Students as Digital Creators
Problem: What activities and classroom structures can you use to ensure that online discussion translates into learning?
Abstract: I describe the use of organizers and closing prompts to help clarify and assess learning outcomes from participation in online discussions.
Recommended by 8 educator(s)
Problem: Learning how to set goals and become accountable for them is critical to college readiness. With a class of 30 students, this can be a daunting task to setup and then monitor.
Abstract: Using a script stolen from another project and a student template, this platform will allow a teacher to enter in their classroom roster, hit a button and automatically create goal setting sheets for their class and monitor their students' progress!
Recommended by 9 educator(s)
Problem: Hudson HSLT community members wanted a space to communicate, have learning activities posted, and have their outcomes posted. Many approached Hudson with Learning Management Systems, but did not step back to ask if we are just digitalizing old imposed traditions? Are we reinforcing the notion of learner as passive receiver?
Abstract: At Hudson, students & teachers created Google Sites, digital portfolios, & Student Activity Guides to personalize learning pathways, for transparency, give students expectations, & purpose for activities. Further, learners need to drive learning.
Recommended by 12 educator(s)
Problem: Students are expected to do a lot of route memorization in preparation for high-stakes examinations. As a result, they often struggle when a task requires significant planning, critical thinking, and a pragmatic approach. This is a problem in light of the fact that most modern careers and even more careers in the future rely on this type of thinking.
Abstract: My solution is to build a framework of relevant, content-based challenges that rely heavily on technical skills analogous to those used by professionals and touching on the fields of graphic design, programming, and engineering.
Recommended by 14 educator(s)
Problem: Last year I taught a physics-focused computer science and engineering course for 9th graders at Columbia Secondary School (CSS). My goal was for them to eventually obtain a sufficient understanding of computer programming and electronic design that would allow them to create interactive devices using the Arduino physcial computing platform. This goal boiled down to two major hurtles: getting students to engage with programming, and incorporating regents physics (circuits) content effectively.
Abstract: We began the year using a logo turtle draw program. Next we programmed 3D characters in Alice to create video games. Python was our bridge to text-based programming. Modeling instruction (circuits) curriculum was the final bridge to Arduino.
Recommended by 21 educator(s)
Problem: A Lit course of Gr 6 embraces the art of reading & writing, which is print literacy. Literate environments are complex. We needed to give students entry points to create & present their work in an, engaging manner. Students had used computers to refine and edit, it was most often limited to word processing. Problem: Students should not be only consumers of multi-media, they should have opportunities to create meaningful multi-media works that are accessible and deliverable to a larger audience
Abstract: The solution was animation of students’ original poetry work. Students used Frames 4, & Garageband. They learned about visual media creation from the use of a storyboard to fine tuning the creation of an engaging multi-media piece for distribution.
Recommended by 20 educator(s)
Problem: After learning how to use several types of software and web applications for cross-curricular projects, students needed a platform to display their best work besides the traditional manila portfolio folders.
Abstract: Utilize digital portfolio's tour function and create websites to "show off" best work that students were most proud of from the past school year.
Recommended by 22 educator(s)
Problem: I teach a very diverse population of English Language Learners (ELLs). How can I incorporate the authentic use of native language and family involvement with projects-based learning in my ELL classroom?
Abstract: Using "Maus" as inspiration, students interview someone in their own family who has survived a difficult time. They then take their interviews and create their own graphic novels both in English and their Native Language using Comic Life 2.
Recommended by 31 educator(s)
Problem: In my digital art classes, my students use rich computer applications with loads of functionality (Photoshop, Illustrator, and InDesign, for example). I have wrestled with different ways in which to teach these programs. I have found demos to be ineffective for my students. Either they don’t pay attention, or they try to follow along, missing the next part of the demo. Even when students are paying attention, they often forget what I did by the time they are ready to try themselves.
Abstract: Each day I ask a question about the program students are using for the current project, and provide instructions to help them figure out the answer. Following the steps, students discover an element of the program that they can use in their project.
Recommended by 16 educator(s)
Problem: My students were having difficulty following multi-step math skills. Also, they were struggling with thoroughly explaining their math work and thinking behind solving problems. I needed to find a way where they could practice their math skills and explain their procedure and thinking in a clear and precise manner.
Abstract: I had my students create video math tutorials based on specific math skills. Students had to create a math problem, then write a script on how to solve the problem using a math skill. The students then recorded themselves solving the problem.
Recommended by 24 educator(s)
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