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meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Shelley Hull

Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views

    • Shelley Hull
       
      " Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
  • Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
  • Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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  • The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
  • Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
  • his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
  • It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
  • Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
  • One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
Allison Mimms

Differentiating Instruction with Technology - 111 views

  • instructionalstrategies
  • 1.Recognizing similarities and differences
  • Graphic organizers such as the Venn diagram and Comparison matrix
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  • Represent similarities and differences in graphic or symbolic form
  • Sorting, classifying, using metaphors and analogies
  • Word processing tables (Word software)
  • Web-based/downloadable graphic organizers
  • Inspiration and Kidspiration software
  • Beginning, middle, end
  • Clarifying information
  • Teacher-prepared and student-prepared comments
  • Webbing
  • Cornell Note-taking Forms
  • Inspiration and Kidspiration software
  • NoteStar
  • Read•Write•Think Notetaker
  • Word processing notes (Word software
  • 5.Nonlinguistic representations:
  • Creating graphic representations
  • Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
  • Digital camerasGraph Club softwareInspiration and Kidspiration softwareKid Pix software
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    This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
anonymous

WW_SpaceThinkMath.pdf - 37 views

  • Asking good questions and encouraging students to build on one another’s thinking gives students voice and enables them to become more critical thinkers in mathematics.
    • anonymous
       
      Good strategy for use in any content area classroom!
  • students move into pairs to write their ideas, solutions, and strategies. A variety of materials, such as linking cubes and two-colour counters, are available for students to choose from when constructing mathematical models, making conjectures, and connecting their ideas.
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    • anonymous
       
      Wouldn't it be great to use mobile devices to document their manipulatives and narrate their thinking out loud using an app such as Educreations? 
  • Scaffolding students’ exploration of a rich task too early can take away students’ opportunities to explore and build confidence with solving problems in their own way.
    • anonymous
       
      May need some opportunities to fail to make the learning richer and more personal.
  • Following each presentation, students are invited to paraphrase what the presenters have shared, to ask questions for clarification, to elab-orate on the presentation, and perhaps to challenge the presenters with a possible correction or alternative approach.
    • anonymous
       
      Reflective learning!
Christopher Carlson

Microsoft Word - 121192.doc - 121192.pdf - 76 views

  • Not only do they cheat, but they justify their behavior as business as usual’
    • Christopher Carlson
       
      More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
  • However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
    • Christopher Carlson
       
      Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
  • However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
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  • survey
    • Christopher Carlson
       
      It can be difficult to have complete faith in surveys but most true cases of cheating go unnoticed.
Christopher Lee

Why I Like Prezi - 0 views

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    Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
Bonita Hall

Canvas Voluntary Product Accessibility Template | Canvas by Instructure - 13 views

    • Bonita Hall
       
      UDL: Alternative formats of Product support free in accessible text-based format is free and available online; alternative formats may be charged. 
chad even

Crayola Digi-Color - 113 views

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    Crayola's online drawing canvas provides students with a blank canvas on which they can draw using virtual markers, crayons, pencils, and paints. Drawings cannot be saved online, but they can be printed. Pre-K Teachers looking for coloring pages can create their own or have students create their own using Crayola's Create & Color tool. Create & Color provides templates for creating custom coloring pages. You can pick a background template and modify it by adding speech bubbles and pictures. Coloring pages cannot be saved online, but they can be printed.
Lauren Rosen

The Ultimate Guide to The Use of Facebook in Education - 82 views

    • Lauren Rosen
       
      Check these FB apps for education
  • Calendar : Teachers can use it to keep their classes on track with upcoming assignments, test, due dates and many more Courses : They can use it to create instructor page and manage their courses Webinaria : This helps teachers record their class lectures and post them on Facebook for the class to review. To-do-list ; Easily create a reminder list Worldcat : easily search for material available at libraries around the world to help in with your research Check out this List of Facebook Learning Apps to explore more.
Bob Kachurek

Canvas for OneNote - 45 views

  • Canvas for OneNote allows you to navigate and edit notebooks in a new way by providing a high-level canvas-view of all your content. The prototype lets you zoom and pan around; view and organize content in new ways; add new pages right where you want them; and even locate pages in a timeline view.
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    Allows you to view all pages in a notebook as though they are laid out on a table top. You can zoom in and out and edit.
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    I found that none of the three links to the videos on the home page worked. Still, I downloaded and installed, but could not open any of my Notebooks, getting the same extensive error message as others have posted. Seems to me this is a long, long way from being ready for prime time.
Michele Brown

Edcanvas | The one place to organize and present knowledge - 77 views

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    A new Web 2.0 tool for pool resources together for lessons. Looks promising. free ATM. 
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    An all in one place to present your content or lesson.  Text, multimedia and other content can be added to your canvas and then shared with students.
Deborah Baillesderr

Features - Canva - 38 views

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    "Do you want to create awesome designs from scratch in as little as a few minutes? Canva's awesome suite of features make it easy to turn ideas into stunning designs. Simply search for the best graphics, photos, and fonts, then use Canva's drag and drop tool to create a design. Whether your next design project is a creative collage, a social media graphic or even a web mockup - Canva's features make it possible for anybody to create amazing designs."
Michele Brown

Wollage , the social-scrapbook! - 124 views

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    A great site for making public or private online scrapbooks of images and text. It's a lovely way to present a summary of a topic. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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    Blank canvas where you can add photos and text.
Martin Burrett

ABCya! PaintGo - 56 views

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    A drawing/painting tool, simple enough to be use by younger children. Drag virtual stickers and colouring pages on to the canvas for extra fun. http://ictmagic.wikispaces.com/Photos+%26+Images
Martin Burrett

CanvasDropr - 66 views

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    A collaborative photo and video sharing site. Create your page and share the link to allow others to add their media to the canvas in real time. It's a great site to share ideas and plan things out. http://ictmagic.wikispaces.com/Photos+%26+Images
Diana Irene Saldana

Drawing tool - 116 views

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    Draw Island is a free online tool for creating drawings and simple GIF animations. Draw Island offers you your choice of four canvas sizes on which you can draw. Draw Island offers two canvas sizes for creating simple GIF animations. To use Draw Island just head to the site and select a drawing tool. You can draw free hand (or should I say free mouse?) or select pre-defined shapes to use in your images. When you're done drawing just click the save button to download your drawing or animation
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    Online drawing tool, quick and easy to use, with version for iPad and iPhone. No sign-up required.
chad even

odosketch - 84 views

shared by chad even on 25 Nov 11 - Cached
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    Odosketch is a free online sketchpad that, like many similar sites, provides a blank canvas on which you can create drawings from scratch. You can save your work to a free Odosketch account, share it online, or download it. Odosketch's niche appears to be creating drawings with "charcoal pencil" effects. Odosketch is well suited to use on touch screen computers and interactive whiteboards
Lisa C. Hurst

Canva Design School - Teaching Materials - 59 views

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    Can't believe I hadn't seen this design tool already. I love it!
anonymous

Digital Storytelling - Slideshow Canvas infographic - 3 views

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    Concise list of digital storytelling tools - on the web, iOS and Android
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