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Szkoła Podstawowa nr 3 im. Jana Brzechwy, Jaworowa, Puławy

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Szkoła Podstawowa nr 3 im. Jana Brzechwy, Jaworowa, Puławy

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Szkoła Podstawowa nr 3 im. Jana Brzechwy, Jaworowa, Puławy

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AI w edukacji

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21.09.2023 - Webinarium: Sztuczna inteligencja w Szkole – Chatboty

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Ha'penny Bridge, Bachelors Walk, North City, Dublin, Irlandia

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Attention and Curiosity Empathy Journal: how is it going? Innovative Methodologies Dublin, July 2023 Reflection What am I noticing? How have the practices today impacted me? At what points was I aware that I was fully present with full attention? When was I disengaged or absent?

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Ha'penny Bridge, Bachelors Walk, North City, Dublin, Irlandia

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Check out this Presentation (4:3) designed by Neda Mirova.

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Liffey Street Lower, North City, Dublin, Irlandia

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Interact with your audience using real-time voting. No installations or downloads required - and it’s free!

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Moore Street, North City, Dublin, Irlandia

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Liffey Street Lower, North City, Dublin, Irlandia

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Digital Competences: Educating in the Digital Age

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The SAMR model offers a framework which helps teachers break down technology implementation in four stages:

Task. Shared Reading

1. Make groups of 4. Read about the different stages of the SAMR model.

1 - Read about S.
2 - Read about A.
3 - Read about M.
4 - Read about R.

2. Share what you have undestood with the rest of the group.

3. Where do you think you are in terms of the model? (You may be in different places depending on the tool that you are implementing).

Final thoughts

Have a clear aim
Starting with a clear aim helps us avoid using 'technology for technology's sake'.

What comes first - the task or the tool?
Will you design the tasks for a unit first and then find the
tools or will you design the tasks with specific tools in mind?

Ask yourself the following questions:
- What am I hoping to achieve by using this technology?
- How will it make a difference to my students' learning?
- Why is it preferable to not using technology?
- How equipped are my students and I to use this technology?
- How much time do I have to invest in making it work?

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Digital Competences for 21st Century Educators

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Digital Competences for Teachers | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Loading...

Digital Competences: Educating in the Digital Age

Loading...

Loading...

The SAMR model offers a framework which helps teachers break down technology implementation in four stages:

Task. Shared Reading

1. Make groups of 4. Read about the different stages of the SAMR model.

1 - Read about S.
2 - Read about A.
3 - Read about M.
4 - Read about R.

2. Share what you have undestood with the rest of the group.

3. Where do you think you are in terms of the model? (You may be in different places depending on the tool that you are implementing).

Final thoughts

Have a clear aim
Starting with a clear aim helps us avoid using 'technology for technology's sake'.

What comes first - the task or the tool?
Will you design the tasks for a unit first and then find the
tools or will you design the tasks with specific tools in mind?

Ask yourself the following questions:
- What am I hoping to achieve by using this technology?
- How will it make a difference to my students' learning?
- Why is it preferable to not using technology?
- How equipped are my students and I to use this technology?
- How much time do I have to invest in making it work?

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Digital Competences for 21st Century Educators

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Digital Competences for Teachers | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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View the interactive image by Neda Mirova

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Molly Malone Statue, Suffolk Street, Dublin 2

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Współczesne trendy w ocenianiu: mapy myślowe, podcasty, portfolio, prezentacje

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Współczesne trendy w ocenianiu: mapy myślowe, podcasty, portfolio, prezentacje

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Concept maps provide a visual representation of connections between concepts that students have learned. These concepts are connected by directional, labeled links to show the relationships between them. Concept maps are excellent tools that can provide instructors with a formative assessment of students' learning and misunderstandings, after the students were introduced to the new material. For example, the instructor can post an incomplete concept map where students are asked to fill in the blanks to build a complete map, which is then submitted to an instructor in class or via an online drop box. To assess student-generated concept maps, you may want to adapt this rubric for assessing concept maps opens in new window .

Watch screencast with Dr. Mark Morton (University of Waterloo) on how instructors can use concept mapping tools to support student learning in different disciplines.

ConcepTests are multiple-choice questions designed to test understanding of a single concept. They are effective at identifying common student misconceptions surrounding traditionally difficult concepts in science and engineering and have been shown to enhance student comprehension of fundamental concepts. The questions are posed during the lecture immediately after the key concept has been described or discussed. Students work independently to arrive at an answer and then try to persuade their neighbors in the lecture room that they are correct. Finally, all the students offer their answer. The instructor confirms the correct answer and the class can discuss why it is correct and how some students were misled. This form of peer instruction is offers students and their instructor insight in how well they understand the various key concept and allows them to identify and address popular misconceptions.

Watch a video with Harvard professor Eric Mazur on the use of ConcepTests:

An ePortfolio is an online space where students can store and organize artifacts that they have produced in the course, such as written assignments, images, videos, and so on. They then use the ePortfolio to reflect on their learning experiences. An ePortfolio requires students to pause and reflect on their learning, often by making explicit connections between different learning experiences. This process deepens their learning, and has the added benefit of helping them to chronicle their learning: they can look back on earlier work in their ePortfolio and readily see how much they have learned and how far they have progressed in the course. An ePortfolio helps students to "see" connections within various components of a course, or among their various courses.

Watch the videos of two professors from the University of Waterloo who share how they use ePortfolios

A podcast of vlog project encourages students to take their identifications, analyses, reports, diagrams, etc. to a real-world, digital level by creating a visual/verbal file for submission that activates and authenticates their learning. This can be done individually or collaboratively. Podcasts and vlogs are similar to poster presentations in terms of the content-based orientations of them, yet they take it to a different level by creating and facilitating an extension of the classroom for audiences beyond the students' immediate classmates and immediate teacher. This type of assignment encourages professional writing and presentation processes (such as oral and visual communication skills), but it also fosters networking and the building of connections for the students and their subject matter.

Watch the video of Indiana University professor Justin Hodgson introducing vlogging for his "Professional Writing Skills" course assignment:

A Talk Show Performance is an authentic version of the more traditional in-class presentation as it directs students to take on and embody their learning for an interactive, live or record discussion. It can be character-based (i.e. students taking on and acting as an individual in their discipline would, talking about the issues, analyses, diagrams, etc. and answering questions as this person would) or it can be self-based (i.e. students perform as themselves, presenting the materials and answering questions as they themselves would based on their developing knowledge).

Watch the video of University of South Florida professor Patrick Finelli overviewing his assignment for his "Sport as Performance" course:

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Concept maps provide a visual representation of connections between concepts that students have learned. These concepts are connected by directional, labeled links to show the relationships between them. Concept maps are excellent tools that can provide instructors with a formative assessment of students' learning and misunderstandings, after the students were introduced to the new material.

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Molly Malone Statue, Suffolk Street, Dublin 2

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Molly Malone Statue, Suffolk Street, Dublin 2

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Molly Malone Statue, Suffolk Street, Dublin 2

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Listen to Molly Malone, what is she talking about?
https://tinyurl.com/bxcja7hy

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Field trip to Glendalough was a good example how Context4Content approach and Outdoor teaching/learning can be implemented.

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Welcome to Glendalough.ie

The official website of Glendalough Co Wicklow, one of Ireland's most beautiful visitors' destinations.

Access to the Monastic City: The monuments and lakes are accessible all year round at anytime of the day however the car parks may have the barrier down early in the morning and late in the evening. There is no charge to see the Monastic sites(churches/round tower) or the Upper and Lower Lakes except the car park fees for the Upper Lake and the Visitor Centre at the Monastic Site. Visitors are advised not to leave valuables in their cars, especially in the more remote locations. See parking fees
Watch Glendalough Monastic Settlement, Co. Wicklow short film. (OPW with the Dept of Culture, Heritage & the Gaeltacht)
Dogs are welcome in Glendalough but MUST be kept on leads at all times(wildlife conservation area) and owners are to dispose of any dirt responsibly.

There are toilet facilities for public use at the Monastic Site (Visitor Centre) and also at the Upper Lake Car Park area. (closed now at 4pm for the winter months)

First Aid facilities, including an AED (defibrillator) are available at the Information Office/Brockagh Resource Centre and at the Laragh petrol station 1.5km from Glendalough. Other emergency services may also be alerted from here.

There are no ATM in Glendalough but is an ATM Laragh village at the petrol station inside the Shop(opening hours only). The next nearest ATM is outside the bank in Rathdrum (24 hours) or inside the Centra shop in Roundwood (opening hours only).

Events 2024
The Glendalough Valley is open all year round but there are planned events on certain dates that may slow down traffic or entry time for visitors to the Glendalough Valley:
Go to our glendalough.ie Facebook Page or Twitter Page for up to date events in the area.

Wicklow Mountains National Park

The Glendalough Valley is located in the Wicklow Mountains National Park and has many attractions to entice visitors, from its world famous Monastic Site with Round Tower to its scenic lakes and valleys, as well as a selection of walks and trails in the area including The Wicklow Way. The National Park also run educational nature walks for adults and children. You can see a list of activities by clicking on their website link below or by phone at Education Centre (0404 45656).

Visit their website www.wicklowmountainsnationalpark.ie/

About Wicklow Passport

Inspired by the success of the 'Camino Passport' in Spain, the Wicklow Passport is designed to be filled with a series of stamps collected by visiting various activities, attractions, and hospitality on offer across the county.

Collect your Wicklow Passport FREE at participating locations, the Wicklow Libraries at Bray, Greystones, Arklow and Blessington or order online at http://bit.ly/WicklowPassport (€2 for postage).

Download the Four Wicklow Passport Routes - choose from Wicklow East Coast, West Wicklow, South Wicklow and Wicklow Mountains Routes.

Drive, cycle or walk around Wicklow and collect the various Wicklow Stamps at participating 'Stamping Locations'. Discover the many attractions, activities and places to eat, drink and stay along the way. The full list of stamping locations and the four passport routes are available at http://visitwicklow.ie/passport

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Storytelling

Amazing, outstanding, gorgeous,unbelievably inspirational, fantastic session on storytelling!

I enjoyed every moment and every activity prepared for us by Michela.

I’m going to use all the ideas:

1. Dixit cards with older students I will copy the activity but with younger ones I will simplify it, e.g. by asking my students to pick 3 cards depicting the vocabulary they know and I will ask them to make simple sentences using the vocabulary.

2. A combination of origami and telling a story piece by piece where every fold corresponds with one piece of the story. It keeps students’ attention throughout the whole activity, they indulge in it and learn subconsciously.

3. Smeller/Toucher activity-wonderful, engaging, very creative at every stage. I will use it for sure!

4. Drama Circles-I hadn’t known its English name before today's session on storytelling. The one we did today was great fun for all of us I suppose. Again, it was very engaging and kept our interest in the story till the very end.

5. Multilingual interpretation of St Cavin’s story can be slightly modified and used on the occasion of European Day of Languages.

Field trip to Glendalough was a good example how Context4Content approach and Outdoor teaching/learning can be implemented.

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Children naturally love and are inclined towards stories. What are the benefits of a storytelling approach in teaching and how does Robo Wunderkind apply this method in our STEM curriculum?
What is a story-based learning approach?
Growing up, children listen to fairy-tales which provide an accessible way to communicate important messages to children in a playful, simple manner. Younger minds make connections between the fairy-tale world and real-life situations, which helps them develop problem-solving skills. Put another way, stories make it easier for children to receive and process information. Storytelling as a teaching method is thus a highly effective tool for building up new knowledge and learning a variety of 21st-century skills.

