Dietrich_Evernote

media type="custom" key="25118230"media type="custom" key="25119760"
 * This is a commercial for what the latest and greatest changes are for Evernote as an app.

The second is an //Evernote Business// video - highly desirable to sharing information collaboratively. Can be used here for //Collins'// Type 4 'Peer Edit for FCA's.' ||

Subject: Integrated Language Arts Grades: Eleventh and Twelfth

This teaching strategy, as applied, is a weekly unit, which can be met as classwork and homework, whenever the students have their //(Androids) Ipads//.
 * Sample Unit Lesson Plan:**
 * ELA Standard:** Range of Writing for 11th and 12th graders: [|CCSS.ELA-Literacy.W.11-12.10] Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 * Objective:** Students will be able to evaluate their/other's writing by responding to one of the five //Collins'// Writing prompts each day of the week, and saving it for the ability to retrieve the prompts and answers on their tablets (ideally for class: //Ipads//) so that they can have access to it on their device wherever they are, whenever they want. For example, if it is Thursday they will be answering a prompt using //Evernote// for a //Collins'// Type 4 (fourth day of the week). For Type 4, they share the written product with a classmate. They read their answer aloud and their classmate critiques their reading/writing. The student writes another draft, based off of the original prompt on Monday, that each student asks himself about the photograph, poetry, film, story book, play or other literature the facilitator is teaching. (For Type 2, Students will respond to a question that they know the answer to and answer their own question.)
 * Time Frame:** One week.
 * ISTE standard:** ALL NETS S and NETS T standards are met with this connective approach to learning in the 21st century.

Technological, Pedagogical, Content Knowledge: Curriculum: Assessment: Instruction: Content: Technology: Pedagogy: Content: **Collins'** Writing Prompts based on Photographs, Poetry, Film, Story Books, Plays and other Literature. //One day's sample content:// Technology: Maybe none at first Except a sketchbook. **Post Sketchbook:** //Ipad with Noteshelf and Evernote// apps, ideally. Pedagogy: Students answer Prompts Timed and Not Timed with and without the help of notes and peers. **Discussion Sample:** Deictic analysis of point of view in __David Copperfield.__ Learning Strategy: Rehearsal, Organizational, Elaboration(al). editlib.org/d/29560. This article is the same scholarly article I am using for the Scholarly Article Review.
 * Inspiration for Sample Lesson Unit:** Melanie Shoffner's "'Because I Know How to Use It': Integrating Technology Into Preservice English Teacher Reflective Practice."

Curricula: Note taking for //Collins// Type "?" Writing Prompts, copies of __David Copperfield__ by Charles Dickens Assessment: Using //Noteshelf// for //Ipad// students successfully take study notes, so that they can reflect well for //Collins'// Type "?" Writing Prompt first thing in the morning on notes from the day before. Instruction: Students sit at their seats, answer discussion/conversation/debate/grammar prompts, over the course of the week.

Rationale: Hearing, Seeing, Thinking about & Remembering what is studied for reflection: creation, disposal, buying and selling of rhetorical information encountered in Integrated Language Arts and for that matter any subject in school or out. Dimensions: To utilize (possibly //Noteshelf for Ipad// in class and) //Evernote// "to remember everything, from lifelong memories and vital information to daily reminders and to-do lists" (//Evernote, 2014//).

//"In the author’s pre-competency verification and in his wiki (and his philosophy of instructional technology herein) he stated that each of the NETS-T standards of technology are assessed more easily by reflecting on the **first impressions** a teacher makes before parents and students, the **participation** the teacher receives from the parents on behalf of their// //child, the **communication** effective for the classroom, the **time consumption** lessons take to create and the **user-friendliness** or the instability of the technology in the classroom."//

References: Bowling Green State University Center for Faculty Excellence. (2013, May 31). Evernote. 3 Uses for the Classroom. Retrieved from [] //Evernote Corporation//. (2014). Retrieved from []. //EvernoteVideos.// (2013, May 20). How Mailchimp Uses Evernote Business. []. Retrieved from []. //EvernoteVideos.// (2013, September 18). Evernote for Iphone, Ipad, Ipod Touch. []. Retrieved from []

Screencasts (and other) of //Evernote// as User-friendly, Time consuming, Participatory, Impressionable Educational Application in/out of school:

media type="custom" key="25115636"media type="custom" key="25122532"media type="custom" key="25122672" In the middle is part 1 of two of my presentation videos. On the bottom is the abruptly ended part 2 of 2 of the Evernote app. ||
 * This is a quick demo of the features of Evernote in the classroom. These features are the same the students would use as promoted.