it: Like a doctor's 'check-up' to provide data to revise instruction

Tip: Using digital exit ticket tools like Loop can be an easy means of checking whether students have understood lesson content, while also promoting student reflection.
3. Summative Assessment
So what are the different types of assessment of learning? The next time someone says 'assessment,' you can say "Which type, and what are we doing with the data?" Summative assessment, for example.

One way to think about it: Measures a student's achievement at the end of instruction. It's like talking to someone about a movie after the movie is over. : )

Another way to think about it: It's macabre, but if formative assessment is the check-up, you might think of summative assessment as the autopsy. What happened? Now that it's all over, what went right and what went wrong?

Tip: By using measurements of student performance, summative assessments can be useful for teachers to improve units and lessons year over year because they are, in a way, as much of a reflection on the quality of the units and lessons themselves as they are the students.
4. Norm-Referenced Assessment
One way to think about it: Compares a student's performance against other students (a national group or other 'norm')

Another way to think about it: Place, group or 'demographic' assessment. Many standardized tests are used as norm-referenced assessments.

Tip: These kinds of assessments are useful over time in student profiles or for placement in national-level programs, for example.
5. Criterion-Referenced Assessment
One way to think about it: Measures a student's performance against a goal, specific objective, or standard

Another way to think about it: a bar to measure all students against

Tip: These can be a kind of formative assessment and should be integrated throughout your curriculum to guide the adjustment of your teaching over time. Mastery or competency-based learning would use criterion-referenced assessments.
6. Interim/Benchmark Assessment
One way to think about it: Evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance on end-of-the-year summative assessments. A benchmark assessment is a type of interim assessment so it could be useful to think of them as distinct even though they function in a similar way.

Another way to think about it: Bar graph or chart growth throughout a year, often against specific 'benchmarks'

Tip: Benchmark assessments can be useful for communicating important facts and data to parents, district officials, and others to, among other goals, inform the allotment of resources (time and money) to respond to that data.
6 Types Of Assessment Of Learning

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From formative and summative assessment to criterion-referenced and benchmark assessment, each type of assessment has a unique function.

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The 2022-2023 Practical Ed Tech Handbook contains more than 50 pages featuring my favorite educational technology tools for K-12 teachers, librarians, and media specialists. Fill out the form below to have your free copy emailed to you. You'll also join 20,000 teachers who subscribe to my Practical Ed Tech Tip-of-the-Week Newsletter.
If you like this free resource, would you be so kind as to share it with a friend on Twitter, Facebook, or Pinterest? Thank you ~ Richard
Learn more about the tools in the handbook by enrolling in one of my on-demand professional development webinars.

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A digital handbook on technology integration. The 2022-2023 Practical Ed Tech Handbook contains more than 50 pages featuring my favorite educational technology tools for K-12 teachers, librarians, and media specialists. Fill out the form below to have your free copy emailed to you. You'll also join 20,000 teachers who subscribe to my Practical Ed Tech...

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Topics covered in this lesson*:

What is Digital Curation

The value of digital curation for you and your students

Selection of digital curation tools to explore

* Remember you don't have to explore everything in this lesson. Pick what interests you most.
INTRODUCTION

What is digital curation? Traditionally, we think of a curator as someone who selects objects, interprets context and manages collections in a museum. But it also describes what librarians do with their collections, aka: collection development. It's also what teachers do when they select resources for classroom projects. And it's a skill that can be used to help students develop their critical thinking abilities.

So why the explosion of interest in digital curation? With a mind-boggling amount of content on the Internet, content that varies enormously in quality, there's huge value in relying on experts to select the best content for a topic. And with that need, many new tools have been developed to make it easy for anyone to select, collect and share their own collections of digital resources.

Ironically, this hearkens back to early days of the web, when we had easy-to-use directories of good resources that were curated for us. Anyone remember Yahoo's Subject Directory? OpenDirectory? And even earlier, the InfoSlug directory of resources in Gopher servers.

Curating vs Dumping! These days anyone can easily be a curator, the challenge is to be a good curator! Dumping links into an electronic "bucket" isn't really curating, though it may be a valuable first step to growing a curated collection. For example, I collect lots of links to articles and resources that might be useful for future updates to this Cool Tools workshop. My raw collections are disorganized and full of things that won't make the cut for the workshop. But they're my starting point for selecting what will make it into the workshop lessons. This terrific article by Jennifer Gonzalez speaks to this point, Are You a Curator or a Dumper?