Сopyright Simon Kupferschmied Fotografie

A story-based learning approach moves children into the world of imagination while acquiring new skills, which simplifies the educational process and makes it more effortless.

Storytelling is a teaching method which helps young learners solve given problems and tasks in a playful way and creates constructive and creative comprehension of the given matter.

Presented with a storyline, children perceive the learning process more easily and effortlessly. In this way, the acquisition of new knowledge and skills is veiled in a game, making it attractive to children who don't even realize they're learning.
Benefits of story-based lessons
The storytelling techniqueis known to be one of the most effective teaching strategies. The main benefits of the storytelling technique are: high motivation and active participation, a boost of creativity, cooperation between children, deepening the understanding of a subject, and an increase in attention span.

Сopyright Simon Kupferschmied Fotografie

Storytelling motivates children to be active participants in the construction of the meaning of the story. Thus they feel that they can have a greater impact on the process and on the results of the assignment, and therefore are more motivated in its execution.

Furthermore, the storytelling learning approach helps children develop literacy, imagination, creation and critical thinking skills more effectively.

Robo Wunderkind's way of teaching through stories

Robo Wunderkind uses the storytelling approach for teaching and learning programming and coding. All lessons begin with a story-centered problem, mission or task. The lessons presented in our curriculum are designed to introduce various problematic situations and challenges that need to be solved by students during guided and independent activities. Take a look at Project 2: Robo is a Flashlight and Project 2: Robo is a Traffic Light.

Сopyright Simon Kupferschmied Fotografie

This approach supports the development of children's metacognitive skills, awareness, and also promotes self-regulated learning and a positive attitude towards making mistakes and self-critique. We have a curriculum full of educational and exciting lessons with various levels of complexity for different age groups.

A story-based approach helps to engage young learners with the content, boost their motivation and introduce them to the concepts of robotics and coding in a playful way. The storytelling technique involved in each lesson is an important activity for children for multiple reasons: it helps increase motivation, enhances language use, and boosts memory and attentiveness. Storytelling in learning also builds personal emotional attachment, creates positive associations, and durable, long-term learning benefits.

Additionally, this way of forming tasks makes what might be a difficult subject such as programming more digestible. Learning something via storytelling helps children remember outcomes and the process of execution better, as well as having an in-depth understanding.

Сopyright Simon Kupferschmied Fotografie

All the stories in our curriculum correspond to everyday experiences and real-world problems, which helps build parallels to real-life problems and encourages students to research deeper into a given topic. Having a visible connection to the real world ensures Robo Wunderkind lessons provide more meaningful learning.

Finally, Robo Wunderkind is a likeable character and there is no more fun way of programming than with the help of your friend. Children see Robo as their helper and fellow companion, which makes completing difficult programming and coding tasks effortless and enjoyable.

Take a look at our educational materials to get a better idea of how we use storytelling in our curriculum.

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Storytelling as a Teaching Tool: Why Teach Story-based Lessons?

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Children naturally love and are inclined towards stories. What are the benefits of a storytelling approach in teaching and how does Robo Wunderkind apply this method in our STEM curriculum?

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Temple bar is located on the Southbank of the River Liffey. It is one of the oldest areas in Dublin and is home to one of Europe's oldest built theatres (Smock Alley Theatre). Over the years it has maintained its medieval street exterior with narrow cobbled streets.

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Check out this Photo Collage designed by sylwia kaplon.

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Czy istnieje Uniwersalny Model Uczenia? UDL to model uczenia oparty na elastyczności, uwadze i empatii nauczyciela, który dostrzega potrzeby wszystkich uczniów i tak dostosowuje model uczenia żeby trudności w zdobywaniu wiedzy zlikwidować lub ograniczyć do niezbędnego minimum, co z kolei umożliwi osiąganie sukcesu każdemu uczniowi na miarę swoich możliwości.

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Universal Design for Learning (UDL): What You Need to Know

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Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know.

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Zadanie w ramach treningu uważności przeprowadzone przez Neda Mirova w ramach kursu: Innovative Methodologies for Learning & Teaching, Dublin, Ireland 2023

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Film wykorzystany przez Neda Mirova w ramach kursu: 'Innovative methodologies for teaching and learning', English Matters, Dublin, Irlandia 2023
Czym jest wizualizacja? Wejdź w buty ucznia, za każdym człowiekiem kryje się jakaś historia tak jak każda para butów jest inna. Uważność, empatia, wizualizacja i budowanie relacji nauczyciel-uczeń pomogą zbudować zaufanie i dobrą atmosferę w klasie, a w konsekwencji sprawią, że uczenie będzie bardziej efektywne, a poziom niepokoju u ucznia zostanie znacznie obniżony. Postawmy na relację i rozwijanie uwagi i ciekawości zarówno u siebie jak i naszych uczniów.

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Putting Yourself in Someone Else's Shoes

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Ha'penny Bridge, Bachelors Walk, North City, Dublin

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Czy masz półpensówkę żeby zapłacić za przejście na drugą stronę mostu Ha'penny nad rzeką Liffey w Dublinie? To najstarszy most pieszy w Dublinie. To duża przyjemność przechodzić się tym mostem minimum dwa razy dziennie do i z Trinity College i nie mieć już dzisiaj obowiązku uiszczania opłaty ;)

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The Ha’Penny Bridge is one of the earliest cast-iron structures of its kind. In 2012, citing a maintenance and damage risk, Dublin City Council removed a number of love locks from the Ha’penny Bridge and nearby Millennium Bridge.

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37 Liffey Street Lower, North City, Dublin

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Differences between gifted learners and high achievers | How does your child learn best? There are many different types of learners.

