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Kim Cofino

Technology In Education: A Brief Introduction - YouTube - 1 views

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    Technology In Education: A Brief Introduction (by @rubenrp - SAMR creator) http://t.co/QsdZtzjQrv
Jeff Utecht

Israel says Hamas 'hit hard' in Gaza fighting - Middle East - Al Jazeera English - 2 views

  • In comments delivered in a prime-time address on national television, Prime Minister Benjamin Netanyahu on Wednesday said that "Hamas was hit hard," adding that Israel "didn't agree to accept any of Hamas' demands" under the Egyptian-brokered ceasefire deal.
    • Jeff Utecht
       
      What do you think about this?
Tim Pettine

Why visuals are a must-try learning tool - Daily Genius - 2 views

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    "90% of information transmitted to the brain is visual The brain can process 36,000 visual cues in an hour The brain takes about 1/10th of a second to get the idea of a visual scene Almost 50% of your brain is involved in visual processing Black and white images garner your attention for about 2/3 of a second Color images garner your attention for 2+ seconds The average consumer's attention span is only about 8 seconds The brain processes visual cues 60,000 times faster than text 40% of nerve fibers are linked to the retina The use of visuals improves learning outcomes by about 400% DO-S AND DON'T-S FOR VISUAL USE DO Use visuals to help clarify complex ideas Use visuals that represent people, places, and things Use catchy visuals Use visuals that help viewers make connections and understand new information Use visuals that help viewers relate new information to what they already know DON'T Use poor quality visuals, like things that are pixelated, stretched weird, sized improperly, or don't fit in the space Use ugly visuals Use visuals that don't make a clear connection to the material presented Use irrelevant visuals, like a series of shapes that have no meaning Use copyrighted visuals without permission!"
Jeff Utecht

Why Do Americans Stink at Math? - NYTimes.com - 6 views

  • The very people who embody the problem — teachers — are also the ones charged with solving it.
  • the apprenticeship of observation
  • The research showed that Japanese students initiated the method for solving a problem in 40 percent of the lessons; Americans initiated 9 percent of the time. Similarly, 96 percent of American students’ work fell into the category of “practice,” while Japanese students spent only 41 percent of their time practicing.
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