SOME BACKGROUND READING

These are quick reads and will get you up to speed on the why curation is important, both for you professionally and as a skill to teach students.

USES IN SCHOOLS

Sharing Your Know-How: No one can be an expert on everything, but we all have things that we're passionate about and perhaps even are experts in. If we create collections of the best resources on those topics, share them and maintain them, then everyone can benefit from our expertise. This is also a great way to share information about what's going on in the school with parents and other educators.

Open Educational Resources: As the use of Open Educational Resources grows, curation takes on an even larger role. To quote Joyce Valenza: "The opportunity, especially for school libraries with little or no budgets, is to leverage this free content to promote access and equity, to create new user-friendly collections, and to embed the best into instruction school-wide." Want to know more about OER? We have a lesson on that!

Digging for Gold: You may not feel like creating collections of resources yet, but you can still benefit from these services. They are goldmines of great material. If you find an expert in an area you're interested in, then you can follow what they're curating. They're filtering out the dreck for you and sharing the most valuable resources.

Student Use: Students can gather materials for research, create bibliographies, create collections of news articles around a topic, collect graphics for art projects, and so much more. Curating a collection of resources in response to an assignment requires higher order thinking skills to assess the value of material and to describe the importance of an item.

Essential Skills: Students learn essential literacy skills when curating content: how to search for and evaluate resources, how to organize and create a balanced collection, reflecting multiple points of view. Check out this excellent handout on Building Link Collections to help students learn these skills. From the article Teaching Kids to Curate Content Collections.

TYPES OF TOOLS

Social Bookmarking: Diigo is a popular tool for collecting and organizing links to web resources. With Diigo you can save links to your favorite web sites, add notes and tags to help describe them and improve findability. It also includes a variety of social features that let us share our bookmarked resources with others. And Diigo has collaborative feature than can be useful for groups sharing resources. It doesn't present your collections in a particularly attractive way though.

Many Digital Curation tools are geared for presenting your collections in a graphically appealing layout that can easily be shared with others. Most let the you add notes to explain context, offer opinions and ask questions. These collections can be great resources for discovering and keeping up with information. And they're great tools for students gathering resources for research projects. Students can gather information, write notes and reflections on the material, share information in groups. At the same time, teachers can be following along and participating as needed. A curated collection with reflections and observations is also a way to present a final project. Some tools in this category include: LibGuides, Symbaloo, elink.io, EdShelf and Pinterest. How to Curate Like a Rockstar is a short slidedeck that would be great for teaching students how to curate.

Real Time Content Aggregators: These tools take quite a different spin on curation. They use the social media, blog, news, etc. sources and topics that you specify and present you with a selection of materials from those sources. Tools like paper.li & Nuzzel scan your Twitter stream and other social media streams and produce a selection of the most popular articles mentioned by the people you follow. Nuzzel helps you create a daily newsletter of your favorite articles that you can share with others. Other tools in this category include: Flipboard and AndersPink.

This is a small selection of some popular tools. Explore one of the following tools, tools mentioned above or any other curation tool that you're interested in.

: Diigo has a bit more of a learning curve, but that's because there are so many features. To be honest, I haven't explored them all! Like many tools, you can add a browser extension or a bookmarklet to your browser toolbar to quickly add sites to your account. One of the most useful features here is the Groups feature.

PINTEREST: An excuse to play with Pinterest! Visually appealing, Pinterest is tons of fun and is a great way to create a collection of resources to share with students and staff. Basically it's like an old fashioned bulletin board where you pin photos of things you want to do, places you want to go, books to read, etc. Users create boards on whatever topics they're interested in and when they find a great resource, recipe, book, craft idea, etc., they click on the Pin-It button/extension on their browser toolbar to add it to their boards. To discover new content, you choose to follow other people's boards. Pinterest has good search features to find content from all users. Check out 14 Ways Students Can Use Pinterest in the Classroom for some interesting ways to use Pinterest with students.

Makes attractive pages to share your content. Collection feature to organize content and share it. Collections can be embedded on other webpages. For example, our WAKELET: A newish curation tool that is currently free. Cool Tools MORE TO EXPLORE pages are created with embedded Wakelet collections. Whenever I add a new resource to a Wakelet collection, it automatically appears on the correct MORE TO EXPLORE page. Web, iOS and Android apps.

