One of the ways we can understand what are students are thinking as they read is to have them leave tracks of their thinking or annotate a text. Sometimes we do this leaving tracks using sticky notes or highlighting tape, however when we are reading online, we can’t leave those tracks using these tools. There are a number of digital tools which we can use to leave track when we are reading digital information. Evernote and Diigo can perform this function if you want your students to sign up for their own profiles. The other advantage to the online tools, is being able to access them from any computer anywhere. If you want to have your students experience digital text annotation but don’t want to sign up for individual accounts, Adobe Acrobat also allows mark up of webpages if you convert the webpage to a PDF. The following two videos will give some start up ‘how-to’ help for teachers and students.
How-to Make a PDF
How-to Annotate a PDF
Some other support materials to help your work can be found here.
December 2, 2013
Today, it is essential that students have a wide range of skills needed to function within a rapidly changing society. In Literacy is Not Enough, authors Crockett and Jukes assert that being fluent involves learning a transparent and unconscious internalized process. A focus on fluency rather than literacy requires educators to completely rethink current assumptions about teaching, learning, and assessment.
At the very heart of Crockett’s and Jukes’ 21st Century Fluency Project are the five fluencies:
- Creativity Fluency
- Collaboration Fluency
- Media Fluency
- Information Fluency
Resources, information, and suggested tools for each of the fluencies can be found on the Saskatoon Public Schools’ LibGuide. The direct links are below:
- Creativity Fluency LibGuide
- Collaboration Fluency LibGuide
- Media Fluency LibGuide
- Information Fluency LibGuide
October 28, 2013
Technology possesses the ability to enrich the mathematics. Teachers must be knowledgeable decision makers in determining when and how their students can use technology most effectively. Effective teachers maximize the potential of technology to develop students’ understanding, stimulate their interest, and increase their proficiency in mathematics. When technology is used strategically, it can provide access to, as well as personalize the learning of, mathematics for all students (NCTM).
Technology is also a means to sharing best practices throughout the education community and encouraging open-source technologies to foster social networking (Deloitte, 2009).
The following MentorMob details technologies which foster the communication and creativity thinking of mathematics.
September 23, 2013
SPS Digital Backpack
A digital backpack is mobile technology in backpack that includes detailed hardware, software, and instructional support materials to provide for project-based learning experiences in various formal and informal environments.
Digital Backpack Support Documents (posters):
March 22, 2013
Simulations have the potential of providing students with an engaging and authentic opportunity to investigate, hypothesize, analyze and share data. Many of the Math and Science Curricula Outcomes can be demonstrated through the use of simulations.
The 5 components of a Simulation:
- A driving question
- A design
- Sharing with a purpose
Creating a Chart or A Graph
- Excel- available on SPS laptops.
- Google Spreadsheet
Demonstrating/Sharing the Learning
Tools Used During Workshop
March 12, 2013