Taking a look at the student’s thinking for creating a domain of their own – in the Faculty of Education. New teachers need to know what’s in it for them if they will take on the challenges of creating their own domain. Here are five reasons to consider DoOO and some resources to prompt more more… »
Activity Responses and Resources Contributed by @hj_dewaard
There are 37 items by hj_dewaard in Extend Activity Bank. See also Activites created by hj_dewaard
My metaphor for teaching and learning frequently connects to a campfire. It’s not just the fire itself, but the people who join together at the fire to share stories and eat s’mores. It’s and event that has a beginning, middle and end. There is a unique dance between the flames, the people, the sequence and more… »
Teaching how to write lesson plans and then deliver them in the classroom is not like driving a car. It’s like learning how to drive a car. It’s gets easier with experience. Driving the car is better if you’ve had lessons. Planning and delivering lessons in the classroom is sort of like that. But it’s more… »
Taking a twist on the traditional Cornell note taking strategy, this combines text and image to enhance memory and make note taking an active process of creating meaning. By applying sketch noting strategies within the Cornell notetaking structure can extend knowledge organization in new ways.
My mapping experience has been honed by the work I’ve done over the years in a variety of concept mapping tools. This blog post shares some mapping software items that I’ve explored and why I’m currently using Mindomo in my online course.
This blog post talks about the tricky idea about ‘what is learning’ since prior knowledge of what learning really is can hinder the understanding of teacher candidates as they work with children. How do they know when learning has occurred if they can’t ‘see’ it? The analogy of riding a backwards bike is used.
Blog post at the end of the eCampus Ontario Extend – East workshop. Getting started in the Ontario Extend landscape.