Evernote for Language Arts Education

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Evernote for Language Arts Education por Mind Map: Evernote for Language Arts Education

1. Learning goals

1.1. Teaching students how to become organized and how store information.

1.1.1. Organize class notes for english along with multiple other classes.

1.2. Teaches responsibility

1.2.1. If a student is absent from class they have to go on the app and learn how to complete the missed assignment.

1.2.2. Students would be responsible for keeping up with their individual class notes, and/or contributing to a whole class notebook

2. Learning activities

2.1. During the poem unit have students use voice memo to record an an original poem they made

2.1.1. They will share that poem with someone in the class and then anaylze

2.2. Have discussion boards based on readings and class conversations

2.2.1. Allows students to collaborate and share insight outside of the classroom Allowing everyone to learn and grow from each other

2.3. Track reading fluency by creating individual notes for students in a reading log notebook, and having them record their reading periodically

2.3.1. Allows students to practice reading aloud and hear their progress in their own voice Increases student confidence in reading and their sense of independence in their learning process

3. Learning objectives

3.1. Students can take notes

3.1.1. Teachers can create voice memos explaining homework assignments and upload pictures of the whiteboard used during class. Allows students who were absent to see what was taught in class and complete the assignment.

3.1.2. Students will become more comfortable with using technology for academic purposes.

4. Language Arts: Literary and language instruction, including linguistic components of speaking, listening, writing, and reading.

5. Learning Assessment

5.1. Participation points based on quantity of individual students notes

5.1.1. Formative assessments based on quality of note taking periodically throughout a unit or semester

5.2. Summative assessments based on quality of individual or whole class notes at the end of units/ semesters

5.2.1. In group projects, keep students accountable for their learning by keeping individual notes on a group assignment

5.3. Synoptic assessments could be conducted by connecting individual notes to each other, and to an overall subject notebook

5.3.1. Enables students to demonstrate their learning integration abilities, and apply their skills and comprehension in a subject with breadth and depth

5.3.2. Analyzes a students capability of applying understanding of separate parts of a topic to increase their understanding of other parts or across all parts as a whole

5.4. Ipsative assessments could be used to compare individual students skills and knowledge against their previous work

5.4.1. Building notebook portfolios to keep track of improvement of an individual piece of work composed by a student across multiple drafts

5.4.2. Create a notebook just for reflections by students on their own work and progress Promotes mastery learning Promotes effort-based attributions of sucess Increases students motivation to learn Increases intentional metacognition in students academic processes

6. Teacher goals/roles

6.1. Goal is for no student to have an excuse to why an assignment is not completed.

6.1.1. Teacher can take notes about lessons and assignments. Can instantly share these notes for students to see and study from. Easily organize them by class period.

6.2. Goal is to have all students on the same page and working on task.

6.2.1. Create a to-do list on Evernote and share with all students to follow. When a group completes a task, they click done and it is instantly sent to the teachers computer Teacher can view which students are doing their assigned work.

6.3. Goal to not have any students confused by the instructions of an assignment.

6.3.1. Teacher can audio record the step by step instructions. Students can view this at home when working on assignment, so they are not confused.

6.4. Create extra credit opportunities and share with students

6.5. Can either actively track notes in the role of a monitor, only periodically check in in the role of a passive assessor, or limit interactions to only minimal assistance to encourage students to note take independently/ collaboratively with each other