Monday, April 22, 2013
Friday, April 5, 2013
NCEA Notes
Prezi, Prezi, Prezi:Using Technology Effectively With a Collaborative Learning Pedagogy
"Notes" by Cynthia Cox
I didn't take notes on this one, but we followed along here: https://docs.google.com/document/d/1lSdXynk766B_DDIbH0UiwQym_ICbbgKRpJnd2VyW2oM/edit
Some good, step-by-step planning ideas for Prezi projects.
"Notes" by Cynthia Cox
I didn't take notes on this one, but we followed along here: https://docs.google.com/document/d/1lSdXynk766B_DDIbH0UiwQym_ICbbgKRpJnd2VyW2oM/edit
Some good, step-by-step planning ideas for Prezi projects.
NCEA Notes
A Catholic Educator Response to Bullying
Notes by Cynthia Cox
1 in 7 school children bullied/afraid to go to school
3 types of bullying – physical, emotional, relational (boys more physical, girls more relational/emotional, but there is crossover in both)
Definition of bullying- think "RIP" – Repeated, Intentional, Power-Based
Three components: bully, target, bystanders
There is both learned bully behavior AND learned victim behavior
When bystanders become "defenders" instead – bullying is almost always reduced or eliminated, bullies cannot succeed without tacit "approval" of the group
Rarely are defending behaviors ineffective when coming from peers
Increase empathy for the target/victim
Value defender efforts
Get "high value" peers to lead
Christ-centered: Scripture-based, Inclusive, Formative not Corrective, Compassionate not Punitive
Must include help/empathy for bully as well as target
Christ as model for leadership/Dignity for all/Pure of Heart
Follow Christ's teachings for social justice
Build community/reconcile injustices/compassion and forgiveness
Importance and power of prayer/purity of heart
Notes by Cynthia Cox
1 in 7 school children bullied/afraid to go to school
3 types of bullying – physical, emotional, relational (boys more physical, girls more relational/emotional, but there is crossover in both)
Definition of bullying- think "RIP" – Repeated, Intentional, Power-Based
Three components: bully, target, bystanders
There is both learned bully behavior AND learned victim behavior
When bystanders become "defenders" instead – bullying is almost always reduced or eliminated, bullies cannot succeed without tacit "approval" of the group
Rarely are defending behaviors ineffective when coming from peers
Increase empathy for the target/victim
Value defender efforts
Get "high value" peers to lead
Christ-centered: Scripture-based, Inclusive, Formative not Corrective, Compassionate not Punitive
Must include help/empathy for bully as well as target
Christ as model for leadership/Dignity for all/Pure of Heart
Follow Christ's teachings for social justice
Build community/reconcile injustices/compassion and forgiveness
Importance and power of prayer/purity of heart
NCEA Notes
NCEA notes: IDEA: Benefits & Services for Parentally Placed Private School Students with Disabilities
Notes by Cynthia Cox
Children with disabilities enrolled in private schools:
Each LEA (local education agency) must "locate, identify and evaluate" all children with disabilities in private elementary and secondary schools
The LEA must spend a proportionate share of funds on testing and evaluation of children in parentally-placed private schools
Each LEA must determine within a specific time frame the methods for identifying such students and must share these methods with the private schools
"A parentally-placed child with a disability does not have an individual right to some or all of the special education and related services the child would receive if enrolled in a public school." – in other words, schools must help identify but do not have to offer services
"Those children designated to receive services may receive a different amount of services" than students with disabilities in public schools.
ONPE's IDEA Page (Office of Non-Public Education)
http://www.ed.gov/about/offices/list/oii/nonpublic/programs2.html
Link to PowerPoint from presentation:
https://www.amshq.org/Events/AMS%20Annual%20Conference/Past%20Conferences/2011%20Annual%20conference/Conference%20Schedule/Saturday%20March%2026/Afternoon/Workshops%20Session%205/IDEA-Benefits%20and%20Services.aspx
Notes by Cynthia Cox
Children with disabilities enrolled in private schools:
Each LEA (local education agency) must "locate, identify and evaluate" all children with disabilities in private elementary and secondary schools
The LEA must spend a proportionate share of funds on testing and evaluation of children in parentally-placed private schools
Each LEA must determine within a specific time frame the methods for identifying such students and must share these methods with the private schools
"A parentally-placed child with a disability does not have an individual right to some or all of the special education and related services the child would receive if enrolled in a public school." – in other words, schools must help identify but do not have to offer services
"Those children designated to receive services may receive a different amount of services" than students with disabilities in public schools.
