The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways:
Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research)
Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts
Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection
Back to Discussion of "Situating M-BOD"
Preface
One: Situating Embodied Learning
Two: Case Study: Oliver
Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated”
Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN"
Innovation: “I Can Look At Your Cards”
Producelike Behavior: "Why Do The Make Queen Better Than Jack?"
Conclusion: "The Bricolage, The Music, The Movement"
Three: Implications for the Literacy Autobiography Assignment
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Teach - 0 views
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example of embodied learning and distinguishing it from traditional learning and experiential learning
Constructivist Learning Theory - 0 views
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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
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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.
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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
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a few stats on learning practicies
Economics Interactive Tutorial: Elasticity - 0 views
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In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
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This area is a perfect tool for the student to self-assess whether or not he/she grasps the concept of elasticty. The student reponds to each scenario and is provided with an immediate solution to confirm their answer.
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Health Savings Accounts -- The Best Way to Make Demand More Elastic?
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This section would be the perfect way to take the concept of elasticity and apply it to a current event. It could also be an excellent prereading for a discussion or blog.
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Elasticity
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This initial section provides a nice summary of elasticity and would be useful to assign as a reading to provide background at the beginning of the module.
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This is a very cool interative activity for students to use in their learning about the concept of elasticity.
Using Color to Evoke Reactions and Emotions - 0 views
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Studies show that certain colors will generate different reactions from audience members. For example, black promotes authority and strength, while blue conveys reliability and trustworthiness (which is why so many companies use it in their corporate logos). Red excites people, prompting them to be more innovative and take more risks. Orange demonstrates a combination of confidence and playfulness. So, you’ll want to select colors carefully, based on the emotions you are seeking to evoke, or the perceptions you are trying to create.
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While colors like red or purple can be rather effective in certain scenarios, when used too liberally, the presenter – and his or her delivery – can be viewed as overly aggressive. The opposite is true for colors like white, gray, or pastels, which create a perception of passivity or weakness. These colors should be used as highlight or accent colors only – as opposed to key colors within the presentation’s design.
Educational Leadership:How Teachers Learn:Fostering Reflection - 0 views
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, and so forth. Many choices involve matters so routine that a teacher can make and implement decisions automatically. Teachers make other decisions in the midst of an evolving situation after quickly reviewing the situation and recalling what has worked in similar scenarios. But teaching also
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riad of daily choices: how to organize classrooms and curriculums, how to interpret students' behaviors
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riad of daily choices: how to organize classrooms and curriculums, how to interpret students' behaviors
Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 0 views
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personally meaningful
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educational purpose.
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"entry event" that engages interest and initiates questioning
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