Frequency of "The Great War" and "WW"I in NYT Chronicle
This week in my University of Portland EdMethods class we considered the impact of digital technology on teaching and learning. Innovation in instructional practice is coming from the "bottom up" - from teachers who find effective ways to harness the creative energy of their students. These teachers don't simply deliver information to kids, they craft lessons where students can research, collaborate, and reflect on what they're learning. They harness a flood of new platforms that enable students "see" information in new ways and support a more self-directed style of learning.
To demonstrate transformative web-based research tools, my EdMethods students spent time using Books NGram Viewer and NY Times Chronicle – to develop and test hypotheses. As part of an in-class demo of the power of word frequency research, they shared their results via a Twitter hashtag: #WordFreq. I’ve collected them in the Storify below
Books Ngram Viewer and NY Times Chronicle have many interesting applications in the classroom. For example, they can both be used to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards. Ideas for classroom use Books Ngram Viewer and NY Times Chronicle. For more advanced searches using NGram Viewer click here.
Want more? You can explore word frequency in rap lyrics and NY Times wedding announcements.
I was looking for an online content creation tool – an education-friendly, social network that would allow my pre-service history teachers to post a variety of content, annotate it and provide tools to comment on each other’s work. I tried Learnist – a free web tool. Here’s my sample Learnist – Incarceration of Japanese Americans During WWII. Plus a product review (with students comments).
Just launched – The Big History project is a free online course that weaves evidence and insights from many scientific and historical disciplines across 13.7 billion years into a single, cohesive story. Here’s info on how you can join this project as a teacher or student. The course highlights common themes and patterns that can help us better understand people, civilizations, and the world we live in.
Here’s how to engage students in historic research and critical thinking in an innovative lesson that combines biography, historic photographs, the 1900 federal census, the 1897 Sears Catalogue, and Google Voice.
Our goal was a practical hands-on workshop that fused technology, critical thinking, and strategies for students to be the “historian in the classroom.” We were focused on ways to use iPads for content creation, feedback and reflection. Plus we showcased a variety of other critical thinking digital tools for the classroom – iBooks Author, Haiku Deck, Evernote, nGram Viewer and GapMinder.
A step-by-step description of how a team of teachers used a G+ Hangout to manage their PLC sessions. It includes details about managing the Hangout, using it to analyze student work, and building meaningful collegial relationships. It’s a very helpful post for anyone looking for practical information on using G+ Hangouts.
Internet Archive just launched “TV News Search & Borrow,” a searchable collection now contains 350,000 news programs collected over 3 years from national U.S. networks and stations in San Francisco and Washington D.C. User’s can specify search term, network and TV show.
Users can generate word clouds from broadcast transcripts and share video clips. Here’s some tips on how to use this great research tool for teachers and students.
This guest post from Greg Wimmer – Social Studies Department Chair at Central York (PA) High School – describes an innovative student project. Students, working in collaboration with the York County Heritage Trust, wrote and produced movies for historic walking tours that can be accessed via Aurasma – a location-based, augmented reality, smartphone app. Greg shares how to integrate technology and community involvement into the history classroom. Includes videos and lessons learned.
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions – seems like many teachers see the value in using “flipping” to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to “homework” via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
Download my slide deck.
I just wrapped up two webinars with teachers participating in a Teaching American History (TAH) Grant workshop focusing on strategies for using documents to let your students be the historian in your classroom. I was in Portland Oregon – they were in Salt Lake City, but through the wonders of technology (I used WebEx videoconferencing along with a web-based LearningCatalytics response system) we were able to interact. I don’t think people learn much by telling them things, so I put participants “in their students’ shoes” to experience the power of document-based instruction and four key components to making it work:
1.The right documents.
2. Knowing how to look at them.
3. Letting students discover their own patterns, then ask students to describe, compare and defend what they found.
4. Basing the task on enduring questions, the kind that students might actually want to answer.