Make sure to turn on 🔉and share as Elizabeth Blaetz explains the difference... | By Vanguard Gifted Academy | Facebook

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How does your child learn best? There are many different types of learners.

Make sure to turn on 🔉and share as Elizabeth Blaetz explains the difference...

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37 Liffey Street Lower, North City, Dublin

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Prezentacja i zadania przygotowane przez Neda Mirova w ramach kursu: 'Innovative methodologies for teaching and learning', English Matters, Dublin, Irlandia 2023
Więcej o nauce krytycznego myślenia tutaj:
https://www.weareteachers.com/what-is-critical-thinking/

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Musical Genres

Use the action verbs to check that the tasks you plan for students are at the adequate levels.

These question starters might be helpful when you are trying to evaluate the level of your tasks.

They were taken from Judith Dodge's Book:

Differentiation in Actio n, Scholastic (2005)

Go through the tasks in the order suggested at your own pace.
TASK 4
reflect on if and how the digital tools used contrinute to the learning experience and in particular support critical thinking.

1. Listen to three versions of Molly Malone. Contrast the versions: Discuss similarities and differences.

Which version do you prefer and why?

Make notes about:

- the way that the music and lyrics combine to make a unified work

- the accompanying instruments
TASK 5
- any other features that you think worth commenting on

Evaluate two sets of alternative lyrics to the song generated by Chat GPT.

Sign up or log in if you have an account.

Choose Chat GPT.

Click "New Chat".

Type "Alternative lyrics for Molly Malone" song.

After you have created the first set, click "Regenerate"
TASK 3
Which are more effective. Why?

A) Listen to Molly Malone by the Dubliners.

You might mention:

- what kind of genre it is

- the instruments

- the structure (verse, chorus etc.)

- the voice and backing vocals

- musical features: melody, bass line, tempo, rhythm etc.

- finally, say if you like the song and how it makes you feel
TASK 6
Use the action verbs to check that the tasks you plan for students are at the adequate levels.

Change the accompaniment (can you add clapping, whistling, backing vocals...?)

You can change one line or the whole verse.

Write some new lyrics for the song or adapt the lyrics generated by Chat GPT.

Practise singing them to the tune.

Option 3: Music and Lyrics

Modify both the tune and the lyrics.

What did you most / least enjoy?

What did you find most challenging?

How has the knowledge gained through the previous tasks helped to prepare you for this final stage of synthesis?
TASK 2
Feel free to experiment...and remember to have fun whatever option you choose : )

Watch the two clips of two very different performances. What instruments do you see and hear in each clip?

1. Angelo Kelly and Family

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Musical Genres Use the action verbs to check that the tasks you plan for students are at the adequate levels. These question starters might be helpful when you are trying to evaluate the level of your tasks. They were taken from Judith Dodge's Book: Differentiation in Actio n, Scholastic (2005) Go through the tasks in the order suggested at your own pace.

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37 Liffey Street Lower, North City, Dublin

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Micro-teaching & direct instructions in the classroom-How to increase students' engagement and make your teaching more effective?

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Micro-teaching & direct instructions in the classroom-How to increase students' engagement and make your teaching more effective?

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Direct instructions:
https://www.structural-learning.com/post/direct-instruction-a-teachers-guide

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The most important goal for good educators is to improve their teaching skills, and maximize student engagement and learning. However, it can be difficult to do this when teaching dozens of students at a time.

That's where microteaching comes in.

Microteaching enables teachers to experiment with different teaching methods and take the necessary steps to upskill. This process works conjointly with the use of a well-designed microteaching lesson plan that keeps the teacher focused on the lesson and the points they're trying to pass across to students.

Read on to find out what microteaching is, the necessary microteaching skills teachers should have, and how to create an effective microteaching lesson plan.

Skip ahead:

What is microteaching?

Microteaching is a teaching technique where a teacher conducts a class for a small group of students at a given time. This approach allows the teacher to focus on honing a specific teaching skill/technique, identify areas where they need to improve, and receive feedback on their performance in real-time. It also allows teachers to demonstrate the depth of their knowledge and understanding of the subject matter in a low-stress environment.

Microteaching can be valuable to teachers at all stages of their careers - from teachers who are new to the profession to experienced teachers who want to improve their skills or learn new teaching styles.

Examples of microteaching styles

If you want to host a microteaching session, here are some styles you could use:

Mini-lessons are the most popular form of microteaching. It involves presenting a brief, focused lesson on a specific topic or skill to a small group of students - it could even be just one student. This method allows you to practice your delivery skills and assess how well the student(s) understood the topic based on the presentation. You can also ask each individual student as well as the class supervisor (if there's one) for feedback on the lesson.

This method is exactly what the name implies - a lesson delivered in just 60 seconds. One-minute lessons are usually used as a way to train educators on how to plan and deliver a value-packed lesson in a dynamic and high-pressure environment.

To use this method, you'll select a sub-topic of a specific subject that you can explain in a short amount of time. This could be explaining a new concept or demonstrating a particular technique. Then, you need to pool together resources such as diagrams, illustrations, charts, and graphs that can help you deliver information in a clear and concise manner.

There are certain topics or skills that students may understand better if they get actively involved, such as acting out a play. If you're trying to explain a topic like this to students should try getting the students to assume different roles that are integral to the lesson.

This gives you a way to interact with the students and practice your delivery skills. It also allows the students to assimilate information better because they're an active part of the lesson - as opposed to being passive listeners.

With VR headsets, you can transport your students to a simulated scenario where they can interact virtually with the components of the lesson. As students operate in the virtual space, you can explain these lesson components to them and respond to their questions.

Simulation is a great way to teach students skills that are dangerous or require expensive equipment that you don't have access to at the time. You can also use this method to teach history and take your students to different countries (and even show them what these countries looked like centuries ago) without ever having to go there physically.

