Ultimate Study Guide

Based on a blog by Audrey Watters

Original Publication Date:  January 12, 2011

Wolfram Alpha is launching a series of course assistants for specific content areas.  Beginning in January of 2011 apps will become available for use on iPhones, iPods, and iPads are “designed to take advantage of the Wolfram Alpha technology in the service of supporting some of the most popular courses in high school and college” (Watters, 2011).  The initial launch included apps for Algebra, Calculus, and Music Theory.  What makes Wolfram Alpha Course Assistants unique is that they don’t just provide the solution to problems in each area but rather “guide users through coursework in order to help them solve the problems” (Watters, 2011).  The site provides additional information to help the student truly understand the problem and solution.  There is a slight cost for the apps.  Calculus Course Assistant is $2.99.  Algebra and Music Theory are $1.99 each.

Since the original blog was published, Wolfram Alpha has launched several other Course Assistants and added the Anroid.  

Watters, A. (2011, Janauary 12). The ultimate study guide: wolfram alpha launches "course assistant" apps [Web log message]. Retrieved from http://www.readwriteweb.com/archives/the_ultimate_study_guide_wolfram_alpha_launches_co.php 

Listening to Themselves

Based on a Blog by Maya Payne Smart

Original Publication Date:  11/12/2008

An authentic audience for student work is a huge motivation.  A fifth grade class in California uses podcasting to distribute student work and provide students with a global audience.  The class is creating a library of downloadable educational material that makes course content available to students 24/7.   According to the article over 70% of students own an iPod or other MP3 player and this “boosts instructional time by making course content available anywhere” (Payne-Smart, 2008).    This is a huge benefit in itself.  However, providing the content to the community through a web page has afforded students the opportunity to become content producers not just consumers.  The fifth grade teacher informs his students that individuals beyond the classroom have accessed their content.  The realization that their work is not just for teacher review but for a real audience is increasing student pride and motivation.  Podcasting is a simple technology to employ.  By using podcasting “you give them (students) a sense of mission for their work and give them all these authentic experiences that build their confidence for the future” (Payne-Smart, 2008).  

It’s important to focus on content and not the technology.  There are several advantages to using podcasting.  By using podcasting students are required to truly understand the content and make it their own, avoiding “copy-and-paste research” (Payne-Smart, 2008).  In addition, students will develop oral presentation and good communication skills.  According to the author, podcasting is investigation, examination, and communication.  “We’re in the classroom to teach them not how to podcast, but how to communicate and communicate compellingly” (Payne-Smart, 2008).

Payne Smart, M. (2008, November 12). Listening to themselves: podcasting takes lessons beyond the classroom [Web log message]. Retrieved from http://www.edutopia.org/podcasting-student-broadcasts

Benefits of Service Learning

Based on a Blog by Lisa Morehouse

Original Publication Date:  08/03/2009

Fowler School District in California turned to community service and service learning to engage students.  Working with their community the school district developed the “Big 10” character traits to be taught in school.  The staff, after researching service learning and discovering that service learning “could engage hard to reach students as well as the general student body” (Morehouse, 2009) decided to take it a step farther out into the community.     

All students in the Fowler School District are expected to be involved in community service and the projects range from a few weeks to the full year.  Secondary students have an annual service requirement and must log their hours.  Teachers are free to design service projects that interest them and their classes.  The only condition is that the project be of “genuine service” (Morehouse, 2009).  Teachers have discovered that service learning is “a great way to teach standards without having to rely exclusively on book, pencil, and paper lessons” (Morehouse, 2009).  Students have taken ownership of their learning and are truly engaged in learning and providing necessary services to the community. 

The service learning initiative has been in place for over 10 years.  The district supports teachers in this effort by providing professional development for new teachers or teachers wanting to refresh skills in service learning.  The school also helps to create awareness within the community of the service projects during the year by sponsoring community forums and exhibits of service learning.

How has service learning affected student outcomes?  According to the district, students have increased scores on the state mandated tests by 10% and have a 97% attendance rate.  In addition, less than 1% of students drop out of high school.  Students have not only developed ties to the community but have also created “long-lasting alliances” between classmates through working on common goals.  Through service learning students are not only learning content but have developed a sense of community.

Morehouse, L. (2009, August 3). Rural students reap academic gains from community service [Web log message]. Retrieved from http://www.edutopia.org/service-learning-fowler

Marginalia

Based on the Blog by Audrey Watters

Original Publication Date:  July 19, 2011

Highlighter is launching an application that will allow readers to comment in the margins with the addition of one line of JavaScript in the footer.  Publishers of blogs can now create an environment where readers can “highlight, annotate, save, and share passages and comments” (Watters, 2011).  Unlike the traditional blog comments appearing at the end of the post, highlighter will enable readers to comment during the passage, much like writing in the margins of a text.  