ELINK - Another free tool that creates attractive collection pages that can be embedded on a website or linked to directly for sharing. The paid Pro version has an option to send out your collection as a newsletter. Free account has a variety of layouts and display options. Also has browser addons to quickly add resources to your collections. Free account has advertising on the collection pages.

PADLET* - Padlet can be used for many purposes and curation is one of them. Add the Padlet browser addon to quickly add content to your Padlet pages. With a free account you can create 3 Padlet pages. There are multiple ways to arrange the content on the page. Collaboration features include the ability to leave comments, vote and rate content, add contributors and let them add content. Pro (paid) accounts have features for managing student accounts. (*Referral link)

SCOOPIT: This service has been very popular, but unfortunately has discontinued their educational discounts and has limited their free version. Still, take a look, there are tons of great Scoopit collections curated by experts that are well worth following.

Scoopit pages are collections of short previews of articles and resources. Anyone can create a Scoop on any topic and start adding content, though the free version only allows for 1 collection now.

A browser bookmarklet lets you easily add articles directly from the web. Topics that are particularly well-curated will attract followers who will come to rely on you to select the best content in a timely manner. Sound a bit like a newspaper or magazine?

As Joyce Valenza talks about in Curation is the New Search Tool, curation services are terrific places to turn to when searching for content and an opportunity to hone evaluation skills.

Examples

LIBGUIDES: This is a very popular service with schools and colleges. The service isn't free, but it is being offered to many schools around through consortium purchasing. Check with your regional School Library System to see if you have access to it. It provides a framework for creating guides to resources and makes it simple to reuse content across multiple guides.

To get an idea of the range of possibilities check out:

- As a real-time news aggregation tool, it pulls in the latest, popular content from your twitter stream. Good way to monitor twitter without ever visiting your twitter account. As a curation tool, Nuzzel helps you create a daily newsletter with articles and posts that you select from any source you like. If you don't have time everyday, Nuzzel will create a newsletter for you with content from your twitter friends. Or you can turn that option off. Send a weekly newsletter if you prefer. People can subscribe and get your updates in their email. Examples: Polly's Newsletter, Tony Vincent's newsletter

PAPER.LI: Once you've set up your account, this service does all the work for you and produces a daily newspaper of content based on the sources you've selected in the setup process.

If you're interested in following the articles and resources being discussed using the #tlchat hashtag on twitter, you can set up a Paper.li that pulls just that content.

Or you could include particular individuals, groups of people or everyone you follow on twitter.

Some popular Paper.li's to check out include: #tlchat and #edchat.

More education related paper.li pages.

Joyce Valenza talks about using paper.li with her students in The Kids are Curating.

LEARNING ACTIVITY
Activities

1. Read an article or two about curation - either from the sources in this lesson or find something new and share it with us.

2. Options

Pick at least one curation tool that is new to you and create a small collection on a favorite topic, your favorite apps, tools for your classroom, resources for a lesson, etc. You choose!

Or dig deeper into a tool you already use and explore new aspects of it.

Your Blog Post

Reflect on your readings and share your experiences and ideas about the tools you explored. How could they help you professionally? Personally? How might you use them with your students?

Share the collection you created. Either link to it or embed it in your blog post if that's possible.

*TURNING IN YOUR ASSIGNMENT

Write & publish your blog post.

Copy the URL (webpage address) for your post.

Return to your Google Classroom, find the assignment page for the lesson you just completed and follow the directions for turning in and sharing your work.

*Only for students participating in the workshop for PD credit hours through the Google Classroom.

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Thing 8: Digital Curation Tools - Cool Tools for School

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Topics covered in this lesson*: What is Digital Curation The value of digital curation for you and your students Selection of digital curation tools to explore * Remember you don't have to explore everything in this lesson. Pick what interests you most. INTRODUCTION What is digital curation?

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Pinterest is an educator’s dream come true because of its many options for curating and sharing ideas, displaying student work, and building a PLN.

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- http://www.learner.org/resources/lessonplanbrowse.html
- https://www.crayola.com/lesson-plans/
- https://edsitement.neh.gov/lesson-plans
- http://www.readwritethink.org/classroom-resources/
- http://www.smithsonianeducation.org/educators/index.html
- http://teacheradvisor.org/
- http://www.teachersfirst.com/classroom_resources.cfm
- https://learnzillion.com/p/
- https://www.oercommons.org/
- https://www.opened.com/search?offset=20&resource_type=lesson_plan

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What are the 4 Cs? Learn how critical thinking, communication, collaboration, and creativity are essential 21st-century skills for today's students. (To learn more about the 4 Cs, see T he 4 Cs Research Series by the Partnership for 21st Century Skills.)

