Lisa Johnson, Ohio Teacher (retired), Dominican University

  • open source LMSs (Moodle, Schoology) good because teachers can get in through the backend and customize / tinker
  • Level 1: Electronic File Cabinet; the primary use of LMSs for teachers, especially new or inexperienced ones. Be patient with them because this is the gateway to further use.
  • A definition of blended: A classroom that uses creative use of homework to build simple knowledge, so that students get the most suppor tin school while working on mastering the content. The support is offered with technology.
  • This focuses on working in stations, helping them master the difficult material.
  • Two phases: construct knowledge and differentiate & grow
  • Benefits: increase understanding, student ownership
  • Planning for this is backwards design.
  • Dissect the unit.
  • What is the end-game objective?
  • What skills are necessary to achieve the objective?
  • Flipping Bloom’s Taxonomy: typically in class knowledge and comprehension is focused on with higher order at home; in this model, knowledge and comprehension are worked on at home and higher order are worked on in class.
  • Classwork requires accountability: quick check = I get it, sort of, or clueless.
  • If you get it, you create something (e.g. a video for next year’s group); sort of gets a guide to work with at a table; clueless group works with teacher at smartboard.
  • Don’t expect students to understand the videos.
  • edupuzzle.com & educannon.com for annotating / adding questions to YouTube videos.
  • create a [course]-resource center, for all levels as a reference source
  • Use the ‘Go to page based on answer’ option in GoogleForms for quizzes / check-ins.

This talk had some interesting tidbits (e.g. button in GoogleForms) but overall wasn’t too much that I didn’t already know or think.

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