This microteaching method involves using real or fictional case studies to teach a lesson. It is commonly used in teacher training and development programs to give teachers the chance to show their ability to apply hypothetical and theoretical concepts and ideas to real-life situations.

If you decide to take this approach, you may ask your students to analyze a case study and discuss possible approaches or solutions to a problem. You can also use case studies to explore important notions and hypotheses.

Video recordings can be used in two ways: when there are no students available or when the teacher is conducting lessons for e-learners. In the case where there are no students available, you may present a lesson in an empty while being recorded on video.

When you're done, the class supervisor can review the video and offer feedback about your performance, including the quality of your lesson material, the pacing, your tone of voice, and your body language. This way, you can hone your delivery and presentation skills, as well as your ability to craft concise, yet explanatory, lesson materials.

If you're conducting lessons for e-learners, you can share the video with them and ask them for feedback on your teaching style.

What is a microteaching lesson plan?

A microteaching lesson plan is simply a smaller version of a regular (or macro) lesson plan. It includes all the same elements you can find in a regular lesson plan, but on a much smaller scale.

Read more: Best Microlearning Platforms of 2023

Unlike macro lesson plans that encompass an entire semester or academic year, micro lesson plans contain information on the specific lesson or subject the teacher plans to present on a given day. This means that teachers draw up individual micro lesson plans every day that focuses on brief subjects or topics that students can understand quickly.

How to write a microteaching lesson plan

Writing a micro lesson plan is very similar to writing a regular lesson plan. But to make the process easier, you may benefit from following certain frameworks.

Below's a 5-step framework for writing a microteaching lesson plan.

For example, Dr. Angela Yu has a web development bootcamp course on Udemy. On the sales page of the course, Dr. Yu clearly explains the learning objectives for the course.

When mapping out your microteaching lesson plan, you should consider the specific learning activities your students will engage in to develop the skills required to demonstrate an adequate understanding of the lesson/course. These activities should relate to the learning objectives of your lesson, and enable students to practice and receive feedback on their progress.

For example, if you're a literature teacher that wants to explain the nuances and motivations of the characters in Williams Shakespeare's you could have your students assume the roles of these characters and act out the play in class. Since they're stepping into different roles, your students will be more likely to explain the reasons for their characters' actions through their own unique perspectives.

As you design the learning activities, ask yourself:

What can I do to explain the topic?

How can I get my students actively involved in this lesson?

What are some relevant analogies, examples, and situations that can help my students understand the topic?

What can my students do to better assimilate the topic?

Examples of learning activities that students can engage in include:

At the end of your lesson, you'll need to give your students tests, assignments, and problems that will determine just how well they understood the topic. These methods of assessment give students the opportunity to demonstrate the knowledge and skills they learned during the lesson and get feedback from their teacher.

Planning for assessment involves making decisions about:

the type(s) and number of assessment tasks that will enable your students to demonstrate that they've achieved the learning objectives for the lesson

the criteria with which you'll make an assessment (e.g. rubrics)

whether students will be involved in the assessment process or not (e.g. peer assessment)

the method by which the results of individual tasks will be combined into a final/overall grade

how you'll provide feedback to your students

In 1965, Robert Gagne, a prominent American educational psychologist proposed what he called the events of instruction , which is a nine-step framework for presenting a lesson or course.

Give students assessment opportunities (e.g. individual or group projects, written assignments, presentations, etc.)

Design quizzes and tests for students

Assess performance: To gauge how effective your lesson has been, give your students tests and exams. This way, you'll be able to check for the progression of competency in knowledge and skills. Don't forget to use different assessment methods to do this, including quizzes, oral questioning, rubrics, and projects.

Estimate how much time each step will take and then add some extra time for it

In your lesson plan, indicate how much time each class activity will take

Make some extra time at the end of the class to sum up key points and answer students' questions

Plan an extra activity or learning question in case you have more time left at the end of the class

Make your timeline flexible enough for you to adjust your lesson plan to students' needs

When you put Gagne's events of instructions into play, be sure to consider how much time you have to present the class. Here are some time management strategies you can employ:

Emphasize key information

Correct students' mistakes

Preview future topics

Ask a student to summarize the lesson

When you're done presenting your lesson, you'll need to close it. There are a few ways you can close a lesson. Here are some of them:

Lesson closure helps students internalize important information, link lesson ideas to other concepts, and transfer ideas to new situations.

8 microteaching skills that teachers should have

Microteaching can only be successful when the teacher has the necessary teaching skills that facilitate learning. Since Dwight W. Allen developed microteaching in 1961, nearly 40 teaching skills have been identified. But here are the eight most important ones:

The typical attention span of a student for a 60-minute class is 10-15 minutes. So if you're going to keep the attention of your students, you'll need to know how to introduce your topic in a way that will interest them.

Stories, analogies, hard-hitting facts, and deep questions are great ways to introduce a topic and get students hooked from the jump. Because of time, try not to make your introduction verbose or disjointed.

When you get to the main part of the lesson, you'll have to rely on your ability to break down complex concepts in a way that's easily digestible for your students. This involves speaking with clarity, using examples to depict the relationships between different ideas, and crafting strong concluding statements that summarize the key points in the lesson.

During and after a lesson, you'll want to occasionally check in with your students to ensure that they're correctly assimilating the information you're passing across to them. The best way to do this is by asking them questions. For the questions to be effective, however, they have to be clear, meaningful, precise, relevant, and specific.

Questions that meet these criteria can help you gauge your students' knowledge and determine if they have an adequate understanding of the topic.

In teaching, stimulus variation refers to the periodic changing of instructional elements and styles to keep students attentive and maintain their motivation. Since stimulus, according to science, incites a functional reaction in an organ or tissue, changing them occasionally activates students' brains and keeps them alert.