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What are the 4 Cs? Learn how critical thinking, communication, collaboration, and creativity are essential 21st-century skills for today's students. (To learn more about the 4 Cs, see The 4 Cs Research Series by the Partnership for 21st Century Skills.)

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Video: "Intro. to SAMR"
https://www.commonsense.org/education/blog/samr-and-blooms-taxonomy-assembling-the-puzzle

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It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post "" where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy

by Allan Carrington, TeachThought PD Workshop Facilitator

The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

The Padagogy Wheel, though, is not rocket science. It is an everyday device that can be readily used by everyday teachers; it can be applied to everything from curriculum planning and development, to writing learning objectives and designing centered activities. The idea is for the users to respond to the challenges that the Wheel presents for their teaching practices, and to ask themselves the tough questions about their choices and methods.

The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It's all very well to come across an exciting new app and to think to yourself, 'That's really cool, now how can I use it in the classroom?', but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching. It was in fact this very concern, my desire to help teachers make good decisions as to how to make the pedagogy drive the technology, and not the other way around, that led to the birth of the Padagogy Wheel.
So how does it work?
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.

It's useful to see the Wheel as providing a series of challenges and questions, a structured set of prompts asking you to reflect on your teaching, from planning to implementation. These prompts are interconnected like mechanical gears where a decision in one area often affects decisions in other areas. Consider each area as a grid through which you filter what you are doing. There are five of these grids; let's look at each one in more detail.

THE FIVE GRIDS

1. Graduate Attributes and Capabilities

Graduate Attributes are at the core of learning design. Graduate Attributes address the long-term, enduring aims of our educational activity. They involve thinking about the type of people that emerge from our educational programs - their ethics, responsibility, and citizenship, for example - and their employability in our current and future society. Teachers must constantly revisit the way in which their programs are contributing to the development of these attributes. They need to do the hard yards of articulating what they expect a graduate of a program to "look like" i.e. what is it that a graduate is and does that we regard as successful and meets the expectations of their communities as change agents and leaders. How else can teachers help students know what transformation 'looks like'?

Many universities around the world are constantly working on their graduate attributes and are mapping their programs to them. The blog post " If you exercise these capabilities.. You will be employed! " where I interviewed Prof. Geoff Scott, is really eye opening for college educators as it highlights the attributes and capabilities the CEOs in the market place want in graduates, the things they look for in hiring. If educational leaders don't have a clear picture of the qualities and capabilities of an excellent graduate of their program, then how can teachers help students strive for excellence and to be leaders in their worlds?

Every teacher needs to look at their courses and pedagogy and ask, "How does everything I do support these attributes? Is there any way I can build content and activities that help students become 'excellent'?"

2. Motivation

Motivation is vital to achieving the most effective learning outcomes. It is valuable for teachers to regularly ask themselves "Why am I doing this again?" That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed and is so well presented by Dan Pink in the TEDtalk "The Puzzle of Motivation".

Thinking through the grid of Autonomy, Mastery and Purpose (AMP) and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Barbi Honeycutt on her FlipIt Blog has some good ideas on how to implement Dan Pink's AMP principles in the Flipped Classroom model.

Bloom's Taxonomy is really a way of helping teachers design learning objectives that require higher order thinking. You start with 'remembering and understanding', which is the easiest category to serve with objectives but produces the least effective outcomes in achieving transformation. When supporting teachers, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating, where higher order thinking takes place. This is the 'By the time you finish this workshop/seminar/lesson you should be able to. . .' type of thinking. Only after you have developed your learning outcomes are you ready for technology enhancement.

4. Technology Enhancement

Technology Enhancement serves your pedagogy. When you choose any app or technology remember to apply the app selection criteria. The model only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time - is there a better app or tool for the job of enhancing my defined pedagogy?

