How Spring Pad can be utilized to facilitate learning inside and outside of the 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 (i.e. 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 continue our discussion on how  teachers and students in a Judaic Studies blended learning classroom can use Spring Pad  for both note taking and doing research such as Problem Based Jewish Learning . 

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although Spring Pad 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. For example, here is a CoP you might want to join. 

Note: Spring Pad can be used in both a physical and virtual Judaic Studies classroom.

What is Spring Pad?

Spring Pad is an online note taking and research investigation tool.

Where is  Spring Pad  located on the web?

http://tinyurl.com/6n8uwm7

How Spring Pad can be utilized to facilitate learning inside and outside of the classroom

Click on the links below and find resources describing how Spring Pad can be used in a hybrid ( on site and online) classroom.

• http://www.freetech4teachers.com/2010/05/springpad-organizing-bookmarks-and.html
• http://educationaltech-med.blogspot.com/2011/02/springpad-teachers-free-notes-organizer.html
• http://www.zdnet.com/blog/education/a-different-take-on-note-taking-springpad/3954
• http://sfxlg.wikispaces.com/Evernote+and+Springpad

On the next post we will share another web-based note taking and research investigation tool, Simple Note.

Introduction to Spring Pad, a web-based note taking and research investigation tool for teachers and students

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 (i.e. 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 begin our discussion on how  teachers and students in a Judaic Studies blended learning classroom can use Spring Pad  for both note taking and doing research such as Problem Based Jewish Learning . 

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although Spring Pad 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. For example, here is a CoP you might want to join. 

Note: Spring Pad can be used in both a physical and virtual Judaic Studies classroom.

What is Spring Pad?

Spring Pad is an online note taking and research investigation tool.

Where is  Spring Pad  located on the web?

http://tinyurl.com/6n8uwm7

Where can you find helpful  tutorials on how to use Spring Pad?

Click on the links below for tutorials on Spring Pad:

• http://www.youtube.com/watch?v=i1mWQvBWfHo
• http://www.youtube.com/watch?v=Q4fLC6Zb9oU
• http://lifeasmom.com/2010/06/a-spring-pad-primer.html
• http://olivetreegenealogy.blogspot.com/2011/02/two-thumbs-up-for-springpad-review.html

On the next post we will share resources describing how Spring Pad can be utilized to facilitate learning inside and outside of the classroom.

How Evernote that can be used in Jewish education and teacher training

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 (i.e. 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 continue our discussion on how  teachers and students in a Judaic Studies blended learning classroom can use Evernote  for both note taking and doing research such as Problem Based Jewish Learning .

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although Evernote 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. For example, here is a CoP you might want to join. 

Note: Evernote can be used in both a physical and virtual Judaic Studies classroom.

What is Evernote?

Evernote is an online note taking and research investigation tool.

Where is  Evernote  located on the web?

https://www.evernote.com/

How Evernote that can be used in Jewish education and teacher training

Click on this link and see how Evernote can be used in Jewish education and teacher training

http://reformjudaismmag.org/Articles/index.cfm?id=1473

On the next post we will share another web-based note taking and research investigation tool,  Spring Pad.

How Evernote can be utilized to facilitate learning inside and outside of the 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 (i.e. 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 continue our discussion on how  teachers and students in a Judaic Studies blended learning classroom can use Evernote  for both note taking and doing research such as Problem Based Jewish Learning .

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although Evernote 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. For example, here is a CoP you might want to join. 

Note: Evernote can be used in both a physical and virtual Judaic Studies classroom.

What is Evernote?

Evernote is an online note taking and research investigation tool.

Where is  Evernote  located on the web?

https://www.evernote.com/

How Evernote can be used to facilitate learning inside and outside of the classroom

Click on the links below and find resources on how Evernote can promote learning in a hybrid (onsite and online) classroom. 

• http://www.youtube.com/watch?v=fpGw4B5SkP0
• http://blog.evernote.com/2011/01/13/10-tips-for-teachers-using-evernote-education-series/
• http://tinyurl.com/82qlset
• http://tinyurl.com/44cw3sx
• http://teachweb2.wikispaces.com/EVERNOTE
• http://www.williamstites.net/2010/11/11/evernote-in-the-classroom/
• http://www.thecatchsystem.com/2011/10/evernote-in-classroom.html

On the next post we will share resources describing how Evernote  can be used for Judaic instruction, mentoring or teacher training.

