EdChat News Monday, March 19 Google, Chrome music lab, Genius & more…


EdChat News TLDR / Table of Contents

[/vc_column_text][/vc_column][/vc_row][vc_row el_id=”17-Little-Known-Tips-Tricks-and-Hacks-for-Using-Google-in-the-Classroom—News”][vc_column width=”1/2″][vc_separator][vc_column_text]

17 Little-Known Tips, Tricks and Hacks for Using Google in the Classroom – News

[/vc_column_text][vc_column_text el_class=”topfeed-summary-list”]

  • Heres a slightly Orwellian way to check whether your students may have plagiarized part of their essays: the Chrome extension Draftback, which plays back the revision history of any Google doc you can editdown to the keystroke.
  • Using the Bitmoji Chrome extension, Minicozzi plopped it into a Google Doc, added word artGreat Work, A+, Good Thinkingto create feedback posters.
  • To help make things easier for struggling students, Tracy Sneed, a teacher and technology specialist for Kern County, Calif. showed off three Chrome extensions useful for those with reading difficulties.
  • OpenDyslexic fontDocAppender is another time-saving Chrome extension that takes the results submitted in a Google Form and puts it into an existing Doc.
  • English teacher Alice Chen creates separate Docs for each of her students, then uses the extension to populate it with a rubric created in Google Forms.

[/vc_column_text][vc_column_text el_class=”topfeed-tags”]Tags: Google, chrome music lab, instructional technology coach, students, Chrome extension[/vc_column_text][/vc_column][vc_column width=”1/2″][vc_separator][vc_column_text el_class=”topfeed-tweet”]

[/vc_column_text][vc_column_text el_class=”topfeed-embedly”]17 Little-Known Tips, Tricks and Hacks for Using Google in the Classroom | EdSurge News[/vc_column_text][/vc_column][/vc_row][vc_row el_id=”6-Principles-Of-Genius-Hour-In-The-Classroom”][vc_column width=”1/2″][vc_separator][vc_column_text]

6 Principles Of Genius Hour In The Classroom

[/vc_column_text][vc_column_text el_class=”topfeed-summary-list”]

  • Genius Hour in the classroomis an approach to learning built around student curiosity, self-directed learning, and passion-based work.
  • Genius Hour provides students freedom to design their own learning during a set period of time during school.
  • A key distinction compared to more open, self-directed learning and user-generated learning experiences is that within a Genius Hour framework, this student-centered approach is only used a portion of the schedule, providing students a choice in what they learn and how they learn it during a set period of time…
  • Genius Hour In The Classroom: 6 Principles Of Genius Hour – – Students must find their own sense of purpose in what they study, make sense of, and create.
  • The 80/20 rule is important, as it provides the only structure of most Genius Hour learning.

[/vc_column_text][vc_column_text el_class=”topfeed-tags”]Tags: Genius, self-directed learning, students, user-generated learning experiences, Guide Inquiry-Based Learning[/vc_column_text][/vc_column][vc_column width=”1/2″][vc_separator][vc_column_text el_class=”topfeed-tweet”]

[/vc_column_text][vc_column_text el_class=”topfeed-embedly”]6 Principles Of Genius Hour In The Classroom[/vc_column_text][/vc_column][/vc_row][vc_row el_id=”If-Collaboration-Makes-Us-Better-Why-Aren-t-More-Leaders-Doing-It-“][vc_column width=”1/2”][vc_separator][vc_column_text]

If Collaboration Makes Us Better, Why Aren’t More Leaders Doing It?

[/vc_column_text][vc_column_text el_class=”topfeed-summary-list”]

  • Unfortunately, the process to achieve that level of energy becomes more complicated as leaders are faced with dealing with state and district mandates, dwindling budgets, working with diverse stakeholders in the school community who may not always have a deep focus on learning, and handfuls of students who suffer from…
  • So many times, teachers are the ones who are criticized for not wanting to collaborate, but in many cases leaders are the ones who do not take part in the collaboration.
  • Using the image below, if a leader does not feel efficacious when it comes to their own subject-matter knowledge of chemistry, but their job is to go into to do two or three formal observations on a chemistry teacher, it is very likely that they will go into the classroom,…
  • How can a leader help foster an energized school in this era of so many challenges, especially if we know they do not feel equally efficacious in all situations?
  • Knowing that leaders do not feel efficacious in all situations, means that they can raise their self-efficacy by working directly in collaboration with the teachers they lead.

[/vc_column_text][vc_column_text el_class=”topfeed-tags”]Tags: collective efficacy, leaders, school, energized school, school community[/vc_column_text][/vc_column][vc_column width=”1/2″][vc_separator][vc_column_text el_class=”topfeed-tweet”]

[/vc_column_text][vc_column_text el_class=”topfeed-embedly”]If Collaboration Makes Us Better, Why Aren’t More Leaders Doing It? – Peter DeWitt’s Finding Common Ground – Education Week[/vc_column_text][/vc_column][/vc_row]