This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Not only has the explosion of artificial intelligence (AI) and chatbots created concern about assigning writing, but myriad challenges exist when we send writing home with students. #1 As a result, writing assignments often fail to meet the psychological needs of autonomy, competence, and relatedness required for motivation.
Often, the students in class monopolize the teacher’s time and attention because they can raise a hand or blurt out a question. As I work with teachers in this challenging teaching assignment, we set up a two-part protocol for questions. If that doesn’t work, then they can ask the teacher a question.
Key points: Students need more than digital access; they need guidance 5 AI tools for classroom creativity A new era for teachers as AI disrupts instruction For more news on navigating AI, visit eSNs Digital Learning hub Finding accurate information has long been a cornerstone skill of librarianship and classroom research instruction.
But as AI adoption accelerates, one critical question remains: Will AI strengthen learning, or will it undermine it? Research from the Johns Hopkins Institute for Education Policy found that access to high-quality instructional materials has a direct impact on student achievement, particularly for historically underserved populations.
Beginning Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities. Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
Teachers can integrate SEL strategies directly into academic instruction, such as modeling emotional regulation during challenging tasks or building communication skills through collaborative assignments. The key is knowing what works for each individual student, and giving them access to tools that help them stay calm and ready to learn.
It can be daunting to think about how to present information online, when and where to post assignments, how much to assign, and when to expect that work to be completed. It is not merely a vehicle to disseminate resources or collect assignments. 1 Think of Your LMS as Your Online Classroom.
So, the question many teachers are asking is, “How should I spend my limited time with students in the classroom or in video conferencing sessions? Students can access content, resources, activities at any time, and from anywhere. Students can access content, resources, and activities at a specific time and location.
Students also use Gemini for real-time academic help, such as asking follow-up questions and details about a particular topic. Gemini also explains concepts and lesson material to students in simple and different ways if students don’t have access to a teacher–for instance, during homework or over a holiday break.
I didn’t think PDF annotation grading tools would work, not even a little but, so when my colleague, George, introduced them in his online history class, I watched amazed at how seamlessly George could highlight key points, strike through errors, and add personalized feedback on student assignments. x Interested?
In-class, students have easy access to the teacher and each other. instruction, scaffolds, practice, assignments). Record video directions for each station to reduce questions and confusion. Create a pathway for online students to ask questions as they work (e.g., Spend time working directly with small groups of students.
auditory processing, attention deficit, lack of background knowledge or vocabulary, absences), teachers record video instruction and assign those videos for homework. The benefit of assigning video instruction for homework is that students can control the time, place, and pace of the learning experience when they watch the video at home.
For instance, while the platforms accessibility and flexibility have made Android the platform of choice for educational apps, its open-source structure allows developers to build upon shared libraries and frameworks, many of which have inherent vulnerabilities. When students own the device in question, the situation gets a little trickier.
Give students a straightforward task with step-by-step directions to minimize confusion and questions when kids are in the breakout rooms. Ask students to produce something, even if they merely capture their ideas or questions on a Jamboard or Padlet Wall. for a unit or text. Jamboard and Padlet.
Almost a third of both groups said that teachers should put more weight on tests–where AI cant be used–as opposed to homework and class assignments, to ensure student understanding of materials. How could or should the math teachers role change as a result of student AI use?
I cannot say I am surprised given the lack of clarity about expectations for participation online, the “no harm” grading policies adopted by many districts during school closures, and issues around equity and access. What questions do they have? This fall, students will likely be learning, at least in part, online.
This practice has enabled the growth of a digital subscription business model for textbooks, where publishers sign deals with colleges and bookstores to charge students fees in exchange for access to mostly online versions of the course materials assigned for their classes. The savings are real,” Hershman says. “If
It was OK to use AI in this scenario, the mom said, but they shouldn’t use it for writing school assignments. Experts often hope that new technology will close achievement gaps and improve access for students in rural communities and those from lower income families or in other marginalized groups, Hayes says.
I highlighted some of the affordances available online that can help students to manipulate digital information to make it more accessible. As schools think about making learning accessible for all students, it is important to consider how instructional materials allow students to interact with information. Physical Action.
Teachers can combine reflective questions with academic content questions to understand where students are at in terms of their knowledge of a topic or concept. A learning log or ongoing learning blog is a strategy you can use to encourage your students to spend time thinking about a particular assignment. Exit Ticket.
per month for one access to one digital textbook or $14.99 per month to access all of the more than 1,500 titles on the company’s platform, with each plan requiring a four-month minimum. Users also get access to audiobook versions of their texts?available That’s why the all-access model is so significant?it
Either assign students a particular slide (by writing their names at the bottom of each slide) or allow students to select the slide they want to work on. Teachers can strategically assign slides to subtly differentiate learning or give students a degree of agency by allowing them to choose their slides. What questions do they have?