Introduction to Evernote, a web-based note taking and research investigation tool for teachers and students

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 (i.e. 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 begin our discussion on how  teachers and students in a Judaic Studies blended learning classroom can use Evernote  for both note taking and doing research such as Problem Based Jewish Learning. 

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although Evernote 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. For example, here is a CoP you might want to join. 

Note: Evernote can be used in both a physical and virtual Judaic Studies classroom.

What is Evernote?

Evernote is an online note taking and research investigation tool.

Where is  Evernote  located on the web?

https://www.evernote.com/

Where can you find helpful  tutorials on how to use Evernote?

Click on the links below for tutorials on Evernote:

• http://blog.evernote.com/2011/02/11/evernote-for-students-the-ultimate-research-tool-education-series/
• http://www.youtube.com/watch?v=IHeVZvnCjNA
• http://www.youtube.com/watch?v=lZfkiYaRpRI
• http://www.youtube.com/watch?v=5f2CFVMANl0&feature=related
• http://www.youtube.com/watch?v=LLun4gOks-E&feature=related
• http://www.youtube.com/watch?v=EzWv0Y90LVw&feature=related
• http://www.youtube.com/watch?v=fBePr_MFvWk&feature=related
• http://www.youtube.com/watch?v=jjSNOfoYMA0&feature=related
• http://www.youtube.com/watch?v=xm7hKeST0qE&feature=fvwrel

On the next post we will share resources describing how Evernote  can be utilized to facilitate learning inside and outside of the classroom.

List of some additional web resources for doing Problem Based Jewish Learning

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 (i.e. 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 list of some additional web resources for doing Problem Based Jewish Learning.

What is Problem Based Jewish Learning or Problem Based Learning from a Judaic Studies perspective?

Problem Based Jewish Learning (PBJL)  or Problem Based Learning from a Judaic Studies perspective is a particular instructional approach to implementing Jewish Integrated Experience Education (JIEE) . It involves engaging students in the investigation of a real problem or issue facing the Jewish people (e.g.  the existence of Israel, terrorism, Judaic literacy, anti-semitism, acculturation, poverty, alcoholism, etc.)  collecting and analyzing print and web resources, primary sources, plus empirical data, presenting and disseminating their conclusions or solutions to the problem studied.  Ultimately students create a web-based Judaic knowledge product (i.e. movie, poster, audio recording, graphic organizer, multi-media presentation, power point presentation, etc.) which is shared with others on the internet.

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although these primary sources can be used 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. For example, here is a CoP you might want to join. 

Where to locate some additional web resources for doing Problem Based Jewish Learning (PBJL)

Click on the links below and find some additional web resources for doing Problem Based Jewish Learning:

Note: This is not intended to be a complete list of web-based resources for PBJL.

• http://www.jewishvirtuallibrary.org/
• http://www.jewishencyclopedia.com/
• http://www.shamash.org/trb/judaism.html
• http://www.princeton.edu/~pressman/jewsub.htm
• http://www.csuchico.edu/mjis/web-resources.shtml
• http://www.btzbuffalo.org/~buffalo/index.php?option=com_content&view=section&id=85&Itemid=129
• http://www.chabad.org/
• http://americanjewisharchives.org/syna/websites.php
• http://www.mucjs.org/laski/home.htm
• http://ultimate-research-assistant.com/

On the next post we will share web-based note taking tools.

List of web tools for finding primary sources in the Tanach, Talmud, Misrashim and other links

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 (i.e. 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 list of web tools for finding primary sources in the  Tanach,  Talmud, Zohar, Chazal, Midrashim, Sefarim Chitzoniyim (to 1000 CE), Ge'onim & Rishonim (to 1492 CE), Acharonim (1492 CE to 1948 CE), Recent and Contemporary Sources, (1948 CE to Present), Dictionaries and Enclyclopedias, Education and Links to Shiurim and Series of Articles, Tefillot and Siddurim, Directories: Davenen, Kashrut, and Mikvah, and Miscellaneous Links.

Moreover, these primary sources should be used as data in engaging students in Problem Based Jewish Learning.

What is Problem Based Jewish Learning or Problem Based Learning from a Judaic Studies perspective?

