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Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
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  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Amy M

Classroom Applications of Constructivism - 0 views

  • Instead of having the students relying on someone else's information and accepting it as truth, the students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences.
  • tting should include classroom applications of constructivism within a few key concepts. The first is discovering and maintaining an individual's intellectual identity. This forces students to support their own theories, in essence taking responsibility for their words and respecting those of others. The next component is having the teacher ask open-ended questions and leaving time to allow the students to think and analyze a response, based on their experiences and personal inquiry.
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    how to apply constructivism in the classroom
Lauren D

Roger Clarke's Innovation Diffusion Theory - 1 views

  • technological innovation is communicated through particular channels, over time, among the members of a social system.
  • The stages through which a technological innovation passes are: knowledge (exposure to its existence, and understanding of its functions); persuasion (the forming of a favourable attitude to it); decision (commitment to its adoption); implementation (putting it to use); and confirmation (reinforcement based on positive outcomes from it).
  • to develop a need for change on the part of the client;
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  • to shift the client from reliance on the change agent to self-reliance.
Catherine Strattner

Sensation-Seeking | Psychology Today - 0 views

  • Sensation-seeking, also called excitement-seeking, is the tendency to pursue sensory pleasure and excitement. It's the trait of people who go after novelty, complexity, and intense sensations, who love experience for its own sake, and who may take risks in the pursuit of such experience.
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    This explains what Sensation Seeking is.
Maree Michaud-Sacks

A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals - 0 views

  • a taxonomy of reflection
    • Maree Michaud-Sacks
       
      Although I'm not sure what research or theory this is based off of, I think this could be an interesting discussion prompt. I think it may help students to "Dig deeper" into what reflection is and how it can help students in their learning
    • alexandra m. pickett
       
      this looks interesting maree.
Anne Deutsch

Think You're An Auditory Or Visual Learner? Maybe Not : NPR - 0 views

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    We've all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement. But should teachers target instruction based on perceptions of students' strengths? Several psychologists say education could use some "evidence-based" teaching techniques, not unlike the way doctors try to use "evidence-based medicine."
Heather Kurto

http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views

    • Heather Kurto
       
      The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
    • Heather Kurto
       
      Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
    • Heather Kurto
       
      It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
Teresa Dobler

Constructivism: A Psychological Theory of Learning - 0 views

  • ean Piaget and Lev Vygotsky
  • Equilibration
  • assimilation
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  • accommodation
  • Assimilation (to make similar) is activity, the organization of experience
  • These progressive experiences sometimes foster contradictions to our present understandings making them insufficient, thus perturbing and disequilibrating the structure and causing accommodations to reconstitute efficient functioning
    • Teresa Dobler
       
      Assimilation: the new information fits with what you already know - you deepen your understanding of it through new info Accommodation - you must change what you know based on new results.
Joan Erickson

Building a Better Teacher - NYTimes.com - 1 views

  • Cook County Normal School, run for years by John Dewey’s precursor Francis Parker
  • progressivism
  • progressivism or its contemporary cousin constructivism: a theory of learning that emphasizes the importance of students’ taking ownership of their own work
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    this is about questioning what makes teachers good? Doug Lemov (Albany based) set out to find the answer to the question
alexandra m. pickett

My New Adventure in Online Teaching - 1 views

  • I also was reminded that in many cases, our students technical skills often far surpass our own and that our course development and approach to online teaching should be informed by that fact. 
    • alexandra m. pickett
       
      how do you come to this conclusion? is it supported in the SLN demographic data? are you sure this it true? do you buy into the digital native vs. immigrant assertion?
  • I already recognize that this will require me to sacrifice spontaneity and creativity at times but I think on balance it is the right way to go.
  • online teaching requires me to do something I hate - completely rethink my approach. 
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  • theory is easy and practical application is a lot of blood, sweat, and tears. 
  • I’ve constantly considered and reconsidered the importance of my role as the teacher as I’ve laid out Module after Module.
  • I am still not entirely sold on the need to have the entire course completed ahead of time – though who am I to argue with the experts? 
    • alexandra m. pickett
       
