As someone whose own blog is all about connecting words and visual input, along with book reviews thrown in for good measure (or my own pleasure, to be precise), the decision to subscribe to Grant Snider’s “Incidental Comics” blog was a no brainer.
I was rewarded almost right away. There, in my inbox, was the perfect explanation of why I blog. Actually, an explanation of why I need to blog! In a strip called “Cogito Ergo Sum”, the last four panels sum it up beautifully ( I can’t embed it here, click on the title to see the complete original, in context with the drawings):
” I think, therefore I read.
I read, therefore I rethink.
I rethink, therefore I write.
I write, therefore I am.”
By Grant Snider
Is that why you blog?
P.S Did you notice the word “dental” hiding in the word “incidental”? Snider is an orthodontist, there could be a connection…
P.P.S – Looks like there is a lot of useful material for class, too.
A little introductory exercise that is suitable for struggling middle school learners working independantly for the first time at the the computer – simple but not babyish. This is their first exposure to Edpuzzle and Edmodo (with Quizlet to come, as its flashcards can be easily embedded).
I reccomend using in “full screen” mode – then the questions and the visuals can be seen at the same time.
Day number 365 of taking a picture every single day.
Full disclosure: there were four days of the 365 in which my “pic-of-the-day” was not taken that same day. Two days were Memorial Days (Holocaust and Veterans) and I saved suitable pics that could be posted on such days. The other two were days that I had had such good photo days the day before that I succumbed to temptation and used one of them.
When you must take a photo every single day you learn to look. Take a good look. Especially when your project is about travelling-in-place. My challenge was to find something interesting in the places I have spent most of my time in for the last TWENTY SEVEN years, the high-school where I teach and the streets of my hometown, Kiryat-Ono.
It turns out you don’t have to travel to see something new. I never imagined when I began that I would find so much to look at! I had no idea whether I could find something interesting every day for an entire year, and now, 365 days later, I have every intention of continuing to take pictures, right here, where I live and work. There are colors and lines, interesting plants and unusual shadows, funny reflections, and an ongoing battle for coexistance between nature and the human inhabitants. Oh! And some very odd things left by people on the sidewalk…
But it will be O.K if the pictures posted were not taken on the day they were posted. The project in that sense has ended.
My school pictures will continue to be posted here, on this blog, under the category “Visualising School – A Photo Pause”.
Just a short post to say that I have finally made it easier to locate posts that describe lessons using videos. All these posts include downloadable worksheets, often several worksheets (different levels).
All you need to do is:
1. Look for the title “Categories” on the first sidebar on the right side of the blog’s homepage.
2. Click on “Video Lessons”. All the posts describing the use of the videos and downloadable worksheets can be found there, one after the other.
As you can see, the amazing iTDi Summer School MOOC, with its impressive variety of FREE sessions offering online professional development to teachers around the world, has chosen kites as it’s symbol.
Kites, to me, symbolize the wide expanses of possibility, hope and energy, along with variety. Kites come in every shape, size and color. So do teachers. And their students.
iTDi recognizes that.
My kite has been chosen to be included in the Summer School Mooc. My session on “Using Videos to Improve Reading Comprehension Skills” will be given this Friday, August 1, at three o’clock in the afternoon local time, which is one o’clock GMT. In the talk I’ll be discussing (with many examples) how videos without dialogue can help learners of all ages improve their reading comprehension skills and expand their vocabulary.
It’s the end of June again, which means that another school year has ended and it’s my birthday again.
While last year’s early 50th hoopla was in April (attending and presenting at the IATEFL conference in Liverpool), this year I began giving myself a small, quiet, daily present at the end of February. And it will last an entire year!
I joined a “take a picture a day” project, otherwise known as The 365 Project. People do it for all kinds of reasons but my goal is very specific:
To notice something small, every day, in my regular surroundings.
I’ve been living in the same town and teaching at the same school since 1988. It’s easy to find interesting things when one travels to other places. I needed to see what’s new right under my nose.
It works! This project has already had an unbelievable effect on me. There IS something new under the sun every day, and one doesn’t need to travel to find it. Lots of new things in fact!
It’s a great gift to give to myself. It’s free too. A side effect seems to be that my photography skills are getting better. The first pictures were taken on an Ipod. Now I’m almost always with a camera in my bag!
Here are some things I hadn’t noticed at the Yehud High-School, where I teach.
Still, it’s a tricky business. Some of my attempts have worked. Others have not. Here are some comments on the issues raised in the post based on my experiences so far.
Is the design of a flower handout too “sissy”?
The “rule of some” is worth remembering. Some students will find it appealing others will not. It is always so. On the other hand, I would never advocate having the teacher spend time on creating lots of different versions.
I would recommend two versions (and only two!). One, the attractive flower. The other, a simple chart of columns. I have found that simple charts, where students see the numbers of bars rise, to be very effective. The fact that it’s plain and straightforward makes it seem ageless (particularly important for teenagers and adults who are at a low-level). Let the students choose which one they prefer!
What about the self disciplined learners who don’t need it?
In order to get the class excited and used to the visual recording system I would insist that for the firs two weeks (depending on the frequency of lessons) everyone do it. I would ask to see their flowers /charts and make an issue of it. But afterwards the responsiblity must shift to the students. The ones who feel that the marking is just extra work on top of all the work they are doing should be given the option to opt out.
How about an app?
I agree that at an app would be excellent for this. Easier to color in, visually appealing AND students NEVER forget their cell phones. They will always have their charts with them!
At the high school these are days of final preparations for the big internal exams that precede the national ones.
Students may differ, there are new students every year, but some mistakes that my weak students make on their reading comprehension tests have earned the term classic – seems like I encounter them on a regular basis.
So I’m experimenting with visualising. I created a short slideshow to present one such common error. It took me a long time to simplify the text (it is not productive to throw a lot of text at weak learners, if they could deal with that they wouldn’t be weak!) and to choose the format in which to present it. I have found that students must have something active to do (as opposed to “read the Powerpoint) so the last slide has the students fill in the final answer with immediate feedback.
With all my simplifying efforts, it is still not something my weak kids would deal with on their own. However, with the students I’ve tried it with so far the presentation led to a good discussion. They all claimed that they know students who do that but THEY would never answer a question like that. I feverently hope that it is the case!
There is only one common mistake presented in this one. I think it is more practical to have lots of short slideshows than a long one presenting many different pitfalls.
And frankly, in this manner these slideshows don’t become a massive project, requiring identification of all the mistakes I want to address before producing a complete project. If I’m pleased with the results, I can gradually build up the slideshow library.
I had my students in mind when I created this first one. I’d be interested to hear if you find it useful as well.