�ݺ�ߣshows by User: bsurkan

�ݺ�ߣshows by User: bsurkan / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: bsurkan / Wed, 27 Nov 2013 19:59:10 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: bsurkan Interactive Alternatives in Teaching History v01 /slideshow/interactive-alternatives-in-teaching-history-v01/28691075 interactivealternativesinhistoryv01-131127195910-phpapp02
Interaction and communications are integral to the flow of my civics class. Students maintain a student blog for each class, containing a summary of class events and homework assignments. Additionally, technology facilitates simulations which help students to integrate civics concepts into their daily understanding of reality. For example, in Mock Congress, students apply their prior study of the Constitution to a simulation of the legislative process—complete with lobbyists, press, and (virgin) cocktail parties—to understand how the system works by living it. Take-home tests and dynamic projects also provide them with opportunities to collaborate and communicate in innovative ways.]]>
Interaction and communications are integral to the flow of my civics class. Students maintain a student blog for each class, containing a summary of class events and homework assignments. Additionally, technology facilitates simulations which help students to integrate civics concepts into their daily understanding of reality. For example, in Mock Congress, students apply their prior study of the Constitution to a simulation of the legislative process—complete with lobbyists, press, and (virgin) cocktail parties—to understand how the system works by living it. Take-home tests and dynamic projects also provide them with opportunities to collaborate and communicate in innovative ways.]]> Wed, 27 Nov 2013 19:59:10 GMT /slideshow/interactive-alternatives-in-teaching-history-v01/28691075 bsurkan@slideshare.net(bsurkan) Interactive Alternatives in Teaching History v01 bsurkan Interaction and communications are integral to the flow of my civics class. Students maintain a student blog for each class, containing a summary of class events and homework assignments. Additionally, technology facilitates simulations which help students to integrate civics concepts into their daily understanding of reality. For example, in Mock Congress, students apply their prior study of the Constitution to a simulation of the legislative process—complete with lobbyists, press, and (virgin) cocktail parties—to understand how the system works by living it. Take-home tests and dynamic projects also provide them with opportunities to collaborate and communicate in innovative ways. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/interactivealternativesinhistoryv01-131127195910-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Interaction and communications are integral to the flow of my civics class. Students maintain a student blog for each class, containing a summary of class events and homework assignments. Additionally, technology facilitates simulations which help students to integrate civics concepts into their daily understanding of reality. For example, in Mock Congress, students apply their prior study of the Constitution to a simulation of the legislative process—complete with lobbyists, press, and (virgin) cocktail parties—to understand how the system works by living it. Take-home tests and dynamic projects also provide them with opportunities to collaborate and communicate in innovative ways.

Interactive Alternatives in Teaching History v01 from bsurkan

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0 Intrinsically Motivating Student Achievement by Alternative Assessment /slideshow/motivating-student-achievement-v7/28691042 motivatingstudentachievementv7-131127195644-phpapp02
Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging? Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs.]]>
Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging? Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs.]]> Wed, 27 Nov 2013 19:56:44 GMT /slideshow/motivating-student-achievement-v7/28691042 bsurkan@slideshare.net(bsurkan) Intrinsically Motivating Student Achievement by Alternative Assessment bsurkan Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging? Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/motivatingstudentachievementv7-131127195644-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging? Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs.

Intrinsically Motivating Student Achievement by Alternative Assessment from bsurkan

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0 Civics8 1919 1932-v07 /slideshow/civics8-1919-1932v07/7982102 civics81919-1932v07-110516100502-phpapp01
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Civics8 1919 1932-v07 from bsurkan

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0 Civics 8 Parent Night v07 /bsurkan/civics-8-parent-night-v07 civics8parentnightv07-100902154651-phpapp01
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]]> Thu, 02 Sep 2010 15:46:42 GMT /bsurkan/civics-8-parent-night-v07 bsurkan@slideshare.net(bsurkan) Civics 8 Parent Night v07 bsurkan <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/civics8parentnightv07-100902154651-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Civics 8 Parent Night v07 from bsurkan

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0 8 Gp Web Publication Workshop V03 /slideshow/8-gp-web-publication-workshop-v03-1386170/1386170 8gpwebpublicationworkshopv03-090505010256-phpapp01
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]]> Tue, 05 May 2009 01:02:54 GMT /slideshow/8-gp-web-publication-workshop-v03-1386170/1386170 bsurkan@slideshare.net(bsurkan) 8 Gp Web Publication Workshop V03 bsurkan <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/8gpwebpublicationworkshopv03-090505010256-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

8 Gp Web Publication Workshop V03 from bsurkan

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0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/interactivealternativesinhistoryv01-131127195910-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/interactive-alternatives-in-teaching-history-v01/28691075 Interactive Alternativ... https://cdn.slidesharecdn.com/ss_thumbnails/motivatingstudentachievementv7-131127195644-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/motivating-student-achievement-v7/28691042 Intrinsically Motivati... https://cdn.slidesharecdn.com/ss_thumbnails/civics81919-1932v07-110516100502-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/civics8-1919-1932v07/7982102 Civics8 1919 1932-v07