Stimulation variation skills, in education, include:

This involves using words or gestures to positively influence your students' behavior and encourage them to participate in class. These reinforcers let your students know that you care about how much they enjoy and understand your lessons.

You can positively reinforce your lessons by responding to correct answers with a smile, praising a good student, and encouraging a slow learner. This approach yields much better results than scolding or punishing students, or making insulting/sarcastic remarks.

When an explanation doesn't work or isn't enough to help students understand a topic, you'll need to integrate illustrations into the lesson. Through interesting illustrations - diagrams, images, cartoons, graphs, flow charts, and more - you can help your students visualize concepts and grasp them better. You can also use examples and non-examples to illustrate a topic for better understanding.

If you're microteaching in a traditional classroom setting, you may use a blackboard to write some notes, draw diagrams, and solve problems/calculations during a lesson. This grabs students' attention, and highlights important concepts and terms.

If you decide to use blackboards in your class, ensure that your writing is clear and legible. There should be enough spacing between the letters, and an obvious distinction between words and sentences.

Just like you need to know how to introduce a topic to your students, you also need to know how to close the lesson. This can be a bit more tricky than introducing because you have to be sure that your students understand everything you've explained to them.

To close your class successfully, you can ask a student(s) to give you a recap of the lesson or you can give them assignments to do. This gives you a clear of whether or not your students understand the topic and are able to apply it in the real world.

Improve your teaching skills with microteaching

Microteaching is an invaluable teaching technique for newbies and experienced teachers alike, as it provides an avenue for them to practice and learn new teaching skills without the pressure that a full class brings.

In addition, teachers are able to receive constructive feedback from both students and class instructors. This way, they can improve their skills, increase their confidence and achieve their teaching-learning goals.

New to the world of microlearning? Check out our post explaining it here.

Ready to start creating on mobile? Check out Thinkific mobile here!

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Learn how to create engaging microteaching lesson plans optimized for mobile learning.

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37 Liffey Street Lower, North City, Dublin

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Czy zastanawiamy się czasami co ma wpływ na osiągnięcia naszych uczniów? John Hattie, twórca kocepcji Visible Learning/Widoczne Uczenie na podstawie meta badań określił 138 czynników w 6 obszarach mających wpływ na osiągnięcia uczniów: szkoła, program nauczania, uczeń, dom, metodologia i podejście do uczenia i nauczania. Hattie uporządkował wszystkie czynniki w kolejności od tych, które mają największy pozytywny wpływ na osiągnięcia ucznia aż po te, których wpływ jest negatywny. Zaskakującym jest fakt, że wprowadzenie samooceny ma bardzo duży pozytywny wpływ na osiągnięcia ucznia...
Więcej o Widocznym Uczeniu się dowiesz się tutaj: https://www.visiblelearning.com/

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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37 Liffey Street Lower, North City, Dublin

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37 Liffey Street Lower, North City, Dublin: Meeting place: "The hags with the bags"

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37 Liffey Street Lower, North City, Dublin: Meeting place: "The hags with the bags"

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Liffey Street Lower

Liffey Street Lower

written by: Rachel Kilfeather
animated by: Brenda Fricker

"It's a giggle - and a really nice surprise! It's a friendly and unusual way to find out something."
Brenda Fricker

Just across the Ha'penny Bridge, two women have sat down for a chat in the middle of a busy day's shopping, their bags at their feet. Situated in one of Dublin's most popular shopping areas - one bag is from Arnotts on nearby Henry Street - Jackie McKenna's 1988 bronze sculpture Meeting Place was designed to reflect everyday city life. Shortly after the sculpture's installation, one of the bags was stolen - no small feat, given that it was made from bronze and extremely heavy! The bags are now secured firmly to the ground.

Like many Dublin statues, these women have a local nickname - 'the Hags with the Bags' - but brought to life by Rachel Kilfeather and Brenda Fricker, they now have a chance to talk back!

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Dublin-Innovative Methodologies for Teaching & Learning, English Metters-3rd-14th July 2023-reflections

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Dublin-Innovative Methodologies for Teaching & Learning, English Metters-3rd-14th July 2023-reflections

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James Joyce Statue, North Earl Street, North City, Dublin 1

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James Joyce Statue, North Earl Street, North City, Dublin 1. 

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James Joyce Statue, North Earl Street, North City, Dublin 1. 

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Listening comprehension task:
Listen to James Joyce and answer the questions:
https://tinyurl.com/2b5v5bc2
1. Where did I die?
2. Do I like the sea?
3. Who do visitors and locals mistake me for?'
4. How many houses in Dublin did I live in?
5. When did I live in Dublin?
6. How do I describe Dublin?
7. What was my intention with Ulysses?
8. What do I see now?

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http://www.clil4children.eu/strona-glowna/documents-and-media/guide-addressed-teachers-use-clil-methodology-primary-schools/?lang=pl

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Content & Language Integrated Learning (CLIL)

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Content & Language Integrated Learning (CLIL) | Resources | Junior Cycle for Teachers (JCT)

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https://www.onestopenglish.com/teenagers/clil/teaching-tools

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CLIL- nauczanie języka w kontekście innego przedmiotu, celem nadrzędnym jest nauczanie języka, a nie zagadnienia z innego przedmiotu samego w sobie
Twardy CLIL vs. Miękki CLIL

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Exam Seekers - Content related to English Exams and Courses.

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CLIL – Content and Language Integrated Learning – What is that? - Exam Seekers

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Do you know what CLIL means? Do you know what it is or why it has become so popular lately? Make sure you read this text to know all about it!

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Targ owocowo-warzywny, miejsce pełne koloru i smaków na mapie Dublina.

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Moore Street Market in Dublin City, County Dublin is an open air fruit and vegetable market which is held from Mondays-Saturdays. This colourful and lively street is a must for visitor who wish to experience a slice of life and get a flavour of Dublin through the wit of its people.

