delightful
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friendship attitude status in hindi - 0 views
mothersday1998.com/hip-attitude-status-hindi.html
friendship attitude status hindi #friendshipday #funnyfriend #friendshipdayimages #friendsforever #friendshipgoals #friendshipdayquotes #friendshipdayband #bestfriend #friend #today #7thaugust #mothersday1998
shared by alinakallis on 25 Jul 16
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Let's try to understand mother's importance in our life because mother is a great gift for us from God. No one can take place of her. Well it is the Huge place of Top 20 best Mothers day wishes messages greetings memes surprise gift quotes pictures images wallpapers status & celebration ideas etc. So don't forget to come here again.
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Carol Dweck's Attitude - The Chronicle Review - The Chronicle of Higher Education - 8 views
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attitude Dweck Carol education intelligence learning persistence psychology research Stanford teaching
shared by Paul Beaufait on 31 Aug 11
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Writing Center Staff | Wilk - 0 views
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When I have gone to a new country, such as Zambia and Mexico, I looked up the ways in which to communicate with folks there, forbidden hand gesture, is shaking hands okay. In some culture they kiss each other on the cheek as a greeting. Ignorance towards body language, attitudes, and preferences may drive an eternal wedge between the tutor and tutee. This is a huge part of understanding cultural differences.
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Going back to ESL learners, a part of understanding cultural differences is understanding that they are coming to me for help with their writing-writing which is in a foreign language to them. Understanding prioritizing is part of the solution when tutoring ESL learner, and all learners consequently.
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It's Just a Matter of Time - 0 views
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As teachers our time is unfortunately finite, but there are ways that we can use time in the classroom to have a positive impact on learning, progress, attitudes and mindset. In this article I hope you will find something that will really resonate. It is important that you carefully discriminate and find the new tips that work for you. After all, we don't have much time.
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TESOL Connections - January 2014 - 20 views
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action research data collection instruments learning materials methods questionnaires repositories research second languages foreign languages
shared by Paul Beaufait on 08 Jan 14
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"IRIS holds data collection instruments from a wide range of theoretical and methodological perspectives. These include, for example, questionnaires about motivation, attitudes, learning strategies, and intercultural understanding; experimental teaching methods; classroom observation and interview schedules; teaching tasks; sound and video files; word lists; pictures for encouraging learners to use specific structures; language tests for different skills and types of knowledge… and many more besides" (Materials on IRIS, ¶1).
LM Jacquerd pas cher D'habitude - 0 views
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A Conceptual approach to Big Understandings and Mathematical Confidence - The Learner's... - 3 views
thelearnersway.net/...ng-and-mathematical-confidence
conceptual confidence learner mathematics education teaching
shared by Nigel Coutts on 10 Mar 19
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This traditional pedagogy results in students developing a negative attitude towards mathematics. Many develop a mathematical phobia and believe that they are not a "maths person". When confronted by challenging mathematics they retreat and have no or only poor strategies with which to approach new ideas. This all leads to a decline in the number of students pursuing mathematical learning beyond the years where it is compulsory. Fortunately there is a growing body of research that shows there is a better way.
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How Can A Primary School Tutor Assist Your Child? - About Town Tuition | online tuition... - 0 views
abouttowntuition.wordpress.com/...school-tutor-assist-your-child
Primary School Tutor Primary School Tutor In Townsville & Kirwan English Tutor Physics Tutor
shared by abouttowntuition on 27 Mar 18
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Primary School is the foundation of a child's educational life. How is he/she going to perform and what kind of attitude he/she exposes towards receiving education depends completely upon the care and assistance one receives in their primary school level. So, it is the responsibility of every conscious parent to provide their kid with the best care and support during the most formative period of their life. To support them successfully and completely, enrolling them in a primary school is not the only thing you have to do. They need extensive care and only an efficient primary school tutor can create the environment which will enable them to learn, making it an extremely enjoyable act.
