Blog comes from the term web log. It is a type of website maintained by an individual using a hosting site, like blogger, allowing for instant publishing online that invites an audience to read and respond to what is posted.
Posts can only be edited by the contributing author or administrator of the blog. Blogs can be very open allowing anyone the ability to post comments or require invitations to view and/or comment or post. (Solomon, 17)
Source: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Showing posts with label blogs. Show all posts
Showing posts with label blogs. Show all posts
Monday, May 2, 2011
Sunday, May 1, 2011
Classroom Uses of Weblogs
You might like to start a class blog to . . .
Source: Richardson, Will. Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Calif.: Corwin Press, 2006. Print.
- post class-related information such as calendars, events, homework assignments, and other class information.
- post assignments based on literature readings and have students respond on their own Weblogs, creating a kind of portfolio of their work.
- post prompts for writing.
- provide examples of classwork, vocabulary activities or grammar games.
- provide online readings for your students to read and react to.
- gather and organize Internet resources for a specific course providing links to appropriate sites and annotating the links as to what is relevant about them.
- post photos and comments on class activities.
- invite student comments or postings on issues in order to give them a writing voice.
- publish examples of good student writing done in class.
- showcase student art, poetry, and creative stories.
- create a dynamic teaching site, posting not only class-related information, but also activities, discussion topics, links to additional information about topics they are studying in class, and readings to inspire learning.
- create a literature circle.
- make use of the commenting feature to have students publish messages on topics being used to develop language skills.
- ask students to create their own individual course blogs, where they can post their own ideas, reactions and written work.
- post tasks to carry out project-based learning tasks with students.
- link your class with another class somewhere else in the world. (Richardson, 40)
Source: Richardson, Will. Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Calif.: Corwin Press, 2006. Print.
Friday, April 29, 2011
Thursday, April 28, 2011
Self-Evaluation with Rubrics
Having a PLN (personal learning network) beyond the classroom and school brick and mortar can help us as educators "think out loud" in blogs or on educational Wikis as demonstrated in this blog between an seasoned tech-savy mentor and a Spanish teacher. In this blog they share ideas and concerns about how to improve students' self-assessment. One suggestion includes considering using a Wiki, facilitated by the teacher, to allow for a group or the class to collaborate on creating a self-assement tool.
See "On Self-Evaluation." More Spanish: Lesson Plans and Technology for the Spanish Classroom. 2 Feb. 2009. Web. 26 April 2011. http://ochoamores.typepad.com/morespanish/2009/02/on-selfevaluation-with-rubrics.html
See "On Self-Evaluation." More Spanish: Lesson Plans and Technology for the Spanish Classroom. 2 Feb. 2009. Web. 26 April 2011. http://ochoamores.typepad.com/morespanish/2009/02/on-selfevaluation-with-rubrics.html
Wednesday, April 27, 2011
Blog Audit
"Making Student Blogs Pay off With Blog Audits."
Source: Sample, Mark. "Making Student Blogs Pay off With Blog Audits." The Chronicle of Higher Education. 11 October 2011. Web. 27 Apr 2011. http://chronicle.com/blogs/profhacker/making-student-blogs-pay-off-with-blog-audits/27559.
Have students review and reflect on their blog posts through a self-assessment/blog audit.
"Their blogging about blogging invariably ends up being a pivotal moment in the students’ relationship to the class blog. It’s when they begin to have a sense of ownership over their ideas, a kind of accountability that carries over into their class discussion and other written work. It’s also when they truly realize that they’re engaged in a thoughtful, thought-provoking endeavor. It’s when the blog becomes more than a blog."
Source: Sample, Mark. "Making Student Blogs Pay off With Blog Audits." The Chronicle of Higher Education. 11 October 2011. Web. 27 Apr 2011. http://chronicle.com/blogs/profhacker/making-student-blogs-pay-off-with-blog-audits/27559.
Six Assessment Points for Student Blogs
1. How well did student writing address the curricular topic and/or discussion theme?
2. How well reasoned was the logic of what students wrote?
3. How well developed was the writing?
4. To what extent was their writing analytical about the topic?
5. How well did they communicate their thinking?
6. To what extent did their blog generate real discussion? (Solomon, 30)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
2. How well reasoned was the logic of what students wrote?
3. How well developed was the writing?
4. To what extent was their writing analytical about the topic?
5. How well did they communicate their thinking?
6. To what extent did their blog generate real discussion? (Solomon, 30)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Five Rules for Blog Commenting
Commenting on someone else's blog post is simple: read the post, write your comment, type your name, and click Submit. Doing it WELL takes practice.
1. Read the post carefully.
2. Consider its strengths and weaknesses.
3. Start with the strengths.
4. If you have something nice to say, say it--and give specifics.
5. If you have criticism, say it nicely.(Constructive criticism is helpful, not vindictive)(Solomon,29)
Taken from: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
1. Read the post carefully.
2. Consider its strengths and weaknesses.
3. Start with the strengths.
4. If you have something nice to say, say it--and give specifics.
5. If you have criticism, say it nicely.(Constructive criticism is helpful, not vindictive)(Solomon,29)
Taken from: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Why use blogs in the classroom?
1. Create a learning community, open 24/7, which is a place different from the traditional classroom.
2. Provide an authentic audience for student writing, including peers, parents, and a potential worldwide audience, while promoting a cross curricular connection.
3. Allow for feedback from the networked students, teachers, and other interested persons. Learning in a class blog setting is now a social activity.
Support differentiation. The blog can give some of the more verbally reserved students a forum for their thoughts.
5. Encourage reading. To make a meaningful comment, or to choose their favorite post, students first need to read what's out there.
6. Encourage and teach research skills prompting students to extend their research beyond the assigned work.
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
2. Provide an authentic audience for student writing, including peers, parents, and a potential worldwide audience, while promoting a cross curricular connection.
3. Allow for feedback from the networked students, teachers, and other interested persons. Learning in a class blog setting is now a social activity.
Support differentiation. The blog can give some of the more verbally reserved students a forum for their thoughts.
5. Encourage reading. To make a meaningful comment, or to choose their favorite post, students first need to read what's out there.
6. Encourage and teach research skills prompting students to extend their research beyond the assigned work.
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
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