Developed by Ruben Puentedura, the SAMR model - standing for "Substitution, Augmentation, Modification, Redefinition" - is a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies. The SAMR Model is extremely useful when considering how you are going to use the technologies you have chosen. SAMR is a widely used model with a wealth of resources online, like Kathy Schrock's excellent SAMR resources page. A very useful perspective about SAMR is through the eyes of the students. The 3.55 min Youtube video below, subtitled for when I teach about the Padagogy Wheel in China, explains:

Take each of your activities and think through how you will use the technology for each task. Ask yourself "Does this activity just substitute (i.e. students could easily achieve the tasks without this chosen technology) or can I augment or modify the tasks to improve the activity and increase engagement?" Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of Redefinition. Is there any task you can build into the activity that without the technology would not be possible?
The history of the Padagogy Wheel
In 2012 on a teaching trip to the UK, I got the idea of putting apps around the outside of Bloom's Taxonomy Wheel and organizing them according to his cognitive domain categories. The taxonomy was based on Kathwohl and Anderson's (2001) adaption of Bloom (1956) and it was their work that combined Remembering and Understanding.

The first version of the Padagogy Wheel had at its core Bloom's cognitive domain categories and teachers started their exploration of the wheel by making decisions about learning outcomes from each of those categories. They were aiming for those outcomes that promoted higher order thinking skills, in the 'Analyse' and 'Create' domains. I was the first to show 65 educational apps around the outer rim of the wheel. These apps were categorized by their strengths in helping learners reach better outcomes. I knew I was onto something useful by the requests for my permission to use this info-graphic after the seminars.

Back in Australia I thought about 'what is good teaching' and 'what is its core concept'. I added Graduate Attributes and Employable Capabilities for version two, then Motivation and the SAMR Model for version three. Two years and 150,000 downloads later I updated the apps and doubled the number available per category for version four. I also added further advice on app selection criteria.
I want to issue you with a challenge
Spend time thinking through how you can apply all five of the grids to your curriculum design, lesson plans and teaching practice. Learn more about each grid and take the Padagogy Wheel out for a spin. Please share your best practice examples. I would love to hear from you.

This year an objective is to build an online resource of how teachers have used the model, showcasing best practice and including research projects. We learned from our recent trip to China that they have over 14.5 million teachers. Yes, just teachers! And they all are extremely committed to change, hungry for professional development and collaboration. Your own work on the Padagogy Wheel could help many thousands of educators in China, as well as others around the world. This will help students become excellent practitioners and graduates, leading their communities into transformational change and could make the world a better place. After all isn't that why you became a teacher?
*Previously published at TeachThought.com

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The Padagogy Wheel - It's Not About The Apps, It's About The Pedagogy - TeachThought PD

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The Padagogy Wheel is designed to help educators think - systematically, coherently, and with a view to long term, big-picture outcomes - about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it's a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.

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ISTE Standards for Educators 2017 (Permitted Educational Use).pdf

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FETC 2013 | Q&A

Picture Perfect: Teaching to Visual Literacy

Visual Literacy proponent Lynell Burmark explains why the use of images is so important in the classroom and how it can help teachers meet the challenges of getting through the curriculum and engaging students in skills and content they'll actually remember and apply after the test.

Lynell Burmark's decades-long promotion of "visual literacy" continues gaining fans, particularly now with so many free, high-quality, easily accessible multimedia materials available to teachers who are trained on and outfitted with computers and projection devices to exploit those visual resources.

In this interview, Burmark explains what visual literacy is, how it works in the classroom, and why it can accelerate the efforts by teachers to get through daunting volumes of required curriculum.
Dian Schaffhauser: A lot of your focus is on visual literacy. What's that mean?
Lynell Burmark: Everyone knows what literacy means--reading and writing words. Visual literacy is reading and writing images. The "reading" is that when you see an image, you understand what's being communicated by that image. The "writing" is when you find appropriate, compelling images and put them into materials to communicate, teach, or learn.
Schaffhauser: Graphics have always been around. Students have always had eyeballs. Has visual literacy never existed in a big way in education?
Burmark: I think it's been there more in the elementary grades. When I was a kid, we had Dick and Jane. Almost a full-page image and four, five, or six words on the bottom. As we got older, the pictures went away, and we had all text. It was like when you grew up, you didn't need pictures anymore, which is a huge mistake. We process images 60,000 times faster than words.

