informed professionals with inter-disciplinary skills and understanding to tackle these issues effectively. Our Centre is unique in the range of postgraduate qualifications on offer
Symbaloo - Your Bookmarks and favorites in the cloud - 47 views
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Professional Development Graduate Credit | CodeHS - 9 views
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FAQ - Diigo help - 44 views
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effectively utilize the vast array of information that resides on the internet and who are capable of processing the information collaboratively
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superior to traditional classroom teaching alone
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skills
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Teacher can setup separate accounts - one is for their professional / personal usage, and one to be used for instruction with their students. That way, there is less concern of mingling these.
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Become an Education Champion - 6 views
Online Professional Development - 49 views
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Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views
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In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
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Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
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The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
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Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
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Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
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Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
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The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
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d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
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Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
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practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
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This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
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Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
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Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
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Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
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MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
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Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
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We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
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Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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Music performance anxiety and occupational stress amongst opera chorus artists and thei... - 3 views
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There has been no study exploring the prevalence or characteristics of MPA among professional choral musicians, who may be considered a vocal analogue of orchestral musicians. There may be systematic differences among different types of musicians regarding the level of performance anxiety experienced.
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Chorus artists were ideal subjects for the proposed study because they are a clear exemplar of a group of musicians with high performance demands and expectations who have heavy rehearsal and performance schedules.
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While this study suggests that treatment efforts be directed at reducing MPA rather than occupational stress, further investigation of the relationship between occupational stress and trait anxiety is needed.
Tech Tips Newsletter - Games and Learning | University of Wisconsin - Stout - 2 views
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Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford H... - 1 views
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Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
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ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
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chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
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in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
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egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
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Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
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Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
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s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
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The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
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The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
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little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
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however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
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Stephen Downes: The Role of the Educator - 122 views
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In my opinion this is very true, there are few if any directives on how teachers should be facing the changes in the 21st Century, everybody is still focused on hardware rather than cloud computing and web 2.0.
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Yes - it is a focus on the technology - as educaltors the focus should be on the pedagogy
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This isn't just about online learning! How many of these roles do you fulfill as a teacher, "facilitator," or admin? How successful have professional development efforts been in getting teachers to try out new roles? How successful have they been in getting kids to try out some of these roles? What other roles are there for students?
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Article comparing the lack of knowledge about the role of the educator at the moment with the blame put on 'bad teachers'.
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Education Week Teacher: How to Make the Most of Your Professional Learning Community - 33 views
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During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
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Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
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Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
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To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
Symbaloo - Your Bookmarks and favorites in the cloud - 21 views
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UKEdChat Online Conference - 6 views
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"Educators from around the world are invited to participate in this inaugural event, where the focus is on pedagogy, classroom practice, and ideas to improve teaching and learning. The event will take place over 3 days in October 2017 (24-26 October) - planned to be during the half-term holidays for most educators in the UK - but educators are also invited along to share in the incredible pedagogy that goes on in classrooms around the world. We will also send you a guide of the event with details about the speakers and about their presentation prior to the conference. "
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
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make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
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These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
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first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
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children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
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Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
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shared by Martin Burrett on 14 Sep 17
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2017 Online Conference - 14 views
ukedchat.com/2017OnlineConference
conference education educators teachers CPD PD professional development
![](/images/link.gif)
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"Due to demand, we are delighted to announce details of our first online conference. Educators from around the world are invited to participate in this inaugural event, where the focus is on pedagogy, classroom practice, and ideas to improve teaching and learning. The event will take place over 3 days in October 2017 (24-26 October) - planned to be during the half-term holidays for most educators in the UK - but educators are also invited along to share in the incredible pedagogy that goes on in classrooms around the world."