Highlighter in education will allow teachers to see who’s been reading and commenting.  Users don’t need to create a Highlighter account to write comments on a blog.  However, if you want to track or save your comments an account is required.  In addition, Highlighter has provided the options of keeping the comments private, public, or semi-private.  The semi-private option only lets those in your group (class) read and comment.  The administrative options allow the publisher to set controls, so comments need approval or require names/emails prior to posting.  This appears to be a very useful tool for classroom discussions and  a giant step toward effective use of digital texts.    

Watters, a. (2011, July 19). Enable comments in the margins of your website with highlighter & 1 line of javascript [Web log message]. Retrieved from http://www.readwriteweb.com/archives/enable_comments_in_the_margins_of_your_website_wit.php  

Formative Assessment

Based on the Blog by Rebecca Alber

Original Publication Date:  2/15/2011

Formative assessment is overshadowed by high stakes tests and summative assessments.  After all, our legislators have placed great value and consequences based on the results of these tests for both teachers and students.  However, it is important that teachers understand that formative assessments play a vital role in education.  If used consistently and appropriately formative assessments will positively affect student learning.  The author, Rebecca Alber, cautions that “formative assessments are not about gatch-ing students but about guiding where instruction needs to go next” (Alber, 2011).

To accomplish effective formative assessment the author provides several examples that avoid the standard quiz.  Using an exit slip is an excellent way of assessing which students understand the content and those who do not.  She suggests dividing the responses into three piles, one for students who understand the content, those that “kind of get it”, and the third for those who are lost.  This simple method quickly provides necessary information to inform instruction. In addition to the methods she describes in her blog, Ms. Alber points out that observing students during class is an effective method of formative assessment and suggests keeping a list of names and using simple check or plus marks to keep track of students’ progress.

What formative assessments do you use to avoid the dreaded quiz?

Alber, R. (2011, February 15). Why formative assessments matter [Web log message]. Retrieved from http://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber

Balanced is Best

Based on a blog by Heather Wolpert-Gawron

Original Publication Date:  3/17/2009

Many schools are infusing technology into the classroom and this is improving student success.  However, if the technology is just given to teaching staff without training them on usage students will not make significant gains.  Robert Marzano has researched using an interactive whiteboard in the classroom.  According to his research results, classrooms that implement interactive whiteboards and “voting technology, there was an immediate increase of 17 percent in scores” (Wolpert-Gawron, 2009).  In addition, if teachers have advanced training and time to refine their skills student scores showed greater improvement.   Marzano also disclosed that providing “weaker teachers” instruction in the technology combined with effective teaching strategies students showed the greatest increase.  

Marzano continues to state that there can be too much technology and “diminishing returns” (Wolpert-Gawron, 2009) will result.  To effectively utilize interactive whiteboard and voting technology Marzano suggests the following:

• Clear focus on content, just using technology for using technology’s sake only proves to be a distraction.

• Use a voting component.  A classroom performance system will help the teacher keep track of students and provide necessary formative assessments.  This allows the teacher to readdress content for students who aren’t “getting it”.

Wolpert-Gawron, H. (2009, March 17). Technology combined with good teaching leads to success [Web log message]. Retrieved from http://www.readwriteweb.com/archives/cellphones_in_the_classroom_distraction_or_tool.php

Wikipedia Rating System

Based on an article by Marshall Kirkpatrick

Original Publication Date:  7/18/11

Wikipedia is implementing a content rating system.  User of Wikipedia will be able to rate the site’s content for “trustworthiness, objectivity, completeness and quality of writing” (Kirkpatrick, 2011).  This appears to be an easy way for readers to provide feedback to the site.  The rating system is only available on limited English articles (100,000) but will be rolled out in increments to cover all 3.6 million English articles (Kirkpatrick, 2011).

The rating system could produce interesting projects for education.  After reading the article I thought of having students critically analyze the Wikipedia article, post their ratings, and provide supporting details for those ratings.  Not only will students be reading applicable content but they will also be developing vital skills for critically analyzing online resources.

Kirkpatrick, M. (2011, July 18). Wikipedia rolling out article rating system - what do you think? [Web log message]. Retrieved from http://www.readwriteweb.com/archives/wikipedia_rolling_out_article_rating_system_-_what.php