      hey bill. our research findings support this assertion and i want you to know that there is a positive and significant correlation between the percentage of course completed prior to the first day of the course and student (and faculty) satisfation and reported learning. Seems like building the airplane whilst in flight is not a good idea - the faculty experience is negatively impacted and the students also notice...
  • In other words, modifications can be done in a controlled setting. 
  • My emotions ran the spectrum from a little bit of anger at being asked to complete a task that I didn’t entirely think was realistic, to disappointment in myself that, even though I thought I had caught up, I obviously was still just treading water.  I’ve settled somewhere in the middle but regardless I decided to just put and shut up and make my way through the remainder of the course development process.
  • what I will take away from it is so much more than any all-nighter I might have put in.  I now feel confident to teach my own online courses and hope to begin implementing a hybrid online program in the 2010-2011 school year.   This class has given me that kind of confidence and I’m all the better for it.
Donna Angley

Jean Jacques Rousseau - 0 views

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    Philosopher of many things, including education.
Nicole Arduini-Van Hoose

Connectivism - 0 views

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    Explaination of Connectivism as a learning theory.
Nicole Arduini-Van Hoose

Classrooms: Goals, Structures, and Student Motivation - 0 views

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    examines the classroom learning environment in relation to achievement goal theory of motivation
Diane Gusa

Social Media Classroom Invitation to the Community of Practice - 0 views

  • Colab was created specifically to teach social media theory by the use of social media
  • serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy.
Michael Lucatorto

The Sad, Beautiful Fact That We're All Going To Miss Almost Everything : Monkey See : NPR - 0 views

  • The vast majority of the world's books, music, films, television and art, you will never see. It's just numbers. Consider books alone. Let's say you read two a week, and sometimes you take on a long one that takes you a whole week. That's quite a brisk pace for the average person. That lets you finish, let's say, 100 books a year. If we assume you start now, and you're 15, and you are willing to continue at this pace until you're 80. That's 6,500 books, which really sounds like a lot. Let's do you another favor: Let's further assume you limit yourself to books from the last, say, 250 years. Nothing before 1761. This cuts out giant, enormous swaths of literature, of course, but we'll assume you're willing to write off thousands of years of writing in an effort to be reasonably well-read. Of course, by the time you're 80, there will be 65 more years of new books, so by then, you're dealing with 315 years of books, which allows you to read about 20 books from each year. You'll have to break down your 20 books each year between fiction and nonfiction – you have to cover history, philosophy, essays, diaries, science, religion, science fiction, westerns, political theory ... I hope you weren't planning to go out very much. You can hit the highlights, and you can specialize enough to become knowledgeable in some things, but most of what's out there, you'll have to ignore. (Don't forget books not written in English! Don't forget to learn all the other languages!)
Alicia Fernandez

"Research on Adult Learners: Supporting the Needs of a Student Population that Is No Lo... - 1 views

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    The article discusses the contextual needs of this "non-traditional" student population, which is quickly becoming more the norm than the exception.
lkryder

Gamasutra - Book Excerpt: 'A Theory Of Game Design' - What Games Aren't - 0 views

  • Game designer Marc LeBlanc has defined eight types of fun: sense-pleasure, make-believe, drama, obstacle, social framework, discovery, self-discovery and expression, and surrender. Paul Ekman, a researcher on emotions and facial expressions, has identified literally dozens of different emotions - it’s interesting to see how many of them only exist in one language but not in others. Nicole Lazzaro did some studies watching people play games, and she arrived at four clusters of emotion represented by the facial expressions of the players: hard fun, easy fun, altered states, and the people factor.
  • Games are not stories. It is interesting to make the comparison, though: Games tend to be experiential teaching. Stories teach vicariously. Games are good at objectification. Stories are good at empathy. Games tend to quantize, reduce, and classify. Stories tend to blur, deepen, and make subtle distinctions. Games are external - they are about people’s actions. Stories (good ones, anyway) are internal - they are about people’s emotions and thoughts. In both cases, when they are good, you can come back to them repeatedly and keep learning something new. But we never speak of fully mastering a good story.
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    games and stories
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