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Sue Rappazzo

Situated Cognition - 0 views

www.exploratorium.edu/...situated.html

learning

shared by Sue Rappazzo on 29 May 10 - Cached
  • Miller and Gildea's (1987) work on vocabulary teaching has shown how the assumption that knowing and doing can be separated leads to a teaching method that ignores the way situations structure cognition. Their work has described how children are taught words from dictionary definitions and a few exemplary sentences, and they have compared this method with the way vocabulary is normally learned outside school. People generally learn words in the context of ordinary communication. This process is startlingly fast and successful. Miller and Gildea note that by listening, talking, and reading, the average 17-year-old has learned vocabulary at a rate of 5,000 words per year (13 per day) for over 16 years. By contrast, learning words from abstract definitions and sentences taken out of the context of normal use, the way vocabulary has often been taught, is slow and generally unsuccessful. There is barely enough classroom time to teach more than 100 to 200 words per year. Moreover, much of what is taught turns out to be almost useless in practice. They give the following examples of students' uses of vocabulary acquired this way:
  • Sue Rappazzo on 29 May 10
     
    Situated cognition-learning language/vocabulary
alexandra m. pickett

Western Music History - 0 views

www.merlot.org/...viewMaterial.htm

module 4 assignment

shared by alexandra m. pickett on 22 Jul 13 - No Cached
  • Location
  • free, online wikibook
  • We then have expansions of range and complexity as we move into the Baroque era. The Classical era gives us the emotional power associated with such composers as Wolfgang Amadeus Mozart. Romanticism then transforms the rigid styles and forms of the Classical era into more individualistic stylizations. Tonality was at its peak during this period, then Impressionist music paved the way to the use of extreme dissonances in the music of the Modern era.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 13
       
      did you know you can attach a sticky directly to highlighted text : )
  • ...1 more annotation...
    • Daniel Hacker
      Daniel Hacker on 05 Aug 13
       
      Great resource that my students could use as a suppliment to course material as a study guide. This online resource highlights not only composers, but classical works and terms specific to music of the time periods.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 13
       
      ok. you will use this as a suppliment. how likely is it that students will use supplimental course materials?
  • Daniel Hacker on 22 Jul 13
     
    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
  • alexandra m. pickett on 05 Aug 13
     
    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
lkryder

The Artist's Toolkit: Explore | ArtsConnectEd - 3 views

www.artsconnected.org/...explore.cfm

Module 4 Assignment art vocabulary

shared by lkryder on 19 Jul 14 - Cached
abeukema liked it
  • lkryder on 19 Jul 14
     
    A fun way to introduce discipline specific vocabulary
Amy M

Basic Computer Skills Curriculum | SPCLC - 0 views

spclc.org/...computer

shared by Amy M on 05 Jul 12 - No Cached
  • Handouts and activities to teach everyday computer vocabulary (computer parts, toolbar, font, highlight, etc.). These are suited for low NRS levels or for students with little to no computer experience.
  • Amy M on 05 Jul 12
     
    tech term resources and defs
Julie DelPapa

Energy and Electricity - List 1 of 2 4th Grade - 0 views

www.spellingcity.com/view-spelling-list.html

module 4 assignment

shared by Julie DelPapa on 23 Jul 12 - No Cached
  • Julie DelPapa on 23 Jul 12
     
    Energy And Electricity - List 1 Of 2 is available for study with 20 vocabulary, spelling, writing, learning activities and games on Vocabulary SpellingCity.com. The Energy and Electricity - List 1 of 2 word list was created by Vsc Science.
  • Julie DelPapa on 23 Jul 12
     
    I will be using this for vocab activity in my electricty module.
  • alexandra m. pickett on 23 Jul 12
     
    excellent
Barbara Recchio-Demmin

CVC. Lecturas paso a paso - 0 views

cvc.cervantes.es/lecturas

module 4 spanish audio culture

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      I love this site! It presents reading material at three levels: beginner, intermediate and advanced Spanish readers. After you make your selection, you are brought to a page offering pre-reading activities, the story in text form, and post-reading activities. Students can't help but learn from this site. A balanced blend of grammar, vocabulary, culture and history makes this site interesting and engaging. A pop-up dictionary enables students to understand new vocabulary in context. Awesome!
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Rich resource for Spanish immersion and cultural information
alexandra m. pickett

The Artist's Toolkit - 0 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment art terms vocabulary animations

shared by alexandra m. pickett on 09 Aug 14 - No Cached
  • The site is interactive, annimated, and allows users to create works based on the tools that they've learned about.
    • lkryder
      lkryder on 14 Aug 14
       
      I will use this to help students understand the vocabulary of formal aspects of art works. This is designed for kids but it is fun to use and the animations are actually overlaying real works of art. Exactly the deconstruction of what we will be doing in class all semester. I think it helps make the connection better than a simple text explanation from me.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 14
       
      for some reason when i view this sticky, it does not recognize you as the one that left the sticky. Down at the bottom of the sticky it should say "group Highlight by LKR, share to group ETAP640." i don't understand why that happens. However, I know that this is you.
  • lkryder on 09 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • lkryder on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • alexandra m. pickett on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
  • ...40 more annotations...
  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
Lisa Martin

