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Saturday, June 24, 2017

Explore the diversification of 21st century classrooms and schools | Eduplanet21 - Learning Paths

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Digital Citizenship: Preparing Teachers and Students for Online Interaction 

Digital Citizenship: Preparing Teachers and Students for Online Interaction

Description
Digital Citizenship is defined as the norms of appropriate, responsible behavior with regard to technology use by DigitalCitizenship.net, a leading digital citizenship informational website that we will further explore later in learning path.
Throughout this learning path, you will engage in a variety of activities designed to help you think critically and actively about how to express the ideas of digital citizenship with your students and encourage them to demonstrate positive online behavior. Topics discussed in this pathway will include digital literacy, digital foot prints, social media, plagiarism, privacy, copyrights, standards, and policy

Objectives: 
  • Develop an understanding of the responsibilities and challenges associated with being a digital citizen; 
  • Relate the elements of digital citizenship to professional practice; 
  • Explore resources designed to help incorporate digital citizenship into the classroom;
  •  Review district policy and procedures related to digital literacy and digital learning; and  
  • Recognize standards that are addressed when teaching digital citizenship.
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Text-Dependent Analysis: An Introduction 

Text-Dependent Analysis: An Introduction

Description
Text-dependent analysis (TDA) is a unique-to-Pennsylvania term for text-dependent questions. Text-dependent analysis epitomizes why reading and writing have been joined under the umbrella of English/Language Arts. The first module builds background knowledge, explores the instructional shifts, and takes a dive into the Pennsylvania Department of Education’s explanation of Text-Dependent Analysis. Understanding the similarities and differences of open-ended and text-dependent questions, along with exploring common myths and misconceptions, is the focus of the second module.

Objectives:
  • Define Text-Dependent Analysis; 
  • Explore your current understanding of Text-Dependent Analysis; 
  • Expand your knowledge base of the instructional shifts for English/Language Arts; 
  • Tackle several myths and misconceptions of Text-Dependent Analysis and provide examples of best instructional practices; and, 
  • Examine resources provided by the Pennsylvania Department of Education to learn the cognitive demands of Text-Dependent Analysis. 
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Source: Eduplanet21


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