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nikkilh

NAMI HelpLine | NAMI: National Alliance on Mental Illness - 0 views

nami.org/help

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Contact the NAMI HelpLine
    • nikkilh
      nikkilh on 29 Jan 22
       
      Who to contact
  • What to Do in an Emergency
    • nikkilh
      nikkilh on 29 Jan 22
       
      What to do in an emergency
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
Bill Olson

Teamwork Skills: Being an Effective Group Member | Centre for Teaching Excellence | Uni... - 0 views

uwaterloo.ca/...s-being-effective-group-member

culture healthy teamwork group skills

shared by Bill Olson on 04 Sep 21 - No Cached
  • To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators: can explain their own ideas express their feelings in an open but non-threatening way listen carefully to others ask questions to clarify others’ ideas and emotions can sense how others feel based on their nonverbal communication will initiate conversations about group climate or process if they sense tensions brewing reflect on the activities and interactions of their group and encourage other group members to do so as well
  • To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills: Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression. Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned. Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators. Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
Katelyn Karsnia

Deaf or Hard of Hearing | DO-IT - 1 views

www.washington.edu/...deaf-or-hard-hearing

HOH ED3780 Siri ABCSoup Helen Keller

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
    • Katelyn Karsnia
      Katelyn Karsnia on 28 Jan 22
       
      Helen Keller
  • ommunicate through a sign language interpreter.
  • American Sign Language (ASL) is widely used and has its own grammar and word order.
  • ...7 more annotations...
  • Handouts that can be read before or after class or other presentation are useful.
  • Examples of accommodations
  • interpreters sound amplification systems note takers real-time captioning email for faculty-student meetings and class discussions visual warning systems for lab emergencies changing computer auditory signals to flash changes captioned video presentations
  • When speaking, make sure the student can see your face and avoid unnecessary pacing and moving. When speaking, avoid obscuring your lips or face with hands, books, or other materials. Repeat discussion questions and statements made by other students. Write discussion questions/answers on a whiteboard or overhead projector. Speak clearly and at a normal rate. Use visual aids with few words and large images and fonts. Provide written outlines, assignments, instructions, and demonstration summaries and distribute them before the class or other presentation when possible.
  • direct your speaking style and adjust the "pace" of instruction to make information more accessible to a student with a hearing impairment.
  • Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range.
  • They may have difficulty following lectures in large halls, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to simultaneously watch demonstrations and follow verbal descriptions, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips. Small group discussions may also be difficult to follow or participate in, particularly if the discussion is fast-paced and unmoderated, since there is often lag time between a speaker's comments and interpretation.
Kelly Nuthak

5 Stages of Second Language Acquisition + Infographic - 0 views

bilingualkidspot.com/...of-second-language-acquisition

language acquisition stages

shared by Kelly Nuthak on 16 Feb 22 - No Cached
  • 2. Early production
    • nikkilh
      nikkilh on 16 Feb 22
       
      Language Acquisition Multilingual Learners
  • 1. Silent or receptive phase
    • nikkilh
      nikkilh on 16 Feb 22
       
      2nd stage of second language acquisition
  • ...8 more annotations...
  • 3. Speech emergence or production
    • nikkilh
      nikkilh on 16 Feb 22
       
      1st stage of second language acquisition
  • 4. Intermediate fluency
    • nikkilh
      nikkilh on 16 Feb 22
       
      3rd stage of second language acquisition
  • 5. Continued language development or fluency
    • nikkilh
      nikkilh on 16 Feb 22
       
      4th stage of second language acquisition
    • nikkilh
      nikkilh on 16 Feb 22
       
      5th and final stage of second language acquisition
  • 5 Stages of Second Language Acquisition
    • Kelly Nuthak
      Kelly Nuthak on 18 Feb 22
       
      5 Stages of Second Language
  • 5 stages of language acquisition
  • simultaneous bilingual
  • sequential bilingual
nikkilh

ESL, ELL, or FLNE? How to Describe Students Whose First Language Isn't English. | Ameri... - 0 views

www.americaspromise.org/...se-first-language-isnt-english

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • English Learner (EL) and English Language Learner (ELL) These two terms essentially mean the same thing, and they are often used interchangeably.
    • nikkilh
      nikkilh on 29 Jan 22
       
      English Learner (EL) and English Language Learner (ELL) definition
  • Additional terms that have been used to refer to ELLs include limited English proficient (LEP), English as a second language (ESL), and language minority students.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of English as a second language (ESL)
  • Emergent Bilinguals This term promotes the most positive view of English learners by acknowledging their proficiency in another language as a strength, rather than just considering them people who need to learn English or focusing on their limits.
drewevanaho

Behavior Intervention Positive Behavior Support PBS, Intensive, Individualized - 1 views

challengingbehavior.cbcs.usf.edu/...index.html

Adaptation SOUP PBS

shared by drewevanaho on 29 Jan 22 - No Cached
  • PBS provides a process to understand and resolve the problem behavior of individuals or children that is based on values and empirical research.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What Positive Behavior Support is
  • The Origins of PBS
  • Evolution
  • ...1 more annotation...
  • In the early 1980’s, there were important advances in the design and application of interventions for challenging behavior. These advances were driven by research on innovations in approaches for behavior change and shifts in cultural values about the use of aversive and dehumanizing intervention practices with vulnerable populations. The non-aversive technology that emerged in the late 1980’s and early 1990s for addressing the challenging behaviors of individuals with severe disabilities was referred to as positive behavioral support (PBS). This approach included the use of functional assessment, antecedent manipulations, teaching strategies, and changes in reinforcement contingencies with a focus on achieving lifestyle changes as the outcome of intervention.
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      Origin of PBS
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