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Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.

Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.

Another benefit of Edmodo is that students are encouraged to collaborate in order to solve problems, while the teachers can stand back and observe.

"It's almost like I had stepped out of the equation and they were problem solving themselves,"

The students' fingers got busy typing on their cell phone keyboards, and anonymous responses started showing up almost instantly on the discussion webpage for the question: "It could make learning more fun." "We can get our grades quicker." "It makes learning easier for everybody." "It's a lot more hands on and everyone has a voice." "Makes us pay attention and focus more."

Perhaps the most intriguing aspect of Finland’s educational success is the path it took to the top. Thirty-five years ago the country was considered middle-of-the-road or worse educationally. The country eliminated its education inspector and rethought its educational system.

I am inspired to construct a customized curriculum unit combining years of teaching experience with research studies based in theories of philosophy of learning, educational psychology, and cognitive psychology that is intended to help students become self-regulated learners. Educational research lends relevant information useful to understanding why our middle school students show such a decline in performance and motivation, and how we can fix it.

This allows us to examine changes in difficulty and identify current strengths and weakness. Most students are pleased to see how well they can perform on both tests, even if their results on the grade-level test were below passing.

Students are empowered to learn on their own and even to teach one another.

Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.

don’t use it as a source in research

http://www.jstor.org/stable/30189467

Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete  I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12  This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.   <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel

Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete  Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel

For example, 75 percent of teachers say they regularly use technology in their classrooms. However, only 40 percent of students report that technology is used in their classrooms. You have to wonder if “regular tech use” is defined differently by kids and adults.

53 percent of middle and high school students feel that the restrictions on using cell phones are the biggest obstacle to using technology at school.

Worse, while 75 percent of teachers feel they understand how students want to use technology as a learning tool, only 49 percent of their students agree.

Lecture = 5% Reading = 10% Audiovisual = 20% Demonstration = 30% Discussion Group = 50% Practice by doing = 75% Teach others / immediate use of learning = 90% It should also be recognized that a person's prior knowledg

Before we answer this question, ask yourself, "How do I learn best?" For example, do you learn better when someone tells you exactly how to do something, or do you learn better by doing it yourself? Many people are right in the middle of those two scenarios.

This has led many educators to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them