Thursday, September 11, 2014
Tuesday, September 9, 2014
Tuesday, July 22, 2014
Saturday, July 12, 2014
I'll be trying Schoology for the first time this semester for the three courses that I plan to teach this fall (2014): applied linguistics, composition (3rd semester), and composition (5th semester). All of the resources for the three courses will reside both within Schoology as well as outside of Schoology: public websites, virtual library databases, etc.
Google Drive (documents) will be used within Schoology where learners will be able to create the written word as well as collaborate and cooperate with each other. As their instructor, I will also be able to interact with their creations and ideas as well.
Most ad hoc videos created throughout the semester will be recordings of Google+ Hangouts on Air that will be posted as Google Events within the TILL Community. Also, certain classes may also involve Google+ Hangouts on Air (such as poetry readings) so that learners have exposure to authentic audiences for their classroom performances. All authentic performances will also be recorded so that learners can self-assess and use it potentially as a performance-based teacher portfolio.
Throughout the semester I will be putting together my thoughts and experiences together using Scrivener (for the applied linguistics course only). Periodically, I will be compiling the data in Scrivener to a PDF file which will be shared to Dropbox (and accessible to learners via Schoology). This will allow learners to not only have access to information for reviewing content covered in class, but also will give them the opportunity to provide feedback to the document itself.
These are the learning technologies that I plan to use next semester in order for my learners to be more engaged with the content and each other. My intent is also to be as accessible as possible as I anticipate using not only my MacBook Air but various mobile devices to access information and student communications related to the three courses.
What learning technologies are you currently using or that you plan to use in the future? To what end?
Sunday, May 18, 2014
Given the academic prompt above, and thinking in terms of putting this into practice...
1. Are performance tasks standardized throughout the institution? What flexibility is there for educators to adapt (or differentiate) academic prompts (performance tasks) around a particular classroom context?
2. How do educators share in the planning, implementation, and assessment of their respective outcomes from these performance tasks? In other words, are performance tasks (planning, implementation, and assessment) shared publicly?
3. How do performance tasks connect learners with the global community? How do learners interact with individuals outside their own classroom?
4. How are standards (e.g., CCSS) referenced throughout the process of planning, implementing, and assessing a performance task?
5. How are professional development opportunities embedded within the process of planning, implementing, and assessing performance tasks?
6. How much time is spent on a performance task, both inside and outside the classroom? What other resources are required?
Certainly, the initial blog post above sets the stage for putting performance-based assessment into action, but the actual outcomes of a given performance task will depend in large part how one answers the six questions above.
Wednesday, May 14, 2014
For those taking Composition this semester, in order to fulfill the online portfolio requirement, you'll need to embed your poetry readings to your personal blog. We'll discuss how to do this in class, but it should look something like what I have below...
Monday, May 5, 2014
This Thursday, I'll be conducting a poetry reading with my pre-service, English language educators via a Google+ hangout on air. You may attend this open poetry reading by visiting Teachers for Interactive Language Learning (TILL), and select Event to see all upcoming events. Or go directly to the event page.