Problem Based Learning (PBL)  from a Judaic Studies perspective (Problem Based Jewish Learning)  is a particular instructional approach to implementing Jewish Integrated Experience Education (JIEE) . It involves engaging students in the investigation of a real problem or issue facing the Jewish people (e.g.  the existence of Israel, terrorism, Judaic literacy, anti-semitism, acculturation, poverty, alcoholism, etc.)  collecting and analyzing print and  web resources, primary sources,  empirical data, presenting and disseminating their conclusions or solutions to the problem studied.  Ultimately students create a web-based Judaic knowledge product (i.e. movie, poster, audio recording, graphic organizer, multi-media presentation, power point presentation, etc.) which is shared with others on the internet.

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 or Ipads. Given parental and school approval, and the development of specific guidelines, smartphones can be used to enhance instruction as well.

Note: Although these primary sources can be used 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. For example, here is a CoP you might want to join. 

Where to locate primary sources for Problem Based Jewish Learning (PBJL)

Click on the links below and find the primary sources for PBJL:

• https://docs.google.com/Doc?docid=0ASx6sZjO1KzmZDhwbW5jal8xZndoOHJuZ3Q&hl=en_US
• http://www.mechon-mamre.org/e/et/et0.htm
• http://en.wikisource.org/wiki/Index:A_Hebrew_and_English_Lexicon_(Brown-Driver-Briggs).djvu
• http://www.aish.com/jl/b/eb/kbc/48969836.html
• http://www.chabad.org/library/bible_cdo/aid/63255/jewish/The-Bible-with-Rashi.htm

On the next post we will share some additional Jewish resources on the web for doing Problem Based Jewish Learning.

What is Problem Based Learning from a Judaic Studies Perspective?

Problem Based Learning (PBL)  from a Judaic Studies perspective (Problem Based Jewish Learning) is a particular instructional approach to implementing  Jewish Integrated Experience Education (JIEE) . It involves engaging students in the investigation of a real problem or issue facing the Jewish people (e.g.  the existence of Israel, terrorism, Judaic literacy, anti-semitism, acculturation, poverty, alcoholism, etc.)  collecting and analyzing print and web resources, primary sources,  plus empirical data, presenting and disseminating their conclusions or solutions to the problem studied.  Ultimately students create a web-based Judaic knowledge product (i.e. movie, poster, audio recording, graphic organizer, multi-media presentation, power point presentation, etc.) which is shared with others on the internet.


According to Wikipedia, http://en.wikipedia.org/wiki/Problem-based_learning Problem Based Learning is as follows:


Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems (not to be confused with project-based learning). The goal of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.^[1] Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (known as the tutor in PBL) is that of facilitator of learning who provides appropriate scaffolding and support of the process, modelling of the process, and monitoring the learning.^[2] The tutor must build students confidence to take on the problem, encourage the student, while also stretching their understanding.^[3]
PBL was pioneered in the medical school program at McMaster University in Hamilton, Ontario, Canada in the late 1960's by Howard Barrows and his colleagues.^[4] The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning, and to show the learners the importance of responsible, professional attitudes (Barrows, 1996).

Problem-Based Learning subsequently has been adopted by other medical school programs (Barrows, 1996), adapted for undergraduate instruction (Boud and Feletti, 1997; Duch et al., 2001; Amador et al., 2006) as well as elementary and high school (Barrows, 1996; Gasser, 2011). The use of PBL has expanded from its initial introduction into medical school programs to include education in the areas of other health sciences, math, law, education, economics, business, social studies, and engineering (Barrows 1996; Gasser, 2011). The use of PBL, like other student-centered pedagogies, has been motivated by recognition of the failures of traditional instruction (Wingspread, 1994; Boyer, 1998) and the emergence of deeper understandings of how people learn (National Research Council, 2000). Unlike traditional instruction, PBL actively engages the student in constructing knowledge. PBL includes problems that can be solved in many different ways and have more than one solution. ^[5] A good problem is authentic, meets students level of prior knowledge, engages students in discussion, and is interesting.^[2]

The Six core characteristics of problem based learning: ^[6]
-consists of student-centred learning
-learning occurs in small groups
-teachers act as facilitators or guides (referred to as tutors)
-a problem forms the basis for organized focus and stimulus for learning
-problems stimulate the development and use of problem solving skills
-new knowledge is obtained through means of self-directed learning


In PBL, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge while simultaneously fostering the development of communication, problem-solving, critical thinking, collaboration, and self-directed learning skills.^[7][3]
PBL may position students in a simulated real world working and professional context which involves policy, process, and ethical problems that will need to be understood and resolved to some outcome. By working through a combination of learning strategies to discover the nature of a problem, understanding the constraints and options to its resolution, defining the input variables, and understanding the viewpoints involved, students learn to negotiate the complex sociological nature of the problem and how competing resolutions may inform decision-making.

