Debbie,
I use Google Slides as a way for students to respond to a question in class.
Specifically, I've used it to teach paraphrasing. The first slide is the text I
want them to paraphrase. Individual students write their paraphrase on a slide
below. One slide per student. Then we evaluate the paraphrases as a class. This
is usually a practice exercise that is followed up by a graded paraphrase
assignment - either stand alone, or embedded in writing - that counts for a
grade.
Lauri J. Vaughan
Upper School Campus Librarian
The Harker School
500 Saratoga Avenue
San Jose, CA 95129
408.345.9297
LauriV@xxxxxxxxxx<mailto:LauriV@xxxxxxxxxx>
What I'm Reading... The Manual of Detection by Jedediah Berry
What I'm Hearing... Luckiest Girl Alive by Jessica Knoll
From: baisl-bounce@xxxxxxxxxxxxx [mailto:baisl-bounce@xxxxxxxxxxxxx] On Behalf ;
Of Debbie Abilock
Sent: Monday, March 21, 2016 11:37 AM
To: baisl@xxxxxxxxxxxxx
Subject: [baisl] Help - do you have an example...creative shift with technology?
I'm looking for an example of using a technology tool in a way that is not
obvious - or, perhaps, if it's an app - not actually designed for that use. In
a chapter I'm writing, I'm making the point that teachers usually adopt
technology tools to replicate functions/tasks/patterns of teaching that they
already do. However, perhaps as a result of [discussion or collaborative
exploration or work with a librarian?] they reframe their use of the tool to
shift to a new method of instruction, a new kind of learning or...?