ONPE's IDEA Page (Office of Non-Public Education)
http://www.ed.gov/about/offices/list/oii/nonpublic/programs2.html
Link to PowerPoint from presentation:
https://www.amshq.org/Events/AMS%20Annual%20Conference/Past%20Conferences/2011%20Annual%20conference/Conference%20Schedule/Saturday%20March%2026/Afternoon/Workshops%20Session%205/IDEA-Benefits%20and%20Services.aspx
NCEA Notes
The Bullying/Cyberbullying Prevention Program
Notes by Cynthia Cox
The following are reports referenced in this presentation:
http://cyberbullying.us/Social_Influences_on_Cyberbullying.pdf
http://www.cyberbullying.us/FriendingStudentsonFacebook.pdf
NOTES:
-gender differences in face-to-face bullying is equalized when online, girls bullying as much as boys
-bystanders are afraid, confused, may get drawn into the bully's target zone; want to help but do not know how and do not want repercussions
-consequences of cyberbullying: detrimental to academic and social success, not just the parent's problem, affects environment of the school
-why is it so prevalent? You don't have to be big/strong, you can construct the 'perfect' insult or rumor/don't have to be quick-witted or a fast thinker to bully someone else (levels the playing field for bullies); anonymity
-where does it occur? Social networking sites, YouTube (filming bullying and uploading it, then more people pile on in the comments); instant messaging, email, online video games, text messaging
Create a climate of "upstanders" instead of "bystanders"
-only takes 2-3 strong student leaders to lead a charge of 'zero tolerance' for bullying
-cross-curricular activities addressing bullying
-student films/psa video projects
-educators should establish clear rules of computer use/ethics
-educators should generate dialogue about cyberbullying: scenarios, role play, discussion
-when a student approaches an adult about cyberbullying, it is important the adult remain calm rather than overreact
- students do not want their "lifeline" – ie, their internet access – to be taken from them even if it is done by a parent or other adult to protect them from harm, they see this as punishment, not a realistic solution to the problem
Recommended documentary: (not yet released, but soon - click link for trailer)
http://www.submitthedocumentary.com/
Notes by Cynthia Cox
The following are reports referenced in this presentation:
http://cyberbullying.us/Social_Influences_on_Cyberbullying.pdf
http://www.cyberbullying.us/FriendingStudentsonFacebook.pdf
NOTES:
-gender differences in face-to-face bullying is equalized when online, girls bullying as much as boys
-bystanders are afraid, confused, may get drawn into the bully's target zone; want to help but do not know how and do not want repercussions
-consequences of cyberbullying: detrimental to academic and social success, not just the parent's problem, affects environment of the school
-why is it so prevalent? You don't have to be big/strong, you can construct the 'perfect' insult or rumor/don't have to be quick-witted or a fast thinker to bully someone else (levels the playing field for bullies); anonymity
-where does it occur? Social networking sites, YouTube (filming bullying and uploading it, then more people pile on in the comments); instant messaging, email, online video games, text messaging
Create a climate of "upstanders" instead of "bystanders"
-only takes 2-3 strong student leaders to lead a charge of 'zero tolerance' for bullying
-cross-curricular activities addressing bullying
-student films/psa video projects
-educators should establish clear rules of computer use/ethics
-educators should generate dialogue about cyberbullying: scenarios, role play, discussion
-when a student approaches an adult about cyberbullying, it is important the adult remain calm rather than overreact
- students do not want their "lifeline" – ie, their internet access – to be taken from them even if it is done by a parent or other adult to protect them from harm, they see this as punishment, not a realistic solution to the problem
Recommended documentary: (not yet released, but soon - click link for trailer)
http://www.submitthedocumentary.com/
Depth and Design: developing a holistic curriculum
Depth and Design: developing a holistic curriculum: Clancy Burkholder
@patricktiernan
Tiernan@bchigh.edu
Jean Piaget - Soren Kierkegaard
What should every student know and be able to do ?
