This link has been bookmarked by 40 people . It was first bookmarked on 17 Mar 2009, by Phil Taylor.
-
09 Jul 12
-
09 Dec 11
-
05 May 11
-
13 Nov 10
-
18 Oct 10
-
23 Sep 10
Grace Blythetechnology information
to include Diigo -
18 Sep 10
-
09 Aug 10
-
27 Jun 10
-
26 Jun 10
Megan DoughertyFocuses on technology in the literacy classroom. Offers some tutorials, for example, using Microsoft Word for peer assessment.
-
09 May 10
-
16 Dec 09
-
Andy was interested in how the approach of using blogging for homework out of the
-
lesson as a starting point for using it, had worked
-
This was different to Andy’s approach of using it firmly within the context of the lesson and showed that they already had developed different ideas about how the idea of blogging with a class could be used
-
highlighted that this was an interesting option because it places increased emphasis on the value of what appears in the blog: if the students work was not quite up to the standard expected, then it could be sent back to the student for redrafting
-
class is that the teacher can quickly move away from being a facilitator to an administrator – especially with only being able to approve one blog post at a time.
-
setting a blog post as homework. This could really help develop students’ reflective learning.
-
-
09 Dec 09
Marc Safran-Thoughts on teaching & technology.
-Using diigo in the classroom. -
09 Nov 09
-
-
10 Sep 09
-
This is something I’ve also been working on with others – a wiki for any staff in my school involved in TLDW work. Keep a track on my progress here!
-
-
08 Jul 09
-
06 Jul 09
-
01 Jul 09
-
definitely worth
-
students’ learning
-
free, classical music
-
-
Highlighting is fiddly
-
-
19 Jun 09
-
18 Jun 09
-
19 May 09
-
I will be using diigo again next year. With slightly tighter e-safety
-
-
28 Apr 09
Noelle Kreiderblogging about using diigo with students and a variety of other technologies
-
02 Apr 09
Melissa LockhartFirst thoughts on using diigo in class….
Posted on March 7, 2009 by andywhiteway
Yesterday I used diigo for the first time with students in my class. I’d previously had to consider the always prevalent issue of e-safety when getting ready to use this website with my students. Diigo makes this problem relatively easy to solve, because student accounts that you can create are much more restricted than a typical diigo account - essentially they can interact with the sites you create for them, but other users can’t add them. I also created a student account for my head of department, so she could see what I was doing (something we’re always asked to do so as to protect ourselves from accusations of inappropriateness). I’m curious as to how other teachers feel restricted in this sense, if its the same in other countries in terms of reticence about students using the internet?
So anyway, onto the lesson. I had 8 sixth form students and they were just beginning to study the poetry of W.H. Auden for A Level. I split my hour long lesson into three parts, hoping to achieve 3, relatively straightforward objectives by the end of the lesson. These were:
1. Get logged onto diigo and favourite the ‘diigolet’ toolbar.
2. Read a poem that I’d already annotated using the sticky note feature and then leave their annotations
3. Find and bookmark some appropriate websites for W.H. Auden.
Broadly speaking, we’d achieved all three by the end of the hour, with a bit of time to spare, which was pleasing. Here’s some reflection on how the 3 different things went:
1. Starting up Diigo.
I was worried - the internet had been very slow in the morning and crashing a fair bit. Thankfully by the time we started it seemed to be back to normal. In fact the only problem was that students barely wanted to keep up with me; as soon as they got the piece of paper they were into the site and doing the things they should be! Within five minutes or so we were ready to go. The age of these students is 17 so I suppose you could argue the-
Students were to look at three different websites, each containing a different poem by W.H. Auden. On each site they would be required to highlight and explain a different piece of information from the poem. They would then be required to synthesise the three seperate explanations they had given about the poems into a conclusion on the overall message contained in Auden’s poetry, which they would post on the forum on our diigo group’s homepage.
-
One thing that’s been fantastically exciting about watching my students interact with diigo is the ease at which they engage with writing about the poems I have asked them to look at. The class I teach is not particularly unusual and its certainly not particularly unusual (as other English teachers may well sympathise with), to ask people to have a discussion about a poem they’ve just read, only to be greeted by hesitant silence, until the teacher encourages and starts teasing things out. Why? I guess poetry can be an intensely personal thing, and I think sometimes our kids find it hard to open up about it.
-
- Would be nice to begin to use the posts that have been generated to encourage discussion between students - currently they are sharing bookmarks, but not necessarily the feedback and thoughts they are giving on them.
- Will need to examine more closely how students are finding the timings I am giving on tasks.
- Annotations are encouraging the students to speak their mind more about the poetry - a fantastic plus.
Key points to take forward:
-
- Get logged onto diigo and favourite the ‘diigolet’ toolbar.
- Read a poem that I’d already annotated using the sticky note feature and then leave their annotations
- Find and bookmark some appropriate websites for W.H. Auden.
So anyway, onto the lesson. I had 8 sixth form students and they were just beginning to study the poetry of W.H. Auden for A Level. I split my hour long lesson into three parts, hoping to achieve 3, relatively straightforward objectives by the end of the lesson. These were:
-
-
24 Mar 09
-
23 Mar 09
-
22 Mar 09
-
17 Mar 09
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.