The climate of East Asia is both similar to and different
from that of Europe and the United States
Group items matching
in title, tags, annotations or urlInternet Safety and You: Professor Garfield Foundation - 0 views
www.infinitelearninglab.org
cybersafety safety education onlinesafety Internet Safety internet_safety
shared by Joy Quah Yien-ling on 11 Sep 10
- Cached
35More
East Asia in World History: A Resource for Teachers - 0 views
-
-
Rice, the primary cereal crop grown in East Asia,
-
Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
- ...24 more annotations...
-
Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.
-
Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China
-
Japan is an island country composed of four main islands and thousands of smaller ones
-
Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.
-
The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.
-
In what other ways do you think Japan's geography affected its economy and culture?
-
-
Introduction • The Geography of East Asia
-
This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
-
-
Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
-
An Introductory Guide to Pronouncing Chinese.
-
Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
-
China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
-
-
For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
-
-
Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.
-
Important terms to know for the class about ancient China The Warring States Period The Mandate of Heaven
-
-
The climate of East Asia is both similar to and different from that of Europe and the United States.
-
Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*
-
Students should be able to identify how food supply is related to population growth.
-
-
Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere
-
The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.
-
China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
-
Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.
-
The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.
-
How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
-
-
The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.
-
-
It is during this period that Buddhism is introduced into China from India, following trade routes.
-
the civil service examination system,
-
Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."
-
From what you gatherered from the reading can you put the expression: "China sinicizes its conquerors" in your own words?
-
-
"dynastic cycle."
-
This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
1More
The Napoleon Hill Foundation - 0 views
-
Napoleon Hill was into the Law of Attraction long before it was popular. His motivational writings for the early 1920's hold steadfast in today's economy. to me, he is the father of motivational writing.
14More
Thoughts About Teaching Spanish Online - 0 views
-
In an online environment it is fundamental. Discussions generate questions, and questions promote critical thinking. I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning. This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
-
-
I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module.
-
i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
-
-
Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
- ...8 more annotations...
-
t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered in their ability to learn independently, as well as in the amount of information they learn.
-
Personal stories give life to a faceless person, just as they do in literature. We come to know, like, love, despise, and sympathize with characters the more we know about them. Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
-
Specifically, I need to ask myself: Do these questions simply ask student to use their foundational knowledge, and book resources, in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
-
Online learning requires a different framework of thinking and behaving. It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection.
-
Many of our high school students are not equipped with these survival skills.
-
barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
-
-
online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception. While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not. We need time to formulate ideas, responses and concepts. Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’.
-
Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances.
-
This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
7More
BBC - Languages - El Mensual - 0 views
-
-
This is a great feature for students to hear authentic Spanish speakers. -
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.
-
-
-
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...
-
-
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
10More
Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views
-
I was charged with explaining my "innovative approach to open social networks for learning"
-
Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
-
2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
- ...6 more annotations...
-
Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
-
What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
-
Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
-
we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
-
It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
-
OpenStudy is built on three core ideas: open, peer-to-peer, and community of learning.
-
a big idea, in online learning, social community peer facebook type tool build around learning
1More
Sloan Survey report - 0 views
-
courses and programs. The eighth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States. The survey is funded by the Alfred P. Sloan Foundation and distributed by the Sloan Consortium
1More
shared by ian august on 02 Jun 11
- Cached
Domestic Grantmaking : Digital Media & Learning - MacArthur Foundation - 0 views
www.macfound.org/...g__Digital_Media__Learning.htm
learning digital education media Macarthur technology
shared by ian august on 02 Jun 11
- Cached
1More
Carnegie Foundation for the Advancement of Teaching - 0 views
3More
Online Community of Learners - 1 views
-
have the students introduce themselves by their "medieval vocational personality."
-
What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
-
According to the test I am also a Dreamer-Minstrel. Interesting task. As part of my courses I have students take real personality tests and we do some group activities with them. Where the topic falls in the sequence of the course is always toward the end, I've thought about making it early in the course because they really get to know themselves and eachother during the group activities, but I haven't done it because I've always felt that they needed more of a foundation to really understand the use of the test (measurement, validity/reliability, standardization, etc.)
5More
Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views
-
Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course
-
The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
-
The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
- ...1 more annotation...
-
The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
25More
shared by Diane Gusa on 29 Jun 11
- Cached
Learning-Centered Syllabi - 0 views
www.celt.iastate.edu/...syllabi.html
Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles
shared by Diane Gusa on 29 Jun 11
- Cached
-
Learning-Centered Syllabi Workshop
-
Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
-
students and their ability to learn are at the center of what we do
- ...22 more annotations...
-
we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
-
facilitate student learning rather than to act as "gatekeepers" of knowledge
-
A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
-
thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
-
We also need to think about how we encourage responsibility for learning in our students.
-
students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
-
participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
-
Your first objective is to facilitate learning, not cover a certain block of materia
-
According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
-
Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
-
here are three primary domains of development for students in a course
-
The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
-
An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
-
Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
-
Clarify the conceptual structure used to organize the course.
-
Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
-
Identify additional equipment or materials needed and sources.
-
"Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
-
Use a variety of methods.
-
"A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
-
Critical Thinking
-
Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
11More
From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views
-
It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
-
It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
-
We consider it important to understand why some of the philosophical differences between the two disciplines exist.
- ...8 more annotations...
-
instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
-
As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
-
Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
-
Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
-
"If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
-
The learning environment should allow each learner to proceed at a pace best suited to the individual.
-
It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
-
We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
1More
Online Nation: Five Years of Growth - 0 views
-
Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about thenature and extent of online education, supported by the Alfred P. Sloan Foundation.
1More
Class Differences:Online Education in the United States, 2010 - 0 views
-
Class Differences: Online Education in the United States, 2010 represents the eighth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group with support from Alfred P. Sloan Foundation. This study is aimed at answering some of the fundamental questions about the nature and extent of online education.
10More
Self-regulation and teacher-student relationships. - Free Online Library - 1 views
-
sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
-
elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
-
he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
- ...6 more annotations...
-
The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
-
he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
-
something transformative in the teacher-student relationship is needed.
-
ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
-
since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
-
he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
-
Students that are able form good relationships with educators are more likely to self-regulate, and therefore find success in the classroom and life.