What are the psycho-social, cognitive , and spiritual capabilities/needs if each level in secondary schools ?
- we tend to teach the way that we learn best - you're ostracizing most of your class by doing this
What structures are in place to ensure their needs are met while "uncovering" the material?
How does a religion curriculum nurturer opportunities for interdisciplinary studies ?
What content knowledge should be emphasized and what is not paramount to an adolescent 's religious development?
Can you utilize multiple sources to achieve the same objective?
- you don't put on a "different hat" for each new course
- knowledge is fluid - it is constantly changing - nothing stays the same.
Http://www.youtube.com/watch?v=Hzgzim5m7oU
It's how we say things that's important - language - what do we mean by what we say ? Semantics and language becomes messy.
Inside - essential to know
Outside circle - important to know
Outside Outside circle -Nice to know
Work your way out.
KEY IDEAS
* essential/enduring knowledge transcends content acquisition
- it poses questions that go beyond yes/no or basic responses (lower order processing)
*Important knowledge frames lesson/unit planning
- "as the result of this lesson,students will know A and be able to do B"
*Nice knowledge may be teacher specific
-opportunity to develop new topics
What UbD is ...
- "backwards" design - distinguishes between depth (vertical) and breadth (horizontal) when it comes to the "uncoverage" of material
- it is a methodology for documenting and emphasizing that is essential for students to know and be able to do
- we truly understand what we can - explain, - interpret , - apply
- we truly understand when we have perspective
- this is the ability to see and hear other points of view to imagine the larger issues
- we truly understand when we can empathize
- we truly understand when we have self - knowledge
* this is the act of being able to look within ourselves and reflect on why we can comprehend something
{see image in camera roll)
IDENTIFY THE DESIRED OUTCOME - if not - then it doesn't matter what tools you used
Fallacy of learning - content leads to knowledge rather than skills leading to understanding
Create your test before your lesson.
Give the final exam on the first day of school.
Assessments shouldn't be a magic trick - not a surprise , why are we still trying to trick students?
DATA ANALYSIS - refine refine refine
The ignatian pedagogical paradigm - interplay between treatment and retreat director
Sent from my iPad
@patricktiernan
Tiernan@bchigh.edu
Jean Piaget - Soren Kierkegaard
What should every student know and be able to do ?
What are the psycho-social, cognitive , and spiritual capabilities/needs if each level in secondary schools ?
- we tend to teach the way that we learn best - you're ostracizing most of your class by doing this
What structures are in place to ensure their needs are met while "uncovering" the material?
How does a religion curriculum nurturer opportunities for interdisciplinary studies ?
What content knowledge should be emphasized and what is not paramount to an adolescent 's religious development?
Can you utilize multiple sources to achieve the same objective?
- you don't put on a "different hat" for each new course
- knowledge is fluid - it is constantly changing - nothing stays the same.
Http://www.youtube.com/watch?v=Hzgzim5m7oU
It's how we say things that's important - language - what do we mean by what we say ? Semantics and language becomes messy.
Inside - essential to know
Outside circle - important to know
Outside Outside circle -Nice to know
Work your way out.
KEY IDEAS
* essential/enduring knowledge transcends content acquisition
- it poses questions that go beyond yes/no or basic responses (lower order processing)
*Important knowledge frames lesson/unit planning
- "as the result of this lesson,students will know A and be able to do B"
*Nice knowledge may be teacher specific
-opportunity to develop new topics
What UbD is ...
- "backwards" design - distinguishes between depth (vertical) and breadth (horizontal) when it comes to the "uncoverage" of material
- it is a methodology for documenting and emphasizing that is essential for students to know and be able to do
- we truly understand what we can - explain, - interpret , - apply
- we truly understand when we have perspective
- this is the ability to see and hear other points of view to imagine the larger issues
- we truly understand when we can empathize
- we truly understand when we have self - knowledge
* this is the act of being able to look within ourselves and reflect on why we can comprehend something
{see image in camera roll)
IDENTIFY THE DESIRED OUTCOME - if not - then it doesn't matter what tools you used
Fallacy of learning - content leads to knowledge rather than skills leading to understanding
Create your test before your lesson.
