Social media is everywhere these days. From Facebook (www.facebook.com) to YouTube (www.youtube.com), students use social media to connect and share information with friends, family, and even strangers. Why not use social media in the classroom to keep things interesting? It can be a powerful tool that can lead to more engagement both inside and outside the classroom (Sim & Pop, 2014), as well as increased student satisfaction (Sylvia, 2014).
Social media can be divided into two categories: mainstream and education-based. Mainstream social media sites, such as Facebook, YouTube, and Twitter (www.twitter.com), are free and can be accessed by anyone. Education based social media sites, such as Edmodo (www. edmodo.com), SchoolTube (www.schooltube. com), and Twiducate (www.twiducate.com), have a similar look and feel to their mainstream counterparts—Edmodo is designed to look like Facebook, for example—but often have more privacy settings and an integrated assessment system. Before getting started, look into district policies and check with your school’s technology or media department to see whether these sites can be accessed. Student safety and privacy come first!
No matter which type of social media you choose, keeping the five M’s in mind will ensure your students engage and learn in a safe environment.
この記事は New Teacher Advocate の Spring 2017, Vol. 24, No. 3 版に掲載されています。
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この記事は New Teacher Advocate の Spring 2017, Vol. 24, No. 3 版に掲載されています。
7 日間の Magzter GOLD 無料トライアルを開始して、何千もの厳選されたプレミアム ストーリー、9,000 以上の雑誌や新聞にアクセスしてください。
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Eight Tips For A Successful Start: Teaching Special Ed
I nervously stood outside the front door of the school and waited to greet my first class. A teacher brought a little girl over to me and said, “This is Olivia. Hold on tight—she runs.” I had tried to prepare myself for this instant, determined to make an impact on my new students. Despite my preparation, I was overwhelmed by the first day of school. These eight tips highlight what I wish I had known that first day as a Special Education teacher.
No Interference, Please!
English language learners (ELLs) often struggle with grammar. When working with ELLs, one effective strategy is focusing on first language (L1) interference. Teachers who understand how an L1 can interfere with second language acquisition can target grammar trouble spots with which students struggle. Through pedagogical grammar instruction, teachers also can prioritize which grammar trouble spots to teach based on those most likely to impede comprehension, and depending on the communicative context (Hinkel, 2016). Teachers then can put ELLs on a path to success by helping them gain greater control of sentence structure, subject–verb agreement, prepositions, and articles.
Teacher Listening To Enhance Learning: Five Strategies For Success
Epictetus (1907/1980) once said, “We have two ears and one mouth, so we can listen twice as much as we speak.” However, when preservice teachers are asked to picture a teacher and describe what they see, they typically describe the teacher standing in the front of the classroom speaking to a group of attentive students. Our classroom experience reinforced the practice that students should sit and listen while teachers stand and talk.
So You Want To Flip Your Class: 9 Guidelines To Read First
Flipped learning is an instructional approach that typically involves students watching videos and completing online activities as homework, and then engaging in applied learning during class time. Teachers flip their classes because they know their students will participate in more meaningful activities and take ownership for their learning. Flipping allows teachers to provide more differentiated instruction and feedback. These nine basic guidelines will help you flip a unit in your class.
5 M's Of Using Social Media In Your Classroom
Social media is everywhere these days. From Facebook (www.facebook.com) to YouTube (www.youtube.com), students use social media to connect and share information with friends, family, and even strangers. Why not use social media in the classroom to keep things interesting? It can be a powerful tool that can lead to more engagement both inside and outside the classroom (Sim & Pop, 2014), as well as increased student satisfaction (Sylvia, 2014).
Use Four Pillars To Support your Learning To F-L-I-P
With flipped learning, concept instruction is delivered outside the class through videos and online discussions.
FLIP On The LAMP: TIPS For Lighting The Way For ELLs In The Flipped Classroom
The concept of flipped classrooms has been the focus of a significant number of recent articles in teaching journals (see the KDP Record, April–June 2015) and online. In a flipped classroom “students are introduced to content at home, and practice working through it at school” (TeachThought, 2014). For example, students might watch a brief prerecorded video at home as direct instruction on the concepts or topics and then apply that information the next day in classroom activities. Therefore, the amount of time spent learning is extended.