Among these is the flipped classroom model , a strategy that leverages video instruction to mitigate potential obstacles that make it challenging for students to access information presented live. However, I often hear the question, “Can I use the flipped classroom if I don’t assign homework?”
While digital literacy is about accessing and sharing information through digital tools, data literacy is about making sense of the information those tools produce and using it wisely. Every test score, attendance log, learning app, or digital assignment generates data. Do they know how to question a graph they see on social media?
As I’ve said in previous blog posts, teaching in a concurrent classroom is the most challenging teaching assignment I can imagine. What questions or suggestions do they have? Teachers can create a simple Google Form to collect quick formative assessment data and create an avenue for students to ask questions or request help.
Now, I have access to hundreds of short stories, poems, excerpts from novels, and famous speeches. The texts are paired with Think Questions and writing prompts that I can use or adapt. I can mix and match individual texts or access entire units complete with ELD supports for students at various language proficiencies.
In a previous post, I described how blended learning models could make this challenging teaching assignment more manageable ; however, that post assumes that teachers are familiar with blended learning. I do, We do, Groups Do, You Do: Interactive Modeling Session. Create an Interactive Agenda for This Lesson with Google Slides.
When creating your assignment, select the option to “Make a copy for each student.” As soon as it’s opened using Kami, your students will have access to all of the features listed above and you will be able to see their annotations when you click into their assignments in Google Classroom!
The third slide presents questions for students to consider and asks them to select a strategy to think about and process what they learned. They can use Google Classroom to create an assignment and “make a copy” for each student. The fourth slide presents opportunities for students to practice.
It’s a place where interpersonal risks feel doable, interpersonal risks, like speaking up with questions and concerns and half-baked ideas and even mistakes.” Students may lose points on homework assignments or practice activities because they answered questions incorrectly. What did you learn? 2 Driving Creativity.
In a course that requires out-of-class reading, that conversation is highly reliant on students doing their part and completing the assigned reading.However, in recent semesters, students engaging in focused reading in which they annotate text is dwindling. It seems as if a quick scan of one of the assigned pages is the best effort.
Providing daily or weekly to-do lists can answer common questions and help online learning work more smoothly. How to access activities and assignments. Instructions for assignments and grading criteria. • How or where to get questions answered. • How or where to get questions answered. •
Do they feel the work assigned is interesting, engaging, and relevant? Teachers can learn so much from their students if they ask the right questions. They are navigating the experiences, assignments, routines, and workflows that we are assigning and using. What has been your favorite activity, assignment, or routine?
It takes only seconds to plug a writing prompt into a generative AI tool and receive a completed assignment. The bottom line: When students are confident in their writing skills, they will be less tempted to run directly to AI to generate a writing assignment. It’s important to make the writing process less intimidating.
Fifth-grade teacher Kim Voge has had students literally beg her to give them more writing assignments. Voge has also watched students who began her class too shy to ask questions blossom into confident, capable, autonomous learners who can ask for help or advocate for themselves. Focus on student ownership.
If students are working on a formal writing assignment or project, teachers can schedule 5-minute feedback sessions with individual students. Students have the opportunity to ask questions if something is unclear or request additional instruction or support. Where are the gaps or missing elements?
You can create quizzes for the books your students are reading and assign collections to your students. Epic is currently a free resource for teachers and allows students access to around 20,000 books from 7-3. Your district can purchase a school account and it will provide 24/7 access to around 40,000 books to students.
What accessibility features might make this space more user-friendly? The work teachers do to understand their students’ needs is critical to designing learning experiences that will be inclusive, accessible, and equitable. What questions did they answer incorrectly? What are their needs and preferences?
It has been sobering to see, through their eyes, how unclear our assignments can sometimes be. Maybe the student skipped class or doesn’t have all the material handed out with the assignment. They’re used to teachers asking questions; generally when teachers ask questions they want students to provide answers.
That’s the privileged question that officials at Massachusetts Institute of Technology and Harvard University have been mulling over for the last two years, and this month they announced some answers. What would you do if you had $800 million to build a new nonprofit to support innovation in online learning?
That has sparked a burst of activity by teachers at schools and colleges to change their assignments to make them harder to game with this new tech — and hopefully more human in the process. For instance, on a recent assignment, some of the homework that came in didn’t sound like typical student work he was used to.
1 Use the StudySync Access Prior Knowledge Activities to Facilitate Online Discussions. Teachers using StudySync can use the Access Prior Knowledge Activities in the First Read Lessons to engage students in asynchronous online discussions using Google Classroom or a learning management system, like Schoology. StudySyncVocab.
With most of the states nationwide moving towards a phenomena-based approach to learning in science, it is especially important that I integrate high-quality online resources into instruction–resources students can relate to, apply prior knowledge to, and that prompt questions about their curiosities.
They conducted research, investigated topics, and accessed online texts, resources, and tools. They responded in kind, asking questions, making comments, and leaning into the learning. Will they have an opportunity to voice opinions or ask questions? I felt more effective and engaged working with a small group of students.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content