How can students differentiate distinctly the angle of incidence from the angle of reflection? Where can they locate the normal line? Important key concepts on how mirror reflects light are clearly explained in this video.
created by Teacher Candidates in EDCP 357 using Camtasia software in December 2016 as part of an in-class assignment supported by Dr. Marina Milner-Bolotin along with her GAAs (Solmaz & Gerald) and our TLEF coop student (Katya)
Multi-lingual Open Source e-Books (freely and publicly shared online – non-profit)
You have access through UBC Library to some electronic books and resources for teaching – even picture books!
“A concept map is a type of graphic organizer used to represent knowledge of a topic, forge connections between ideas and create visual illustrations of their understandings. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics”. There is some information and tutorials on the ‘Inspiration’ software site, including information for teachers about the ‘concept’ of ‘concept mapping’ and how they/their students might use concept maps, mind maps or outlines to support writing, idea generation and organization, planning and more.
Concept maps, or mind maps are powerful graphic organizers that can be used in many ways to illustrate and explore connections across ideas. Creating a Concept Map provides students and teachers with an opportunity to construct and share their understanding of a topic, theme, concept, area of interest – they can even be used by teachers as a format for planning units or lessons of instruction. Mind mapping, or concept mapping, can help students illustrate the connections between their ideas, concepts or content in meaningful ways and can be used as formative and summative assessments.
As mentioned, CMaps, concept maps or mind maps can be analogue or digital. Teachers might consider providing students with choice in developing their map using high tech or low/no tech approaches depending on the objectives. If the objective is to widely share the map, then digital may be preferable (of course, students might also take a photo of a map ‘in process’ and ‘completed’ in order to share as part of a portfolio or published work/project).
Miind Map created by a #ubcbed2015 Teacher Candidate using ‘Paper53’, a drawing app.
Collaborative or Individual drawing on chart paper or using sticky notes on a whiteboard. The teacher might begin by providing a skeleton to scaffold learning and introduce students to ways to connect ideas.
Freeform Concept maps can be drawn by hand or using some of the available draw applications made for smartphones and tablets. Engage your students and harness the value of BYOD using ‘Paper53’ as Brittney, a UBC TC, did in the example shown here! View a simple ‘how to’ Youtube video tutorial about this app.
Twitter can be a great place to search for examples, research, blogs and new mind mapping tools. There are even a few related hashtags you can follow:
Tweets about imindmap
This Edutopia article provides a good starting point for learning more about the power of mind mapping and other strategies to support deeper thinking.
References:
Novak, J. and Cañas, A (2006): The Theory Underlying Concept Maps and How to Construct Them (Technical Report IHMC CMap Tools 2006-11). Florida Institute for Human and Machine Cognition.
Technology use for technology’s sake is not what we are striving for in education today. Transforming learning by providing opportunities that would not otherwise be afforded is a goal that, with emerging technologies and increased access, may be achievable. This transformation can be as simple as allowing for as-needed differentiation, as is the case when providing a student with the option to audio record, video record or ‘screen capture’ record his/her ideas or can include such opportunities as sharing their ideas and creations with a larger audience online.
Explore some ways to connect with students and provide for interactivity – my top 5 apps for student engagement and expression (including some that are cross platform!). Download the Handout for more information (links to research and practice)
Sandbox_iPad Possibilities_Oct 2015
Always explore with a critical eye and ask yourself key questions such as:
• Is it intuitive?
• Is it interactive? Does it support content creation and collaboration?
• Can you edit once you’ve started?
• Can work be easily exported?
‘Whiteboard style’ applications are terrific for formative assessment, project work and digital storytelling (among other things). I like to offer students the opportunity to share their learning using ‘Explain Everything’ or ‘Showme’. Providing multimodal opportunities for expression and representation of learning supports Universal Design for Learning – remember to consider offering choice!
These apps allow students to create content on the iPad (rather than just ‘consuming’). Students are able to draw, text, upload images and narrate. This can provide the perfect platform for teachers to have the opportunity to recognize understandings and to catch misunderstandings. Using devices to support students creating (or co-creating) stories, presentations & projects moves the learning up the SAMR ladder!
Another opportunity to help a student construct and share their understanding might be a concept map. Mind mapping, or concept mapping, can be a powerful tool where students are encouraged to illustrate the connections between their ideas, concepts or content in meaningful ways.
“A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics”. There are some excellent tutorials on this site and information for teachers about the ‘concept’ of ‘concept mapping’
Try: Inspiration or Kidspiration as iPad apps
*Many schools also have licensing for this application on their computers or laptops.
Digital Storytelling is another excellent use of the iPad for content creation… try Puppet pals, Showme or imovie (among others!)
Sketchnoting and Digital Storytelling offer many opportunities mobile content creation… try Puppet pals, Showme or imovie (among others!)
Feeling ambitious?? Consider this ‘App Smash’ sequence:
| FreshGrade is a Canadian-based e-portfolio based assessment platform, where teachers can easily document student activities, individually or in groups, assess and comment on their progress, and share with parents. The platform affords a ‘conversation’ among teacher, student and parents as a triad involved in the assessment and evaluation process. Using photos and videos to capture students’ activities in class, it offers parents a window into school activities and snapshots of student learning. Teachers are able to monitor and be reminded of daily student progress, and students are able to engage in self-assessment. |  |
Basic Portfolio Platform
Assessment Tools
Data Continuity
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FreshGrade connects students, parents, and teachers around the highlights of a school day, in a similar way that social media connects friends and families around the world by sharing their activities.
As a teacher, you can use FreshGrade to provided some immediate feedback to your students’ work and easily track their personal growth. You can also record your own teaching portfolio using FreshGrade.
In addition, it can act as an efficient tool to encourage your students to engage in your class and choose what they want to present to their teachers and parents. With the Parents version, parents can be more involved in students’ learning process and give them immediate encouragement and feedback as well.
Visit this getting started guide for more info!
A brief introduction:
Teacher Reflection:
