Tutorial on how students can use the collaborative writing web tool Springnote as a personal notebook in a blended learning Judaic Studies classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will share a tutorial showing how students can use Springnote as a personal notebook in a Judaic Studies blended learning classroom.
Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although the springnote collaborative writing web tool can be applied in the Judaic Studies blended learning classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Here is the tutorial on how the web tool Springnote can be used as a personal notebook in a Judaic Studies blended learning classroom.

In the next post I will demonstrate how to use Springnote for writing a personal notebook via a screencast video.

Tutorial on how to use the collaborative writing web tool Springnote

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will share the first of several tutorials on how to use Springnote as a collaborative writing tool in a Judaic Studies blended learning classroom.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although the Springnote collaborative writing web tool can be applied in the Judaic Studies blended learning classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Below you will find the first of several tutorials on how to use the Springnote collaborative writing tool.

In the next post we will share how Springnote can be used as a personal notebook in a Judaic Studies blended learning classroom.

Introduction to Springnote as a collaborative writing web tool that can be used in the Judaic Studies Blended Learning Classroom

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how Springnote, a  collaborative writing web-based tool can be used in the Judaic Studies blended learning classroom.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this web-based collaborative writing tool can be applied in the Judaic Studies blended learning classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators. 

What is Springnote?

Springnote is a web-based collaborative writing  or project creating tool or wiki.


What is a wiki?

According to Wikipedia a wiki is a website that allows for  the easy creation and editing of interlinked webpages via a web browser.  The Springnote collaborative writing and project creation tool therefore is an example of a wiki.

Where is Springnote located on the internet?

Here is the link to get to Springnote?

http://www.springnote.com/en

How can Springnote be used in the Judaic Studies blended learning classroom?

Springnote can be used for student collaborative writing projects in the Judaic Studies blended learning classroom. It can also be used in a face to face physical classroom setting as well.

In the next post we will further explore how to use this web-based collaborative writing tool. In future posts we will demonstrate how to apply Springnote in the Judaic Studies blended learning classroom.

What is the Evaluation Matrix and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part Two

Blended Learning Classroom? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, the Evaluation Matrix can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post. The second part of this lesson plan idea follows.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

Step Four: The students/mentees work in small groups online in the physical or the virtual classroom and utilize the Evaluation Matrix critical thinking tool as explained at the top of this post.

Note: This activity can also be used as a face to face classroom learning activity without adding the online component.

Step Five: When the task is completed each group emails its finished product to the teacher/mentor and the members of the class, or posts it on the school’s website.

On the next post we will return to our discussion of additional web collaborative writing tools that can be used in the Judaic Studies blended learning classroom. The next one we will explore is springnote.

What is Evaluation Matrix and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, Evaluation Matrix can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

What is the Evaluation Matrix?

The Evaluation Matrix is a critical thinking tool for problem solving. This tool empowers the learner to use specific criteria to evaluate multiple options for a project or endeavor.

Below you will find a slideshare presentation of the Evaluation Matrix critical thinking tool.

Evaluation Matrix

Evaluation Matrix

View more presentations from diane darrow

For elaboration on the Evaluation Matrix and other creative and critical thinking tools read the books of Dr. Treffinger and his associates.

How can the Evaluation Matrix be used in a Judaic Studies blended learning classroom?

As a reminder, a blended learning classroom is one that combines the face-to face physical and the online or virtual classroom.

Here are some suggested steps a teacher or mentor can implement to show Jewish students/mentees how to use Sequencing SML for critical thinking in problem solving.

Step One: The teacher/mentor explains the Evaluation Matrix.

Step Two: The teacher/mentor places students into learning pairs, triads or quads.

In the next post we will share the second part of this lesson plan idea on how to empower students/mentees to use the Evaluation Matrix in a Judaic Studies blended learning classroom.

What is Sequencing SML and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, Sequencing SML (Short, Medium and Long Term) can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post. The second part of this lesson plan idea follows.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

Step Four: The students/mentees work in small groups online in the physical or the virtual classroom utilize the Sequencing SML critical thinking tool for the options listed on the application examples listed at the top of this post.

Note: This activity can also be used as a face to face classroom learning activity without adding the online component.

Step Five: When the task is completed each group emails its finished product to the teacher/mentor and the members of the class, or posts it on the school’s website.

On the next post we will explore another critical thinking problem solving tool, the Evaluation Matrix.

What is Sequencing SML (Short, Medium and Long Term) and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, Sequencing SML can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post.


Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/

What is Sequencing SML?

Sequencing SML is a critical thinking tool for problem solving which empowers the learner to organize and focus options by considering short, medium, and long-term actions needed for implementation.

Below you will find a slideshare presentation on the Sequencing SML critical thinking tool.

Sml 1

For elaboration on Sequencing SML and other creative and critical thinking tools read the books of Dr. Treffinger and his associates.

How can Sequencing SML be used in a Judaic Studies blended learning classroom?

As a reminder, a blended learning classroom is one that combines the face-to face physical and the online or virtual classroom.

Here are some suggested steps a teacher or mentor can implement to show Jewish students/mentees how to use Sequencing SML for critical thinking in problem solving.

