Online tools to help teachers administrate their classes have recently grown in popularity — they are known as Learning Management Systems LMSs. How to get started. You and your students can use Edmodo both in its desktop version and the App, available for Android and iOs. Before creating classes on Edmodo, teachers need to create an account, which can be connected to their existing accounts from other service providers outlook, Google, Facebook.
The information from these other accounts is not shared with students or parents. One of the greatest advantages of Edmodo is that students and parents do not need to share their personal information or email addresses to create an account.
All they need to do is to enter their name, surname, create a password and enter the class code, which should be provided by the teacher. This code is automatically generated by Edmodo when you create a new group.
With your account, you can create groups and invite students and parents to join. In the groups, you can share resources, photos and articles, which will be seen by your students in a newsfeed format.
You can also send and receive private messages and create folders, where students can upload assignments. All media shared with the group is automatically stored in a section called My Library. Benefits of using an online educational environment. Some of the benefits are:. Keeping learners motivated: establishing an online community and providing students with chances to use their English outside the classroom may be a contributing factor when it comes to engagement and motivation.
It fosters sense of belonging and helps learners keep track of what is happening in the lessons, even if they miss a lesson. It might also help the teacher to provide individual support and make extra resources and activities available to learners. It is important, however, to negotiate with students when you will be available to provide feedback or answer questions online. Encouraging collaboration amongst learners: an online environment can foster group cohesiveness by enabling learners to interact outside the classroom in a safe educational environment which is mediated by the teacher.
These contributions can be used by the teacher in the lesson planning process, thus contributing to a more learner-focussed lesson. Depending on your school policy, you can make texts, handouts and activities available through Edmodo and ask learners to access them through their mobile devices.
Other Learning Management Systems. Participation The student: listens attentively to the responses of others. Social Skills The student: makes friends quickly in the classroom.
Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. Work Habits The student: is a conscientious, hard-working student. Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates!
Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards?
Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly.
Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration. Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.
You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below.
Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World.
Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions.
For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source.
If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion. Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Check out our helpful suggestions to find just the right one! The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Related: Report Card Comments for positive comments! Needs Improvement- all topics is a hard worker, but has difficulty staying on task. Additional work on these topics would be incredibly helpful. Practicing at home would be very beneficial. Slowing down and taking more time would help with this. We are working on learning when it is a good time to share and when it is a good time to listen. Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful.
Active participation would be beneficial. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
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