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in title, tags, annotations or urlGardner's Multiple Intelligences - 1 views
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seven distinct intelligences.
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"we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
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Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."
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Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
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a description of Gardner's inteligences
How Do I Invest? | Beginning Investing - 4 views
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What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
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Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
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Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
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The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
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Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
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Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
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Horse Ears | Science | Classroom Resources | PBS Learning Media - 0 views
Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views
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Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
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On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
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A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
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Consider Your Voice, Tone, and Persona - Writing Commons - 0 views
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satirical (or humorous, condescending, patronizing)
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condescending, arrogant, pedantic, racist, confident, or satirical tone (or voice)
Section 1: Course Structure and Content - 1 views
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Martinez (2001) has documented some key design considerations for personalized learning on the web. Martinez makes the following suggestions: “For transforming learners, design environments that are sophisticated, discovery-oriented, mentoring environments where learners who want to be assertive, challenged by complex problem solving situations, and able to self-manage learning and self-monitor progress can attain higher standard, long-term goals. For performing learners, design environments that are project- or task-oriented, energizing, competitive, interactive (hands on) environments, which use coaching, practice, and feedback to encourage self-motivation, holistic thinking, problem solving, self-monitoring progress, and task sequencing, while minimizing the need for extra effort and difficult standards. For conforming learners, design environments that are simple, scaffolded, structured, non-risk environments that use explicit, careful guidance. They should help individuals learn comfortably in an easy, step-wise fashion. These environments should also encourage learners to take assertive, challenging steps towards more independent, self-motivated achievement.”
The Next Step Forward | on the path to the classroom - 2 views
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lack of due dates
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the due dates are the last day of each module except for blog posts - one at the end of each week of the course.
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Sorry, let me clarify: I meant staggered due dates. For college and graduate students, this generally does not pose as much of a problem. By having deadlines throughout a module, I think it could help my audience (high schoolers) avoid procrastination and hopefully keep them on track.
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I am feeling an immense sense of relief and pride in the work I’ve done.
Teaching with rubrics - 27-31 Andrade Win 05 - 2 views
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A good reminder, since I plan to use rubrics downloaded from websites to guide my students in their projects: "Anyone can download a rubric from the Web, but using it to support good instruction is another matter" because "...rubrics are not a replacement for good instruction. Even a fabulous rubric does not change the fact that students need models, feedback, and opportunities to ask questions, think, revise, and so on."
Tools for Teaching - Chapter - 0 views
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After you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip. Then severely pare down the topics you have listed, just as you might limit yourself to one or two pie
Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments - 2 views
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The authors (Collins, Brown, & Holum, 1991; Collins, Brown, & Newman,1989) as well as other researchers (Herrington & Oliver, 2000) have refined this model to the belief that useable knowledge is best gained in learning environments featuring the following characteristics: Authentic context that allows for the natural complexity of the real world Authentic activities Access to expert performances and the modeling of processes Multiple roles and perspectives Collaboration to support the cooperative construction of knowledge Coaching and scaffolding which provides the skills, strategies and links that the students are initially unable to provide to complete the task Reflection to enable abstractions to be formed Articulation to enable tacit knowledge to be made explicit
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The goal of learning, therefore, is to engage learners in legitimate peripheral participation in communities of practice (Lave and Wenger 1991). Through community, learners interpret, reflect, and form meaning. Community provides the setting for the social interaction needed to engage in dialogue with others to see various and diverse perspectives on any issue. Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity (Wenger 1998).
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The goal of cognitive apprenticeship is to address the problem of inert knowledge and to make the thinking processes of a learning activity visible to both the students and the teacher. T
Video on Fair Use (A Fair(y) Use Tale - 3 views
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This short movie clarifies the concepts of copyright and fair use. Professor Eric Faden of Bucknell University and some law students use Disney clips to explain the basics of copyright protection. I will use this video in my section on fair use of multimedia resources from the Internet.
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Very good idea! I think my kids would really get a kick out of it.
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Very good concept!
PREPARING OR REVISING A COURSE - 0 views
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fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
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Distinguish between essential and optional material.
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Cut to the chase. Go for the most critical skills or ideas and drop the rest
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Interaction in Online Courses: More is NOT Always Better - 2 views
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"Interaction in Online Courses: More is NOT Always Better"
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Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.
Blooms Digital Taxonomy v2.12 - 4 views
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Wow, thanks Mike. This is exactly what I have been looking for - although I did not know it until now! Combining Bloom's taxonomy with technology seems almost too obvious. But until someone takes the trouble to painstakingly match the thinking skills with the technology skills, things will continue to remain in the air. Thanks for sharing this important idea.
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You're welcome Joy! Professor Pickett suggested I search it. I am also so glad to have found something like this, where new instructional technology forms can get the necessary reinforcement from a well regarded and widely used guide like Bloom's taxonomy. BTW I learn a great deal from your posts!
Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study - 0 views
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According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
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According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
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