Step One: The teacher/mentor explains Sequencing SML.

Step Two: The teacher/mentor places students into learning pairs, triads or quads.

In the next post we will share the second part of this lesson plan idea on how to empower students/mentees to use Sequencing SML in a Judaic Studies blended learning classroom.

What is Paired Comparison Analysis (PCA) and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, Paired Comparison Analysis (PCA) can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post. The second part of this lesson plan idea follows.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

Step Four: The students/mentees work in small groups online in the physical or the virtual classroom utilize the PCA critical thinking tool for the options listed on the application examples listed at the top of this post.

Note: This activity can also be used as a face to face classroom learning activity without adding the online component.

Step Five: When the task is completed each group emails its finished product to the teacher/mentor and the members of the class, or posts it on the school’s website.

On the next post we will explore another critical thinking problem solving tool, Sequencing SML (Short, Medium and Long Term).

What is Paired Comparison Analysis (PCA) and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, Paired Comparison Analysis (PCA), can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

What is PCA?

Paired Comparison Analysis or PCA is a critical thinking tool for problem solving which empowers the learner to set priorities or rank options through a systematic analysis of all possible combinations.

Below you will find a slideshare presentation on the PCA.

Pca

For elaboration on Paired Comparison Analysis and other creative and critical thinking tools read the books of Dr. Treffinger and his associates.

How can PCA be used in a Judaic Studies blended learning classroom?

As a reminder, a blended learning classroom is one that combines the face-to face physical and the online or virtual classroom.

Here are some suggested steps a teacher or mentor can implement to show Jewish students/mentees how to use PCA for critical thinking in problem solving.

Step One: The teacher/mentor explains Paired Comparison Analysis.

Step Two: The teacher/mentor places students into learning pairs, triads or quads.

In the next post we will share the second part of this lesson plan idea on how to empower students/mentees to use PCA in a Judaic Studies blended learning classroom.

What is ALoU and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, ALoU can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post. The second part of this lesson plan idea follows.


Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

Step Four: The students/mentees work in small groups online in the physical or the virtual classroom utilize the ALoU critical thinking tool for the options listed on the application examples listed at the top of this post.

Note: This activity can also be used as a face to face classroom learning activity without adding the online component.

Step Five: When the task is completed each group emails its finished product to the teacher/mentor and the members of the class, or posts it on the school’s website.

On the next post we will explore another critical thinking problem solving tool, PCA (Paired Comparison Analysis).

What is ALoU and How Can it Be Used in a Judaic Studies Blended Learning Classroom? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both teaching and teacher training, The combination of face to face instruction in a physical setting and online learning is called blended learning. In this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will discuss how the critical thinking tool, ALoU, can be used in a Judaic Studies blended learning classroom. This is the first part of a two-part post.

Assumption: The teacher or mentor teacher has a interactive white board (i.e. SMART Board, Promethean, etc.), a Tablet PC (also called a Slate or Blade), a computer presenter or computer with internet access attached to an LCD projector in the classroom. It would be ideal if students or mentees had access to their own laptop computers as well.

Note: Although this lesson plan idea is designed for the Judaic Studies classroom, it can be also be used for training pre-service and in-service Jewish educators for professional or staff development. It is our hope that Jewish educators around the globe will form an online community of practice, a CoP, a group of people who share an interest, a craft, and/or a profession, to enhance the delivery of instruction and training of Jewish educators.

Note: Any of these collaborative writing web 2.0 tools can be used with this lesson plan idea.

• http://primarypad.com/
• http://meetingwords.com/
• http://www.cynapse.com/syncin
• http://ietherpad.com/
• http://titanpad.com/
• http://typewith.me/
• http://meetingwords.com/

What is ALoU?

ALoU is a critical thinking tool for problem solving. It invites learners to systematically analyze any option for problem solving by reflecting on its (1) advantages (A; (2) its limitations (L) and how to overcome (o) those limitations and (3) its unique (U) features or assets.

For elaboration on ALou and other creative and critical thinking tools read the books of Dr. Treffinger and his associates.

According to Bob McCulloch’s website <http://www.cyor.ca/Focusing_ideas.htm retrieved August 14, 2010> ALoU is a tool which provides a constructive way to analyze the strengths, challenges, unique aspects and future potential of an option.

In particular ALoU offers these outcomes:

• A balanced and fair assessment of any option
• A way to refine, develop and strengthen possible options
• A method to thoroughly explore one or more promising options
• A method to keep a group focused on the positives and potential advantages of any option

How can ALoU be used in a Judaic Studies blended learning classroom?

As a reminder, a blended classroom is one that combines the face-to face physical and the online or virtual classroom.

Here are some suggested steps a teacher or mentor can implement to show Jewish students/mentees how to use ALoU for critical thinking in problem solving.

Step One: The teacher/mentor explains ALoU.

Step Two: The teacher/mentor places students into learning pairs, triads or quads.

In the next post we will share the second part of this lesson plan idea on how to empower students/mentees to use ALoU in a Judaic Studies blended learning classroom.