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General Post Office, Dublin, O'Connell Street Lower, North City, Dublin 1

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Someone has broken into the gallery and has changed lots of things around, maybe some paintings are missing!

AS THE ONLY GROUP OF TEACHERS IN THE QUEUE YOU HAVE BEEN CHOSEN TO HELP FIGURE OUT WHAT IS GOING ON!!

Work together in groups as fast as you can to decipher the clues and see what these modern 'artists' are trying to achieve. And most importantly, what has happend to the original works of art!!

Someone has replaced some of the works from the museum with modern versions

To uncover the oriiginal pieces of art you must follow the clues and solve the puzzles. As teachers you have been chosen to help with this task!!

To enter the room the artists have left a code on the door...

The code is in Ogham, an early Irish form of writing.

Take CLUE NUMBER 1 to decipher the code. Your tutor might be able to help you with the translations.

The first room is locked, but you can see through a glass panel.

Who is the artist of this piece?

What does this painting represent?

The right to graffiti on walls

Illegal until 1993, homosexual love was considered 'forbidden'. This has been a big step in Irish society. Which original work did Joe Caslin base his mural on?

The Marriage of Strongbow and Aoife

The Meeting on the Turret Stairs
The Marriage of Strongbow and Aoife Daniel MacLise The subject of this monumental and meticulously detailed picture is the marriage at Waterford in 1170 of the Norman military adventurer Richard de Clare, known as Strongbow, and the daughter of Dermot McMurrough, King of Leinster. The union has often been identified as representing the formal establishment of a Norman foothold in Ireland. Conceived for the decoration of the Palace of Westminster, the painting is an ambiguous representation of the victorious Normans and the vanquished Irish. Strongbow places his foot upon a fallen Celtic cross, King Dermot looks on in alarm, and an elderly musician slumps on his harp. The Artist's Studio John Lavery
John Lavery and his wife Hazel were well known in exclusive social circles in London during the 1910s. As such, they had contact with some of the most powerful figures in early twentieth-century Britain, including Winston Churchill.

Churchill suffered from bouts of severe depression throughout his life, describing it as his 'black dog'. Hazel Lavery introduced him to painting as a means of easing his suffering. Churchill discovered this to be an effective antidote to his depression, and developed it into a passion that would remain with him throughout his life. He was initially instructed by Hazel, but later joined John Lavery in his studio, occasionally painting alongside him.
The Meeting on the Turret Stairs Federic William Burton
The subject is taken from a medieval Danish ballad translated by Burton's friend Whitley Stokes in 1855, which tells the story of Hellelil, who fell in love with her personal guard Hildebrand, Prince of Engelland. Her father disapproved of the relationship and ordered her seven brothers to kill the young prince. Burton chose to imagine a romantic moment from the story before the terrible end: the final meeting of the two lovers.

Joe Caslin is an Irish street artist, art teacher and activist. Best known for his beautifully rendered pencil drawings, which manifest as towering pieces of street art. His highly accessible work engages directly with the social issues of modern Ireland, on an unavoidable scale.

That is not the correct answer, you must try again.

In Room 2, the paintings have been covered by graffiti!!

To enter the room the artists have left some RIDDLES at the door...Take CLUE NUMBER 2 to decipher the riddles. Your tutor might be able to help you.

Only when your tutor says so will you be able to open the lock.

This leads us to some poetry written on the wall. In an Art Gallery!! You are locked in until you know more about this artist's brother!

Click on the graffiti to find your next task.
OH NO!!!
The poem has been destroyed. You must put it back together.

Take CLUE #3 and put the poem together.
Show your tutor.
You have completed this room!

Have a quick stroll around and enjoy the art!
The Liffey Swim by Jack B. Yeats For the Road by Jack B. Yeats Grief by Jack B. Yeats
This not the right answer!

Someone seems to cut up the art work and made it into a jigsaw!!

This is not good!! This room contains the stained glass art works by Harry Clarke. Click below to see which one has been destroyed.

Phew!! That was close. Thankfully the Harry Clarke art works are intact. Please listen to the artist and why he locked you into this room!!

After watching please wriite an answer to the question you find here.

You have completed this room!

This is not the correct answer!

Someone has defaced some important artwork!

What was greatest tragedy in Irish History?

You have lost a museum piece

You have lost a museum piece

During the famine many people lost their homes. They were...

You have lost a museum piece

You have lost a museum piece

Under these laws Catholics could not enter the army, work in public office, marry protestants, own horses, land, and recieve a Catholic education

Reformation Laws

You have lost a museum piece

You have lost a museum piece

This painting is 'Eviction' from 1850 by Daniel MacDonald.

But something is wrong!!

The artist is Spice Bag, a Dublin artist whose picture of depicting a famine eviction with modern day Gardai elicited a massive reaction.
Some of the conversations surrounding Spice Bag's picture, were the legitimacy of the parallel between the famine evictions and todays housing crisis, how all art is political, and art can express and elicit a reaction and response that is essential in engaging people with social crises.

Now that you know a little more about the modern version you are invited to enjoy the original.

Which do you prefer?

You have completed this room!

You have completed this room!

Congratulations!

You have helped recover all the important works of Irish Art.

What do you think the new artists were trying to achieve with their tricks?

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Neda- Trinity English Matters Escape Room

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Someone has broken into the gallery and has changed lots of things around, maybe some paintings are missing! AS THE ONLY GROUP OF TEACHERS IN THE QUEUE YOU HAVE BEEN CHOSEN TO HELP FIGURE OUT WHAT IS GOING ON!!

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General Post Office, Dublin, O'Connell Street Lower, North City, Dublin 1

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Game-based learning and gamification at immediate glance may seem like similar and interchangeable terms. While both terms combine games and learning, the difference lies in how game elements are integrated into the learning experience. This distinction leads to a larger difference in learning outcomes when comparing game-based learning vs. gamification.