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5 Effective Methods for Training Evaluation | HRMC Matrix - 0 views
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Methods for training evaluation are the major part of training and development that need to fix carefully, because it can create high value to know the overall training effectiveness and ROI of any training program. The effectiveness of a training program depends on the proper implementation of the methods of training evaluation. Basically, a pre-defined training evaluation form or training evaluation template has been used to conduct an effective training evaluation. Employee engagement can be increased through proper implementation of a training program and training evaluation. What is Training Evaluation? Training evaluation is a process of getting training feedback regarding the effectiveness of a training program. On the other hand, it can be stated as a "training effectiveness assessment method". Things to be measured through training evaluation are quality of training, competency of trainer, job performance, skills and attitude of employees etc. Training evaluation helps to find out whether training program is accomplishing overall training objectives or not. Training evaluation is not an easy method when you want to know the exact result. Because, pre-training assessment is not conducted in most of the cases for the purpose of comparison with post training assessment data. As a result, training evaluation can't be completed successfully. Organizations use different type of methods for training evaluation.
Personality Development - 0 views
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45 Positive Sentences Of Encouragement For Kids | HRMC Matrix - 0 views
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Encouragement is the act of giving someone support, confidence, or hope in pursuing a goal or dealing with a difficult situation. It can take the form of words, actions, or gestures that inspire and motivate someone to keep going, even in the face of adversity. Encouragement can also be a reminder to believe in oneself, keep a positive attitude, and trust in one's abilities. In short, Encouragement is a way to boost someone's morale and spirit.
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Krav Maga Training: Here Are 5 Benefits Why You Should Try - 0 views
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Krav Maga is one of the most effective combat techniques in the world. Police and military personnel worldwide employ Krav Maga, which has established itself as a system incorporating some of the most successful techniques and strategies. It is more than just a straightforward combat technique; practicing it teaches you more than self-defense. It entails changing how you view actual combat and battle. It's about growing your attitude, your ability to maintain composure, and your physical abilities.
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New free educational social game for schools! - 0 views
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SMILEY - Social Mindedness in Learning Community is project funded within the domain of Lifelong Learning Programme in Europe. The aim of SMILEY is to implement awareness‐raising program in schools realizing the specific course facing the most current social topics. It helps teachers to deal with the social problem issues, such as bullying and to face possible students' violent attitudes through enjoyable online ERPG (Edu Role‐playing Game) developed according the pupils' social awareness. The title of this friendly educational game is "Your Town" and short DEMO you can easily access through the following link http://smileyschool.eu/demo/ Game is for free and is already available in English, Italian, Polish, Romanian and Turkish language. Currently there are already 80 schools across the EU involved in this project and we have got very positive feedbacks both from children and teachers.
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New social educational game SMILEY!! - 0 views
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SMILEY - Social Mindedness in Learning Community implements awareness‐raising program in schools realizing the specific course facing the most current social topics. It helps teachers to deal with the social problem issues, such as bullying and to face possible students' violent attitudes through enjoyable online ERPG (Edu Role‐playing Game) developed according the pupils' social awareness. The title of this friendly educational game is "Your Town" and short DEMO you can easily access through the following link http://smileyschool.eu/demo/ Game is for free and is already available in English, Italian, Polish, Romanian and Turkish language. Currently there are already 80 schools across the EU involved in this project and we have got very positive feedbacks both from children and teachers.
sang .Robes Lacoste Femme - 0 views
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Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views
innovateonline.info/index.php
article artículo education innovate learning pedagogia2.0 pedagogy teaching
shared by Carlos Quintero on 11 Sep 08
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Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
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Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
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In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
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Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
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"I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
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the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
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Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
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Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
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Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
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Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
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Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
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A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
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This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
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This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
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Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
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"students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
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Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
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In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
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We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
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. By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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Driving Change: Selling SharePoint and Social Media Inside the Enterprise - ReadWriteWeb - 0 views
www.readwriteweb.com/...social_media_in_enterprise.php
promotion web2.0 education2.0 readwriteweb socialmedia
shared by J Black on 31 Jan 09
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balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
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The point here is to take collaborative technology and apply it to processes that are routine and can be easily completed.