Free Technology for Teachers: Engaging Students with Voki - 1 views

www.freetech4teachers.com/...gaging-students-with-voki.html

shared by Lisa Martin on 03 Jun 12 - No Cached
  • Another way I use Voki is to help my very young students create digital identities. The parents feel more comfortable with the children using avatars instead of their real identities.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      I hadn't thought before about parent's comfort level with their children using online technology. Using Voki would definitely provide comfort to them regarding this :-)
  • I asked my students if they could figure out what the phrase "rooting for" meant by listening to the conversation.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      Love the idea of using voki conversation to introduce vocabulary. My students would love this and be much more interested than just listening to me talk!
Lisa Martin

10 uses for Voki - 0 views

mrspripp.blogspot.com/...10-uses-for-voki.html

voki student uses

shared by Lisa Martin on 03 Jun 12 - No Cached
  • 3. For shy students use to read haiku's or other poetry aloud - or really any (short) writing
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      Not sure how I feel about not encouraging shy students to speak.
  • My ELL students can use it to help them with pronunciation of vocabulary
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      I like the idea of ELL students being able to independently work on pronunciation in an interactive way.
  • After biography unit, have them create a character that tells facts about their researched person
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      Having to create a character about someone they have learned about would be a good way for them to really think about who that person was and explain that in a short amount of time, focusing on only important information. What a fun way for students to learn from each other!
William Meredith

French I Tutorial: Basic Phrases, Vocabulary and Grammar * Learn French Online * Free F... - 0 views

ielanguages.com/french1.html

Module 4 Assignment

shared by William Meredith on 22 Jul 12 - Cached
  • William Meredith on 22 Jul 12
     
    Pronunciation of French words and phrases
Amy M

Multiple Intelligences -- Assessment - 0 views

www.literacyworks.org/...findyourstrengths.html

shared by Amy M on 20 Jul 12 - Cached
  • Amy M on 20 Jul 12
     
    a multiple intelligence test
cpcampbell88

Extended Adjective Checklist - 1 views

I like the idea of a personality test but I think that it is visually confusing. Also, the words may at a higher vocabulary level then my students' current level. It could serve as a vocab. lesson....

Module 4 Assignment

started by cpcampbell88 on 17 Jul 14 no follow-up yet
Barbara Recchio-Demmin

BBC - Languages - El Mensual - 0 views

www.bbc.co.uk/...index.shtml

Spanish language culture audio Module 4

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      This is a great feature for students to hear authentic Spanish speakers.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Here is a comment to my comment. We Spanish teachers who are not of Spanish-speaking origins often carry an accent with us no matter how hard we try to erase it. This is one reason why it is so important to expose our students to authentic materials in order to help them learn proper pronunciation.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Games help to improve student interest and learn vital vocabulary at the same time
  • It incorporates reports from BBC Mundo plus other materials to help you keep your Spanish up to date.
  • ...2 more annotations...
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Learning about Spanish in context is one of the foundations for increased interest in language learning. The relevance of learning nouns and verbs becomes clear once students understand the people and culture associated with the target language
  • Spanish with audio
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Great site to enhance Spanish language and cultural immersion
Kristen Della

Learning Theory (wikipedia) - 0 views

en.wikipedia.org/...Learning_theory_(education)

Psychology education process cognitive emotional environmental learning behavior conceptual philosophical behaviorism cognitivim constructivim objectively

shared by Kristen Della on 05 Jun 11 - Cached
  • Kristen Della on 05 Jun 11
     
    In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
efleonhardt

Promoting Student Self-Assessment - ReadWriteThink - 0 views

www.readwritethink.org/...ent-self-assessment-30102.html

selfassessment

shared by efleonhardt on 18 Aug 14 - No Cached
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success.
  • Nameless Voice: Ask students to anonymously submit sample work to share with the class. Sample paragraphs on the overhead, a visual vocabulary card, or a ticket out the door quick write can all be samples of student work that the class or individual students can use. Ask students to write or discuss how the nameless voice is similar or different to their understanding
lkryder

Making Matters! How the Maker Movement Is Transforming Education - WeAreTeachers - 0 views

www.weareteachers.com/...ment-is-transforming-education

module 5 design maker education active learning

shared by lkryder on 14 Aug 14 - No Cached
  • The tools and ethos of the Maker revolution offer insight and hope for schools. The breadth of options and the “can-do” attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school. However, hands-on Making is not just a good idea for young women. All students need challenge and “hard fun” that inspires them to dig deeper and construct big ideas. Making science hands-on and interesting is not pandering to young sensibilities; it honors the learning drive and spirit that is all too often crushed by endless worksheets and vocabulary drills. Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding the abstract science and math concepts traditionally taught by schools while expanding the world of knowledge now accessible to students for the first time.
  • lkryder on 14 Aug 14
     
    Maker movement a good example of students' need and desire to learn by doing
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