This has been a very interesting week for me, trying to write a post for today. The task actually seemed pretty straight-forward. Audrey had passed along an app for me to take a look at: Monster Physics. A number of folks seem to be thinking about it from an education standpoint. At first blush I was put off by it, and wrote half of a pretty critical post. But every day that has gone by, I have found my position changing. It was a very interesting process, and a good reminder that when we try to think more laterally (a skill the game encourages) our understandings change. So today’s post is about Monster Physics, but its also about the importance of reflection in education, especially in a technology-rich environment where new apps, opinions, devices, and ideas come so fast it can be difficult to give them the time they deserve. Let’s take a look at the app. Continue reading Monster Physics and the importance of careful consideration
Tag Archives: differentiated learning
Differentiated social reading with Subtext
Make the most of Subtext’s capacity for differentiated reading
A-reading we will go, A-reading we will go, hey ho the dairy-o, a reading we will go!
Ahem.
We’re going to take a look at the free iOS app Subtext, which provides a host of tools that let you empower readers in your classroom while providing them with maximal scaffolding for success. Subtext was really designed to differentiate the process of close reading, letting readers respond to stories with comments and even photos uploaded from their Camera Roll.
Two other huge benefits of the Subtext app are that you, as the educator can set up virtual reading groups within your classroom and you can also pull webpages and pdfs into Subtext, to capture the types of digital texts that a lot of 21st century learners like to read. Let’s go through how to get set up with Subtext.