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meghankelly492

Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views

  • Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
  • Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
  • The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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  • and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
  • Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
  • On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
  • Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
Martin Burrett

Magic Squares - 23 views

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    "This is a maths resource that can be used to challenge pupils to complete a magic square, using only the numbers provided, to make sure that each row, column and diagonal all add up to the focused magic number. The resource provided challenges students to add up to 9, 12, 15 & 18, and could be used as a homework challenge, an additional classroom activity, or as a main activity within a maths lesson. Challenge pupils to work on two different methods for each magic number. This activity could be adapted with larger number, and other mathematic operations"
Martin Burrett

Review: Don't Send Him In Tomorrow by @JarlathOBrien - 6 views

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    The general population is an eclectic mix of individuals. No two people are the same, and the challenges of one person will ultimately be outweighed by the challenges of another person. For those who fall outside the 'norms' of society, the challenges of everyday life are even more profound, unable to access the daily privileges that most people take for granted...
Martin Burrett

Building Resilience in our Learners by @cillachinchilla - 23 views

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    "As teachers, one of the biggest challenges that we face in the classroom is students who give up. 'I can't do it', 'It's too hard', 'I dunno'. We spend hours planning a lesson that could stretch and challenge our students, only to find that they don't want to be stretched and challenged because it's too much like hard work. Where do we go from here? How do we make sure that we are molding our learners to be Hobnobs rather than Rich Teas?"
Maureen Greenbaum

Search Education - Google - 42 views

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    Providing lessons for educating students on search techniques.
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    Help yourself and your students to become skilled searchers.
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    Google has some fantastic lessons, activities, and resources to help students become efficient and proficient researchers. 
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    "Help your students become better searchers " Lesson Plans & Activities: Download lesson plans to develop your students' search literacy skills. Browse lesson plans Power Searching: Improve your search skills and learn advanced tips with online lessons and activities. A Google a Day Challenges: Put your students' search skills to the test with these trivia challenges. Browse challenges Live Trainings:Join us for live search trainings or watch past trainings from search experts here at Google.
Tony Baldasaro

Education Week: N.H. Seeking to Reinvigorate High Schools - 0 views

  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
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  • One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state.
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • To personalize learning for students
  • it doesn’t always have to be delivered in the traditional Carnegie [unit] mode of delivery," sai
  • The approach, which goes into effect this school year, moves away from the traditional Carnegie-unit system based on seat time.
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    One New Hampshire high school student fell in love with accounting while working at a local business. Another attended the recent Democratic National Convention as a campaign volunteer. And a third, whose relative worked in the state immigration office, researched challenges facing newcomers to the state. All earned high school credit for their work outside school, an opportunity available under a burgeoning high school redesign effort in New Hampshire that sets its sights beyond simply stiffening course requirements and graduation standards.
Marita Thomson

Challenge Based Learning - 125 views

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    Challenge Based Learning applies what is known about the emerging learning styles of high school students and leverages the powerful new technologies that provide new opportunities to learn to provide an authentic learning process that challenges students to make a difference.
Sheri Edwards

PLN Challenge: How do I organize? | What Else -- - 51 views

  • easy as your ABCs
  • Add a highlight to a webpage
  • Comment in the webpage and in the description box about what you learned.
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  • Bookmark to Diigo (into a group and/or list).
  • research sharing. Each class has their own private group, and we have one group for all our classes. And I belong to several groups, including Classroom 20, Diigo in Education , and EdTechTalk. I’ve created a group for the Teacher Challenges, called “ebchallenge” if you decide to join Diigo. That way, our new PLN we are building can share resources with each other.
  • certain topics, specific tools (like Google Apps).
  • Now that I’ve got you thinking, Diigo has a free and premium version — and teachers should apply for the education version. My language arts students use Diigo for research, note-taking, and writing feedback and
  • t that is just for Tools — Animoto, Wallwish, etc. I also may put how-to pages there, or in my How-To List. I have lists for lessons,
  • Comment in the webpage using the Sticky Note feature and in the description box about what you learned when you click bookmark. Save.
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    Introduction to Diigo and group for sharing resources with our edublog challenge PLN
chad even

Free Technology for Teachers: Get the Math - Multimedia Algebra Challenges - 155 views

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    Get the Math is a super website designed to provide teachers and students with Algebra-based mathematics challenges. Get the Math tries to put the challenges in the context of the "real world" scenarios of fashion design, video game design, and music production.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

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    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Jeff Andersen

