The world is changing - as educators, lets embrace this change, prepare ourselves and teach IT like we should! Use this site for ideas and resources to assist you on this journey.
What's the latest scoop on using the latest partnering teaching strategies in the classroom? Watch these investigative reports that take a deep look into problem-based, team-based, case-based, inquiry-based and place-based learning.
AMAZING! Spring 2016 ED 307 students have just RAISED THE BAR! The 307 Web pages submitted this semester are the best EVER submitted in this course. I am so proud of the hard work these students are doing - they are really setting the standard high!
The following sites are particularly good - Enjoy!
With the move to Common Core, we are seeing an abundance of resources emerge that will help teachers successfully integrate these standards into their existing curriculum AND develop new and more innovative 21st century curriculum. One example of this is SimCityEDU that will be launched this March - this common core enhanced version of the SimCity virtual reality game may be coming to a classroom near you!
Get an early sneak peek by signing up for the SimCityEDU beta!
What an exciting time to be a teacher - and an even more exciting time to be a student!
Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing. I humbly thank my wonderful family for their support in all that I do. Robert Robbie Cowan, Robert Drew Andrew Cowan, and Hunter Cowan Hartselle, Decatur, AL
Today, I will be presenting the 21st century swing at the ASAHPERD Conference in Orange Beach, AL. Come by and swing with us!
For the 21st Century Swing you will need:
5-8 simple 8-16 count dance moves (see the ones for today's event below)
Device that videos
Website to host videos
Computers/devices on which students can view dance moves
For today's session here's what I did:
I created 5 simple dance moves and videoed myself and Kelly performing the moves and teaching the moves.
I loaded each simple dance move video instruction onto an Apple iBook computer.
I created 5 stations, one for each different dance move. At each station, I placed the computer with the video instruction and written dance instructions.
The following steps explain using the jigsaw teaching method - each group member is responsible for learning a specific part of the dance. The group members will reconvene and teach their dance moves. All dance moves will be combined into one dance. Each groups dance will be unique because there is no required order for combining the 5 dance moves.
Participants will be placed in squads of 5. Each squad member will be assigned a station to which he/she will go and learn the dance move.
Participants go to their assigned station and learn the dance move by viewing and participating in the video dance instruction.
Participants will reconvene with their groups and teach other members the dance move they will learn
Groups will combine the 5 dance moves into one dance - each groups final dance will be unique
After practicing the complete dance, groups will perform their dance for the entire class.
The instructor video tapes the performance of each group
Upon completion of videoing the students, the instructor will upload the videos to a website (personal website, youtube, etc.) where the videos can be voted on by friends, family, etc.
5 Simple Dance Moves used for Today's Presentation:
Bend & Snap
1-2 (knees together) Bend, Bend - while snapping R hand up & diagonally on bend
3-4 Repeat to L
5-6 Repeat with both hands performing overhead snap
7-8 Repeat with both hands performing waist down snap
Step & Snap
1 Step forward on R - snapping arm diagonal toward floor
2 Step forward on L - using the same snap
3-4 Repeat 1-2
5-8 Repeat entire sequence above, but stepping backwards
*May choose to begin sequence again, facing a new direction
R & L Hop and Pivot
1 Hop R foot to the R (left stationary) - arms follow feet
2 Hop L to L - R hops back to middle
3 Repeat 1
4 Repeat 2
5-8 Pivot counter clockwise on L 1/2 way around (facing back)
1-4 Repeat 1-4 above, but starting to the L
5-8 Pivot back to the front, L foot stationary
Grapevine Pumps
1-4 Grapevine to R
5-8 Knee bends while pumping R arm to R diagonally upwards
Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing. I humbly thank my wonderful family for their support in all that I do. Robert Robbie Cowan, Robert Drew Andrew Cowan, and Hunter Cowan Hartselle, Decatur, AL
This is a great activity used to help your students discover their biases. It was copied from the Teaching Tolerance website, which is an awesome center with lots of great resources.
I
used this activity in my class - and it was great - the students really
discovered things about themselves of which they were not aware.
In this lesson, students will explore the way clothing can influence our perceptions of one another.
"Who you are is more important than what you wear."
— Kenneth Cole, designer Objective:
Students will find they impose stereotypes based solely on how someone dresses. Materials:
Step One:
Split your class in half, with half facing one side of the room and the
other half facing the opposite side. Give the first half the Santa cap
image and the second half the turban image. Step Two: Ask the following questions out loud and have students write answers on their handout.
What kind of emotions instantly come to you when you see this picture?
Where do you think you learned about this individual?
Who taught you about this individual?
What did they teach you?
How has the media (TV, movies, books, stories) shaped your image of this individual?
How long have you known about this individual?
Have you ever personally seen this individual?
Have you ever seen someone dressed like this individual?
Have you ever personally known someone who looks like this individual?
Step Three:
After students have quickly jotted down answers, have students to share
their responses and record them on opposite sides of the board.
To
help you do this, and to help differentiate the two groups' responses,
have a volunteer from each side of the room come up to record answers on
the board. One side will be all Santa hat responses and the other side
will be all turban responses.
Be prepared for students to be confused at the bizarrely differing responses to the image they believe all students are sharing. Step Four: Hand out the page showing both Santa and the man in the turban. Ask the following lead questions and allow for discussion:
What is different in the two images?
Looking at our responses we've recorded on the board, what is similar or different about them? Why?
Does it matter that most of you have had some experience with Santa during your lifetime? Why or why not?
Would your responses to the image of the turban change if you knew someone personally for many years that wore one?
What do you think we can learn from what we've done here?
Step Five: What are other groups of people we judge based solely on what they might be wearing?
Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing. I humbly thank my wonderful family for their support in all that I do. Robert Robbie Cowan, Robert Drew Andrew Cowan, and Hunter Cowan Hartselle, Decatur, AL
Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing. I humbly thank my wonderful family for their support in all that I do. Robert Robbie Cowan, Robert Drew Andrew Cowan, and Hunter Cowan Hartselle, Decatur, AL
Objectives: To illustrate how easily people might be lured into joining organizations that promote prejudice and intolerance. Audience: High school students and adults Materials Needed: Copies of the questionnaire and writing utensils Time Required: 30 – 90 minutes depending on option chosen and length of discussion
This
teaching tool can be used in two ways. Read over the directions and
questions in both options and decide which option will work best for
your class.
Monday, February 27, 2012
Edutopia recently released this video, which is part of a series taking a look at high-achieving education systems and model schools around the world. The series is co-produced with the Pearson Foundation. For more information see <a href="http://www.edutopia.org/education-everywhere-international-finland-video" target="_blank">Edutopia</a> or Pearson's "<a href="http://www.pearsonfoundation.org/oecd/" target="_blank">Strong Performers and Successful Reformers in Education</a>" page.
<div><br>
</div>
<div style="text-align:center"><br>
</div>
Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing. I humbly thank my wonderful family for their support in all that I do. Robert Robbie Cowan, Robert Drew Andrew Cowan, and Hunter Cowan Hartselle, Decatur, AL
