Check out http://rpollack.net/2008/09/self-grading-multiple-choice-tests-with-google-docs/ for very nice directions for setting up your googledocs forms for self-grading quizzes.
I just used this, and I’m posting up just to give props to that teacher for sharing!
My podcast is a countdown of the top five reasons to use edmodo.com to manage class communication. I started using edmodo last year, after learning about it in one of my previous Wilkes EDIM courses, and it has helped me improve my organization, communication with students and parents, and student accountability.
I created the podcast with podomatic, because iPadio was blocked by my school’s Internet content filter. I figure if I’m going to start podcasting, I should use a site that my students will be able to access. I embedded the podcast in my blog because I would most likely embed the podcasts into pages on my teaching website for students to access, or else I would provide links to the podcast home page in edmodo.
I scripted the podcast and practiced a few times, timing myself and revising. I realized that well-planned podcasting is like well-planned writing. Students who podcast would need to scrutinize their work similarly, especially since it is going to be published online for others to hear. It’s often difficult to get student writers to put such effort into revision, so podcasting seems like a useful way to get students to focus more on the whole writing process.
In addition to using podcasting in my classes in the future, I’m going to suggest podomatic to other teachers in my department who are not as comfortable with Garageband. Podomatic was so easy to use, I could definitely see many of my colleagues using it themselves and with their students.
I’ve learned quite a bit in this course, and finish the course with more curiosity than I came with. This is fitting, of course, because curiosity is one of the main process skills developed by students in an effective inquiry-based learning environment. Click to continue »
This week’s readings and activities were not all directly about inquiry. We focused on the backward design and the 5Es. As the week went on, I saw more of a connection to inquiry. Now I feel that this was an important week for me to grasp more completely how I might apply what I’ve learned about inquiry to lessons in my classroom, with some certainty that my inquiry activities are well planned. Click to continue »
This week’s readings and activities were a bit of a breakthrough for me … finally, a focus on communication. As an English teacher, this is refreshing. It’s interesting and important to learn about the inquiry process and the types of inquiry and inquiry questions, but it’s particularly applicable to teaching English when we start focusing on what we will be communicating. Click to continue »
After four weeks of studying inquiry based learning, I’m beginning to understand it a bit better. Of the main ideas and concepts so far, one stands out to me as being particularly essential to my understanding. It is the different types of inquiry, and levels of openness of inquiry. Although these concepts were from week three, the week four activities of developing questions based on concepts in the content standard frameworks made it real for me. Click to continue »
This has been a very interesting week in EDIM 513 Inquiry Based Learning. I’ve enjoyed the lively discussion and interesting learning activities. What have stood out to me this week as being particularly important are the examples of inquiry activities, such as the video we watched of the science teacher in upstate New York. Click to continue »
I’m glad we have this opportunity to reflect on the week in our inquiry based learning course. This week we began applying some of the basic concepts of inquiry to our teaching areas by presenting a description of a learning activity and discussing how it might be enhanced by including some of the abilities and understandings of inquiry. We also discussed ideas for building in our classrooms the kind of communities where inquiry thrives. Click to continue »
For a good while now I’ve valued inquiry-based learning, even though I do not have a deep background of experience facilitating or learning about it. Just the idea that students would have burning questions that would fuel an in-depth investigation, reshaping their perceptions of the world around them, is exciting to me.
The questions and doubts I harbor follow. Click to continue »
This week, I’ve been assigned to assess one of my projects for this course, using one the rubrics provided in the online course materials, or one that’s more suitable that I find online. I’ve chosen the rubric posted at http://www.umass.edu/wmwp/DigitalStorytelling/Rubric%20Assessment.htm, because it is a rubric for assessing students’ digital stories. Click to continue »
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