3 Strategies For Teaching Digital Wellness In Higher Education - 14 views

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    Every semester, professor Dr. Josie Ahlquist challenges her Leadership in the Digital Age students at Florida State University with a unique task. "Unplug from social-based platforms for 7 days," she says to a class of hesitant college students. Allowing room for negotiation, Dr. Ahlquist has seen her challenges run for as few as two days and as many as seven, and she requests that students document their experience throughout. The results showcase a facinating journey of self-discovery and reflection as these students shed social media for the duration of the challenge.
Martin Burrett

Book: MasterClass in Science Education by @DrKeithSTaber via @BloomsburyAcad - 5 views

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    "In his new book, Professor Keith Taber reassures practicing and training science teachers, as he explores a range of issues faced by secondary school educators and discusses strategies for teaching the nature of scientific knowledge, making practical work effective and challenging young scientists. Throughout the academic prose, Professor Taber reflects on the nature of scientific knowledge in science education encouraging creating narratives, challenging misconceptions, and exploring principles of constructive teaching. The book continues with exploring specific challenges, such as teaching electrical circuits to lower secondary school students, along with a chapter dedicated to supporting gifted students who excel at the subjects."
Martin Burrett

Challenging students by @ncjbrown - 19 views

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    As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling.
Elizabeth Resnick

eGFI - For Teachers » Grades 6-8 - 5 views

  • Marshmallow Design Challenge Posted on September 28th, 2011 by mxl In this lesson, K-12 student teams have a limited period of time (18 minutes) to build the tallest free-standing spaghetti structure that can support a marshmallow. They learn how engineers collaborate to design, test, and improve on their ideas, as well as examine hidden assumptions that can derail the creative process and final product. Read More
  • Lesson: Design From Nature Posted on September 25th, 2011 by mxl In this lesson, students in grades 6-8 discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature — in this case, reverse engineering a flower — can lead to new innovations and products. Read More
  • Lesson: Concrete for Kids Posted on September 6th, 2011 by mxl Concrete for Kids is a fun, hands-on activity to introduce students to engineering and concrete as an engineered material that engineers use to make the structures we use every day, including bridges, buildings, and roads. In this two-period lesson, teams of students in grades K-12 mix and pour concrete to form beams which, once hardened, are tested to see how much weight they can hold before breaking. Read More
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    Engineering lesson plans.  Sort by grade level.  
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
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  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
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    What makes text difficult and how to teach skills for successful comprehension.
Gloria Maristany

Motivating the Child with Attention Deficit Disorder - 3 views

  • live very much in the present. Therefore, long-term goals and rewards (e.g., grades and report cards) are often ineffective motivators.
    • Gloria Maristany
       
      Reason for immediate rewards/consequences.
  • basically two time frames — now and not now.
  • This Now/Not Now worldview causes great frustration for the child, his teachers, and his parents, and must be seriously considered when designing activities and approaches for motivating the child with ADD.
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  • respond more positively to a curriculum that allows him choices and options. He will also be more likely to participate actively in tasks when there is a degree of creativity and novelty
  • the presentation should be creative, colorful, multimodal, and enjoyable.
  • pervasive and complex disorder that impacts nearly all of the child's activities and interactions.
  • The child's impulsivity ("Ready, fire, aim!") can present serious safety concerns; his distractibility makes it extraordinarily difficult for him to understand and follow instructions; his memory difficulties make even rote learning troublesome; his executive processing problems (ability to plan and prioritize) present great challenges when he attempts to plan simple daily activities; his organizational deficiencies cause him tremendous problems with homework, household tasks, and long-term projects.
  • two most important words when dealing with these special children: "support" and "challenge."
  • The adult should continually challenge the child by presenting him with activities designed to improve his behavior and his learning, while simultaneously providing him with the support that he requires to meet these goals. Support without challenge is meaningless. Challenge without support is equally ineffective.
  • Among the specific teaching strategies that may foster the child's motivation are:
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    Good description of the limitations they have and how it affects them in school.
Nigel Coutts

Mathematical thinking presents teachers and students with new challenges - The Learner'... - 16 views

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    The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.
Roland Gesthuizen

Hard Fun - 3 views

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    "Once I was alerted to the concept of "hard fun" I began listening for it and heard it over and over. It is expressed in many different ways, all of which all boil down to the conclusion that everyone likes hard challenging things to do. But they have to be the right things matched to the individual and to the culture of the times. These rapidly changing times challenge educators to find areas of work that are hard in the right way: they must connect with the kids and also with the areas of knowledge, skills and (don't let us forget) ethic adults will need for the future world."
Randolph Hollingsworth

New study challenges popular perceptions of AP | Inside Higher Ed - 38 views

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    Denise Pope, senior lecturer at Stanford's Graduate School of Education and co-founder of the advocacy group Challenge Success, questions the assertions by the College Board about AP exams
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