Give the final exam on the first day of school.
Assessments shouldn't be a magic trick - not a surprise , why are we still trying to trick students?
DATA ANALYSIS - refine refine refine
The ignatian pedagogical paradigm - interplay between treatment and retreat director
Sent from my iPad
30 apps in 60 minutes
30 apps in 60 minutes: Clancy Burkholder
Joysedtechapps.blogspot.com
Document Exchange -
*drop box - put documents in for the students to pull out
- folder - papers can be placed inside (cloud based)
*google drive - app on ipad - folders
*Discovr apps - gives related apps after you type in what you like
ART apps -
*comic book
*stopmotion - old fashioned clay mation - you can add voice and music
*animation hd
*doodle buddy
*photoshop express - photo editing
*sketchbook - "layered effects"
*animoto - video creation
SOCIAL STUDIES AND SCIENCE.
*time lapse - pictures placed together over time - FREE
*go sky watch - looks at the constellations in the sky
*cat/rat dissection
*nova elements - build each element
*world atlas - pin placement ( good for following story lines )
*geo designer
*my script calculator
*flipboard - load up news stories - Ted talks , twitter feeds , articles
*qwiki - a series of pictures -
*Tap quiz map - geography quizzes
*hungry fish - primary math
*spark view Hd -
ENGLISH
Screen capture softwares.
* screen chomp
* show me
* explain everything
*new annotate plus - allows you to annotate a PDF
*noteability - notes binder
* you pad
*my memoir - creates journal entries / religion or English
*flashcard synch - flash cards - will synch with the ones already made on quizlet
*toontastic - create your own cartoon
Nearpod - load pwr points and other presentations and you can create a class
Lock down - open app, go back to settings , accessibility - guided access , turn on and set a pass code , open app - triple click
Sent from my iPad
Joysedtechapps.blogspot.com
Document Exchange -
*drop box - put documents in for the students to pull out
- folder - papers can be placed inside (cloud based)
*google drive - app on ipad - folders
*Discovr apps - gives related apps after you type in what you like
ART apps -
*comic book
*stopmotion - old fashioned clay mation - you can add voice and music
*animation hd
*doodle buddy
*photoshop express - photo editing
*sketchbook - "layered effects"
*animoto - video creation
SOCIAL STUDIES AND SCIENCE.
*time lapse - pictures placed together over time - FREE
*go sky watch - looks at the constellations in the sky
*cat/rat dissection
*nova elements - build each element
*world atlas - pin placement ( good for following story lines )
*geo designer
*my script calculator
*flipboard - load up news stories - Ted talks , twitter feeds , articles
*qwiki - a series of pictures -
*Tap quiz map - geography quizzes
*hungry fish - primary math
*spark view Hd -
ENGLISH
Screen capture softwares.
* screen chomp
* show me
* explain everything
*new annotate plus - allows you to annotate a PDF
*noteability - notes binder
* you pad
*my memoir - creates journal entries / religion or English
*flashcard synch - flash cards - will synch with the ones already made on quizlet
*toontastic - create your own cartoon
Nearpod - load pwr points and other presentations and you can create a class
Lock down - open app, go back to settings , accessibility - guided access , turn on and set a pass code , open app - triple click
Sent from my iPad
DIGITAL LEARNING : NO LONGER AN EXPERIMENT - NCEA Conference - Day 1 - TUESDAY APRIL 2, 2013
DIGITAL LEARNING : NO LONGER AN EXPERIMENT - NCEA Conference - Day 1 - TUESDAY APRIL 2, 2013: Clancy Burkholder
Day 1 - TUE 1:15.