All teachers say, "I don't have time to get through the curriculum." One way to speed it up 60,000 times is to go back to using the images. So I think we have matured our way out of doing what was right. Education has gone backwards by having so much inefficient text. We spend 45 minutes describing an okapi when we could spend 45 seconds displaying one with the LCD projector and asking students to describe the features they see on that strange looking animal! Of course, today, within five seconds of our mentioning the okapi, every student in the classroom is on Google, looking for the image. They understand intuitively that it's more efficient to start with the image and then overlay the words to connect that image with prior knowledge.
Schaffhauser: Why does visual literacy need to come to the forefront now?
Burmark: It's needed to be at the forefront from day 1. It's just that now we have a gleeful marriage between what's right and technology. One of the examples I love to use is when I took the history of art as a freshman at Stanford University. We had to buy the textbook that was $45 at the time, and it was mostly black and white. Monet's Poppies, which is one of my favorite paintings--a glorious field of wild red poppies--was reproduced as a full-color poster on my dorm room wall. I opened Jansen's History of Art, and there it was in black and white, which I thought was a real travesty, until I did the math and realized that a textbook that was about $45 would have been about $450 had all the images been in color.

Now images are free. Color is free. We have an opportunity to do it right without the excuse that we can't afford it. Now color in all our reference materials is an option. With LCD projectors you've got a six-foot high by eight-foot across image on the wall for all the students to see at the same time in blazing color. We have the tools to do it right for free. How amazing is that? I know; the kids take it for granted, but I'm thrilled every time I power up the projector!

I get a little misty-eyed about this, but I truly believe it's a wonderful time to be in education because we can take advantage of the ways that people learn with the tools that we have to teach.
Schaffhauser: Can you give an example of teaching to visual literacy versus teaching to text?
Burmark: The example I give when I'm doing a presentation is to have people look around the room, and then I say, "Okay, describe everyone in the room." There's maybe 200, 300, or more people in the room at the time. How long would it take you in words to describe everybody? And from another room could I read that description and really have a clue what anyone looked like? Compare that to whipping out your iPhone and hitting the camera button. You've got the whole room in a recognizable fashion instantly in the palm of your hand!

Or let's say you want to talk about snow, and you're in Africa where few people have seen it. I talk about this in my newest book, . The more senses you can get involved, the better. Vision is the sense that trumps the other four. It's the most powerful. If you wanted to describe snow to somebody who has never experienced it, you could show a picture, but obviously feeling the cold in the snow would be another way, or tasting it. The more senses you can get involved, the more vivid the experience will be. But many times we don't have the option of experiencing it in a tactile way. So vision--the image--is the easiest.
Schaffhauser: You're constantly referring people in your sessions to great Web resources. So what makes a Web resource valuable enough to share with the educators who are tuning into your presentations?
Burmark: I only put them in touch with things that are free. There's no barrier to using it that way.

I especially look for sites like the Morgue file, for example, for illustrations. That's one a lot of people don't know about. It's wonderful high-res photographs. The photographers ask you--if you wish--to give them credit. But there is no fee. Some people will say, "If you use my photograph in your work, let me know how you used it." Whenever I've written to someone, I explain how I've used their image with educators. They're just delighted. I've done that with too. People have been so gracious, so delighted that they can do something to help educators.

And then too it has to be high-quality. I don't send anybody to clipart collections. I don't send them to low-res images. I'm kind of a perfectionist. I've been called a type A-plus. My co-workers have said, "Type A doesn't come close."
Schaffhauser: I've heard you say that you don't use text in your presentations. Is that true?
Burmark: That's true. On the opening slide I have the name of the presentation and my name, so people know they're in the right room. On the closing slide I have the words, "Thank you," and my contact information, and that's it.

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practical uses of technology in education

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Picture Perfect: Teaching to Visual Literacy -- THE Journal

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Visual Literacy proponent Lynell Burmark explains why the use of images is so important in the classroom and how it can help teachers meet the challenges of getting through the curriculum and engaging students in skills and content they'll actually remember and apply after the test.

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"A Rich Seam: How New Pedagogies Find Deep Learning"

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"A Rich Seam: How New Pedagogies Find Deep Learning"

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Resources | Global Digital Citizen Foundation

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The Global Digital Citizen Foundation resources list has got something for every teacher, administrator, and student living in the digital age.

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Read the response by Faye Gelbe to the question, "Is there any catch in using pexels.com free stock photos?" at https://www.quora.com/Is-there-any-catch-in-using-pexels-com-free-stock-photos
This reading serves as an important caution about using images from any of a number of "free" photo sites without exerting extra effort to "trace back" images to the person who actually owns its rights.

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Cultivating Respect for Intellectual Property 720p

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Uploaded by Tim Schumacher on 2017-05-08.

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Watch "The Heart of Digital Citizenship"
https://youtu.be/Uww2XHnijKw