Passion Project(s)

By -
Often when I am making dinner (and probably participating in #engchat or #edchat or writing an AprilBlogaDay post at the same time), there are several pots/pans going at once and the preparation may even include outside trips to the grill. Usually I can pull it off with hardly a scathed tater tot but the timing of each item's completion isn't always perfect. I get the same busy feeling about my many "passion projects" that I am working on at any given time. 

Here are just a few that I have been mulling over recently:
  • Creating a "template" for getting some course lessons online for students. The trick has been to find a platform, put together the content (media and text), and include enough interactivity to help learning happen. 
  • Create a study app to help students with focused practice on the base content they need to learn to be successful. I'm not a firm believer in the "If they can Google it, they don't need to learn it" movement. There are so many things that are foundational to knowing in any field or subject.
  • Incorporating what I am learning outside of the classroom into my classroom to see if it is effective. This is and has been a constant for quite some time.
  • The biggie right now is learning to write these AprilBlogaDay "15 minute reflections" in somewhere close to 15 minutes instead of much more.



Comments

Post a Comment

Popular posts from this blog

Boost Learning in Presentations and Games

By -
For those teachers who use games for learning and review, it's apparent the rise in engagement that they bring to the classroom. But, does this engagement and enthusiasm always lead to learning? According to research by neuroscientist Paul Howard-Jones, adding an element of chance can help further increase the chances of learning. It's just a matter of adding it at the right time. For instance, the addition of a simple 50/50 chance of losing all points associated with a correct answer leads to more effective learning. But where in the process does the learning peak? I asked Howard-Jones via email and it turns out that the following sequence works well: student/team answers question student/team is given a 50/50 chance to "double or nothing" their points correct answer is revealed It turns out that even if they lose points or answer incorrectly, the learning is still at a peak because of the state of mind of ALL the students involved. Good or bad, even those who a
Read more

How do students know what they know? (an effective exit slip)

By -
I remember sitting in class a few (plus!) years ago and at times totally following what was going on. It could have been almost any subject but there were times when it seemed to click.  At least I thought so. Then I got home and started the homework. Different story. It just wasn't that clear anymore and I realized that I didn't quite get it the way I thought. This was not exclusive to homework as it also happened at times on quizzes and tests. I thought I had studied enough (which, admittedly was what I always thought) but it did not pan out. I want my students to avoid this problem and the trick is for them to answer the question: "How do I know when I really know it?" But how? I recently saw a tweet for a webinar run by Ray Jimenez, who is a great webinar presenter by the way, entitled "Learners Don't Know What They Don't Know." Of course, I was excited to get the long-awaited answer to my question in one interesting hour but, ironically e
Read more

Are We Testing Enough?

By -
As I watched my sons play a new video game the other day, it occurred to me that maybe the problem isn't that we are assessing students too much, it's that we are assessing them too little. Look at gaming environments. Players are constantly being assessed, challenged, and tested. They adjust and maneuver or crash and/or die. Then they get back up and begin the process all over again. It's demanding but the gamers are resilient. I have often wondered how this type of learning could be transfered to the literature classroom. An obvious possibility would be to create time periods or even particular settings so that students could experience them first hand. Imagine going into the house from Poe's "The Black Cat" and interacting with the characters. I am not sure what the "game" would be - stop the murder, find the body, or even attempt to throw a dead cat through the window? What fun! My parent/teacher conferences would be standing room only. While thi
Read more