What is Game-based Learning?
A type of active learning experience within a game framework, which has specific learning objectives and measurable outcomes.
The learning experience gives a student clear and challenging goals within a virtual game framework, requires a high-degree of student interaction and offers informative feedback on student performance. Many times, the games are designed to allow the player to understand the subject matter within a real world context.

What is Gamification?
The process of adding game elements or mechanics to an experience to increase engagement or enjoyment.
These game elements are usually separated from the actual learning content. Gamified lessons or activities may include elements such as badges, leaderboards, timed activities, rewards or points.

Examples of gamification in the classroom include:

Separating students into groups to compete on assignments or activities.

Enabling students to earn points for behavior or completion of assignments and allowing them to spend the points on rewards.

Timed flash cards or worksheets.

Badges to show completion of work or mastery of skills.

Listening for certain keywords or situations to complete a bingo-type sheet.

Using dice to generate random numbers for a worksheet activity.

Game-based Learning vs. Gamification

In game-based learning, the game is the learning experience, whereas in gamification, the game components are added to the traditional instruction method.

In gamification, the end result (the points, rewards, being first place, completing as much as possible, not being last place) can easily become the focus, rather than the learning. Gamification can cause learners to rely on extrinsic motivation. This is the mental condition that drives a person to behave a certain way or engage in an activity to win a reward or avoid a punishment.

But what happens when the reward is no longer relevant or removed?

In addition, a number of studies have shown that offering excessive external rewards for an internally satisfying behavior can lead to a reduction in intrinsic motivation ( Deci et al., 1999). Intrinsic motivation is a type of internal desire that is based on the satisfactions of behaving "for its own sake."

If designed well, game-based learning has the capacity to harness students' intrinsic motivation and love for play and lead them toward complex problem solving.

Game-based Learning Research

Research around game-based learning shows this correlation between motivation, engagement, complex problem solving and other social and emotional skills.

One of the more popular investigations is that of learning through failure and the shift from a fixed mindset to a growth mindset. A student with a fixed mindset believes that intelligence is inherent and unchanging. A student with a growth mindset believes that they can change and improve their knowledge with effortful learning ( Carol Dweck, et al.)

The nature of learning through failure and mastery in games naturally lends itself to developing a growth mindset.
Explore more resources and research on the game-based learning infographic.
Links to game-based learning research:

Game-based Learning in the Classroom

How are educators using this research to improve student outcomes in their classrooms?

Ryan Reed shares some game-based learning examples and how to help other educators get started with game-based learning.

With game-based learning, students become more engaged with their learning. They go from struggling to finding a way to overcome that struggle and start looking for solutions and innovating strategies on their learning.
-Ryan Reed, Business & Technology Teacher at Stillman Valley High School

In this video, MIND's content director Ki Karou shares some game-based learning strategies that can develop students' capacity for productive struggle.
Video: Using Game-based Learning in the Classroom by MIND Research Institute
How are you using game-based learning in your classroom? Leave us a comment and don't forget to subscribe to the blog for the latest news and insights on STEM education, research and more!

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Game-based Learning vs Gamification: What's the Difference?

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What are the definitions and differences between game-based learning and gamification? An examination of the research and examples that show the benefits of game-based learning vs. gamification.

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General Post Office, Dublin, O'Connell Street Lower, North City, Dublin 1

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General Post Office, Dublin, O'Connell Street Lower, North City, Dublin 1

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General Post Office, Dublin, O'Connell Street Lower, North City, Dublin 1

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The iconic General Post Office in Dublin was designed by Francis Johnston in the Greek Revival Style in 1814. The main section of the building was made with Wicklow granite and the portico of Portland stone. Inside you will find a stunning bronze statue of The Death of Cúchulainn by Oliver Sheppard, placed there in 1935.

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James Joyce Statue, North Earl Street, North City, Dublin 1

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scrabble, scrabble pieces, lettering, letters, wood...

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James Joyce Statue, North Earl Street, North City, Dublin 1

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James Joyce Statue, North Earl Street, North City, Dublin 1

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Selfie dla nauczycieli-Narzędzie do autorefleksji nad wykorzystaniem nowoczesnych technologii

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Selfie dla nauczycieli-Narzędzie do autorefleksji nad wykorzystaniem nowoczesnych technologii

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https://educators-go-digital.jrc.ec.europa.eu/

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James Joyce Statue, North Earl Street, North City, Dublin 1

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Sposoby wykorzystania technologii w klasie według modelu SAMR

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Sposoby wykorzystania technologii w klasie według modelu SAMR

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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James Joyce Statue, North Earl Street, North City, Dublin 1

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James Joyce Statue, North Earl Street, North City, Dublin 1

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James Joyce Statue, North Earl Street, North City, Dublin 1

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✳✱* INFORMATION Information literacy is a foundational skill. Helps understand facts, especially data points, that they'll encounter online. Teaches how to separate fact from fiction. Find truth online in the age of misinformation MEDIA "I read it on my phone" Identifying

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Pastel Green Beige Cute Pastel Pet Video Collage

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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QuizWhizzer is the ultimate classroom tool for creating fun gamified quizzes! Upload a background image and add the spaces for where players move to create a unique game board for your quiz. Then watch as students answer the questions their avatars will move across your game in real time!

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Trinity College, College Green, Dublin 2

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Pierwszy dzień kursów metodyczno- językowych w Dublinie za nami😁 English Matters #sp3puławy #niemarzeczyniemożliwych #sp3pulawy #erasmus | Erasmus+ SP3 Puławy

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2.7K views, 4 likes, 0 comments, 2 shares, Facebook Reels from Erasmus+ SP3 Puławy: Pierwszy dzień kursów metodyczno- językowych w Dublinie za nami😁 English Matters #sp3puławy...