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My personal experience has been that most people don't care what tool they are using, just as long as its easy, or easier then the way they had to do it before if that makes sense. And that most people don't want to change the way that they're doing things currently, even if its obviously easier, because currently = comfortable and change = scary.
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Writing a lot and reading a lot feels natural to us, but to many people it is a chore - so we end up being our wiki's sole active user.
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Though this article is written for the business sector, there are many great parallels with how we experience social media's acceptance in the educational realm. The suggestions that are given are readily applied to our setting, as well. In the enterprise, many employees think blogs are merely websites on which people talk about their cat or their latest meal. Many don't know the differences between and advantages of such tools as message boards, blogs, and wikis. They have heard of these terms in passing, but the demands of their day-to-day jobs have prevented them from recognizing the distinct benefits of each tool. Solution: It is useless to advocate for social media tools in a vacuum. Unless you're describing a solution to a practical problem, busy workers will not respond to buzzwords like "wiki," "blog," and "community." Your client usually has about a 30-second attention span in which you can sell a social media tool. An aide in my arsenal has been the excellent videos by Lee Lefever at Common Craft. Lee visually explains social media concepts "In Plain English." Common Craft videos quickly explain complex and sometimes unfamiliar technologies in a few minutes, sans the buzzwords, hype, and sensationalism. Problem: Cynical Clients Who Don't Want to Share Information Unfortunately, some potential SharePoint users balk at the technology because they have no desire to share their knowledge for the benefit of the organization. These individuals tend to equate their knowledge with job security; therefore, they feel nervous about sharing out of fear that they wouldn't be needed any more.
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Creating Classroom Culture - 0 views
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) Always come to class prepared: The students must bring their notebook, pen, pencil, eraser, dictionary, etc. Whatever they need to help them learn English. This includes a positive attitude. Merely coming to class prepared is not enough. My students must also be prepared. This means sitting quietly in their seats and in their groups before I enter the classroom. 2) Always keep the classroom clean: If I see any paper on the floor, I tell the students to pick it up. A dirty classroom should never be tolerated. I will not start the lesson until the classroom is clean. I want my students to not only respect their teachers and each other, but to respect the sanctity of the classroom and the school as well.3) Be polite and show respect: This doesn't only mean saying "Please" and "Thank you." It also means never throwing things across the classroom. Far too often I've seen students throw everything from pencils to books to their classmates. This also should never be tolerated. When someone needs a pencil or an eraser, a student must physically get up, walk over to the student in need, and hand it to him in a respectful manner. Students must also use the proper honorific when referring to their teacher. We must teach right speech AND right action.4) Pay attention and cooperate: This means teaching the students to listen to the teacher and listen to one another. Listening is the first step towards cooperating with each other in order to get the job done and do the job well. 5) Work hard and as a team: Team work is important in my classroom. I'm not looking for individual superstars. I want students who are team players. Everyone learns more that way. In working as a team, my students learn to plan their lessons carefully and to think before they act.6) Sacrifice your time and share your understanding: Now we're getting to the heart of the matter. If a student understands something then he/she has an obligation to help another who does not yet understand. The students must help and support each other. I love to see a student physically get up, walk over to another, and kindly explain what he has just learned to someone who is struggling. If one team does not succeed in reaching the class/lesson objectives, then the other teams are responsible for helping them until they do. This shows respect, cooperation, and responsibility, and if we can teach our students that, then we are beginning to succeed as educators.7) Be responsible for one another: Now we're deep into the heart of the matter. This is the crux of my classroom culture. Teaching my students to be responsible. Response-able. Or able to respond. Isn't this what compassionate people do in a compassionate society? Isn't this our main responsibility at educators--- to take on the responsibility of teaching others how to be responsible? What a thrill it truly is to see students taking responsibility for themselves AND others. If we can teach our students to naturally respond to others in need, then we are truly succeeding as educators.8) There are no free rides: I don't want slackers in my class. If I see a student not pulling his weight, I let him know. The team is relying on him. The team either succeeds or fails--- as a team. The class either succeeds or fails--- as a class. In my classes, you will not get away with doing nothing--- and that includes my co-teachers and myself! There are no free rides.