Schmidt (1983) describes the process of Problem-based learning as being seven steps:
- clarifying and agreeing on terms and concepts that are unclear
- define the problem and review terms which need more depth or explanation
- analyze, brainstorm and create potential hypothesis
- discuss, evaluate and organize possible explanations into potential hypothesis
- generate and prioritize learning objectives, divide research workload
- private study time to research objectives
- during next tutorial report back gained information, create an explanation and synthesize new information in relation to the problem


For additional explanations of PBL, click on the links below:

• http://userwww.sfsu.edu/~rpurser/revised/pages/problem.htm
• http://en.wikipedia.org/wiki/Problem-based_learning
• http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/whatis.htm
• http://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htm

Note: Problem Based Learning from a Judaic Studies perspective is also termed Problem Based Jewish Learning (PBJL). For additional discussion of PBJL click here.

On the next post we will share specific web resources for finding primary sources in the Tanach, Talmud, Zohar,  Midrashim, and other links. These web resources can be used when designing PBJL for students.

Teacher.Scholastic.com a web tool to help teachers design a floor plan for their classroom including a seating chart

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 (i.e. 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 Teacher.Scholastic.com can be used by teachers to design a floor plan for their classroom/s. Each classroom will include a seating chart.

What is Teacher.Scholastic.com?

Teacher.Scholastic.com is a web tool that enables teachers to create a classroom floor plan which includes a seating chart.

Where is  Teacher.Scholastic.com located on the web?

http://teacher.scholastic.com/tools/class_setup/

Where can you find a tutorial on how to use Teacher.Scholastic.com ?

Click on this link a watch a tutorial on making and transmitting teacher assignments and school notes to students, parents, guardians and other teachers. 

Click here and find the completed picture of the classroom floor plan with a seating chart. 

On the next post we will begin our exploration of web tools to help teachers implement problem based learning in their day and supplemental classrooms.

Classroom.4teachers.org, a web tool to help teachers design a floor plan for their 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 (i.e. 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 Classroom.4teachers.org can be used by teachers to design a floor plan for their classroom/s. 

What is Classroom.4teachers.org?

Classroom.4teachers.org is a web tool that enables teachers to create a classroom floor plan.

Where is  Classroom.4teachers.org located on the web?

http://classroom.4teachers.org/

Where can you find a tutorial on how to use Classroom.4teachers.org ?

Click on this link a watch a tutorial on how to make a classroom floor plan.

Click here and find the completed picture of the classroom floor plan.

On the next post we will share  another web tool for designing a classroom floor plan. This tool, teacher.scholastic.com, also includes a seating chart.

List of additional calendar making web tools for teachers

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 (i.e. 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 list of additional calendar making web tools for teachers.

List of additional calendar making web tools for teachers

Note: These web tools are specifically designed to enable teachers to share their assignments with their students, parents and guardians.

Click on the two links below and find additional web tools for calendar making:

• http://www.similarsitesearch.com/alternatives-to/assignaday.4teachers.org
• http://webtools4u2use.wikispaces.com/Calendars,+Task+Management+%26+ToDo+List+Tools

On the next post we will share a web tool to help a teacher design a floor plan for the classroom.

Waveside.com, web tool for sharing classroom assignments with students, parents and/or guardians and other teachers

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 (i.e. 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 Waveside.com can be used by teachers to create and  transmit notes to students and parents. 

What is Waveside.com?

Waveside.com is a web tool that enables teachers to record and transmit homework assignments and announcements to students, parents, guardians and other teachers.

Where is  Waveside.com located on the web?

http://waveside.com/

Where can you find a tutorial on how to use Waveside.com ?

Click on this link a watch a tutorial on making and transmitting teacher assignments and school notes to students, parents, guardians and other teachers.

On the next post we will share a list of  additional web-based tools for making classroom assignment calendars.