DIGITAL LEARNING : NO LONGER AN EXPERIMENT
Classbook.com
Digital classroom must haves; network,tablet,remove limitations - not cookie cutter - select what is best for your school
*alignment is key *original content *discovery * real time info / results *moves away from sage on a stage approach
EX: SOUTH KENT - year 1: 92% digital , year 2 : 99% digital
1/2 of core textbooks available in a digital format
-alternatives without sacrificing curriculum-
Platforms: Inkling , nook, ...
*affects admissions - "center for innovation"
Paper to digital is easy - it's the "other stuff" that proves difficult
Content creation - iTunes' u
Google books - lots for free
SUB TEXT
Documents in ePub format - adobe , word, HTML
Track reading progress - quiz embedding , summary of group activity or individual info gathering
Inkling - students can follow teachers and Vic versa
Use iCloud to avoid "lost" or "misplaced" notes
Coursesmart
1. Inkling.
2.ibooks
3.kno
4.coursesmart
Sent from my iPad
NCEA - Harry RansomCenter (1:15 Session).
NCEA - Harry RansomCenter (1:15 Session): Clancy Burkholder
Jean Cannon - Research Associate - Manuscripts
Ransom Center - Museum / Research center / Library / literary fun house
Harry Ransom -English teacher / master book collector at UT
Collecting the archives for contemporary writers
Tom Stoppard's annotated screenplays of "Shakespeare in love " as well as Shakespeare's first folio from 1623 - connecting the last to the present influences
Gutenberg bible (ca 1450)
The Belleville Book of Hours - France 1450
Sign and seal of queen Elizabeth
Charlotte Bronte's - The Green Dwarf manuscript
William Faulkner's absalom!absalom! - manuscript - different color inks were intended
Graham Greene - the power and the glory - j Edgar hoover's notes about possible spy activity
Albert Einstein's notes on relativity - 1952
Dali's "down the rabbit hole" edition of Alice in wonderland
Scarlett Ohara's green curtain dress
Gone with the wind exhibition - fall 2014
Performing arts - Houdini and circus collection
Miscellaneous - hair belonging to John Keats and Percy Shelley
- RESOURCES -
* Reading room is open to the public - photo ID
*class field trips
*2018 - Alice and wonderland
Summer - sports and literature
Online exhibitions and educator programs
Sent from my iPad
Jean Cannon - Research Associate - Manuscripts
Ransom Center - Museum / Research center / Library / literary fun house
Harry Ransom -English teacher / master book collector at UT
Collecting the archives for contemporary writers
Tom Stoppard's annotated screenplays of "Shakespeare in love " as well as Shakespeare's first folio from 1623 - connecting the last to the present influences
Gutenberg bible (ca 1450)
The Belleville Book of Hours - France 1450
Sign and seal of queen Elizabeth
Charlotte Bronte's - The Green Dwarf manuscript
William Faulkner's absalom!absalom! - manuscript - different color inks were intended
Graham Greene - the power and the glory - j Edgar hoover's notes about possible spy activity
Albert Einstein's notes on relativity - 1952
Dali's "down the rabbit hole" edition of Alice in wonderland
Scarlett Ohara's green curtain dress
Gone with the wind exhibition - fall 2014
Performing arts - Houdini and circus collection
Miscellaneous - hair belonging to John Keats and Percy Shelley
- RESOURCES -
* Reading room is open to the public - photo ID
*class field trips
*2018 - Alice and wonderland
Summer - sports and literature
Online exhibitions and educator programs
Sent from my iPad
Thursday, April 4, 2013
30 apps in 60 minutes!
A great session on ( you guessed it!) Apps!
Check out this website, and look for the post on 30 apps in 60 minutes.
www.joysedtechapps.blogspot.com
Sent from my iPhone
Check out this website, and look for the post on 30 apps in 60 minutes.
www.joysedtechapps.blogspot.com
Sent from my iPhone
For Pope John faculty who would like to share notes from NCEA13...here is the easiest way that I've found. Copy your notes (just take a photo of them if you wrote by hand) and send them to the address I gave you in the email.
They will immediately post to this blog, and we can all benefit from the sessions that you attended! You might also want to share pictures from the week.
They will immediately post to this blog, and we can all benefit from the sessions that you attended! You might also want to share pictures from the week.
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