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Think Inc

Adele - An Incredible Success Story - 0 views

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India seminars motivational speaker corporate keynote books talk professional speaking Leaders Inspirational Speakers Seminar on Motivation management trainers Communication Training time

shared by Think Inc on 28 Jun 12 - No Cached
  • Think Inc on 28 Jun 12
     
    A great motivational story which gives you new energy & new aspirations for future.
David Sydney

Inspiring and Sensational Sales Training - 0 views

Dave as a motivational speaker was extraordinarily exciting and entertaining. He gave us really great insights and we were engaged in all that he was about to share all throughout the train-ing. As...

started by David Sydney on 05 Oct 12 no follow-up yet
Think Inc

Steven Paul Jobs - 0 views

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India seminars motivational speaker corporate keynote books talk professional speaking Leaders Inspirational Speakers Seminar on Motivation management trainers Communication Training time

shared by Think Inc on 29 Jun 12 - No Cached
  • Think Inc on 29 Jun 12
     
    A great inspirational story .
Think Inc

Life Lessons " Learn From Life " - 0 views

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trainers India seminars motivational speaker corporate keynote books Management talk professional speaking Leaders Inspirational Speakers Seminar on self improvement motivation Communication Training time

shared by Think Inc on 02 Jun 12 - No Cached
  • Think Inc on 02 Jun 12
     
    One Click To Change Your Life
  • Think Inc on 15 Jun 12
     
    Easy way to trigger your positive thoughts
Sajid Hussain

Brains of Introverts Reveal Why They Prefer Being Alone - StumbleUpon - 0 views

www.stumbleupon.com/...1yRy3Q

words

shared by Sajid Hussain on 07 Jul 15 - No Cached
  • Sajid Hussain on 07 Jul 15
     
    A new study may help explain why extroverts are more motivated to seek the company of others than are introverts.
anonymous

Write Guy : Jeff Anderson : Resources for Teachers - 0 views

www.writeguy.net/teachers.htm

anderson jeff music writing ipod

shared by anonymous on 23 Jan 09 - Cached
  • anonymous on 23 Jan 09
     
    I use songs and music clips to motivate my students and enhance my lessons. The iPod allows me to easily carry all my songs into the classroom.
Todd Finley

Jim Burke: English Companion - How To Read an Image - 0 views

www.englishcompanion.com/...readImages.shtml

shared by Todd Finley on 02 Sep 09 - Cached
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
Leigh Newton

Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached
  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
      Leigh Newton on 30 Jun 09
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
  • ...3 more annotations...
  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Cindy Marston

How to Create Nonreaders - 11 views

www.alfiekohn.org/...nonreaders.htm

shared by Cindy Marston on 10 Jan 11 - Cached
Paul Denten liked it
  • all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with:  to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 
  • I once sat in on several classes taught by Keith Grove at Dover-Sherborn High School near Boston and noticed that such meetings were critical to his teaching; he had come to realize that the feeling of community (and active participation) they produced made whatever time remained for the explicit curriculum far more productive than devoting the whole period to talking at rows of silent kids.  Together the students decided whether to review the homework in small groups or as a whole class.  Together they decided when it made sense to schedule their next test.  (After all, what’s the point of assessment – to have students show you what they know when they’re ready to do so, or to play “gotcha”?)  Interestingly, Grove says that his classes are quite structured even though they’re unusually democratic, and he sees his job as being “in control of putting students in control.”
  • The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection. 
  • Cindy Marston on 10 Jan 11
     
    Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.
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