Changes in voice, appearance, marking key points in color, variation in font size, hats, movement, lessons outdoors, music, curious photos, unexpected objects (a radish on each desk when students enter the classroom) get the RAS attentive to admit the accompanying sensory input of lessons that relates to the curious sensory input!
1More
1More
Atlas of the Human Body - 126 views
www.uniquescoop.com/...uman-body-never-seen-pics.html
anatomy physiology biology body systems systems organs
shared by Holly Barlaam on 09 Jun 11
- No Cached
A Gardner liked it
1More
UKEd Podcast - Episode 04 - Psychological Pressure - 7 views
-
"In this episode we explore some research published by Dr Stephen Earl from the University of Kent in England that is expected to help teachers identify specific reasons for different types of pupil withdrawal in the classroom. Read more about the research at ukedchat.com/2017/04/26/teenage…ive-psychological/ Also, Richard Rogers shares some great classroom activities and ideas about differentiation - The accompanying blog post is at ukedchat.com/2017/04/25/differe…iation-magic-tool/ Get in touch with us via podcast@ukedchat.com and follow us on Twitter @UKEdPodcast, or Direct Message us via the @UKEdChat accounts on Twitter or Facebook."
1More
Earth Science - 2 views
-
The investigations and visualizations on this site were designed to accompany Earth Science, a high school textbook authored by Spaulding and Namowitz and published by McDougal Littell. The Web site was developed by TERC, a non-profit educational research and development firm in collaboration with McDougal Littell. Funding was provided by the National Science Foundation.
1More
A Question of Scale: Meeting a Global Need - The Learner's Way - 9 views
-
I recently spent ten days in Cambodia accompanying students on a service trip where they developed their cultural understanding and spent time improving the environment of a local school. While laying pavers and digging a ditch I had a chance to reflect on the difficulties facing education in a country like this. I came away with questions, wondering and few answers.
1More
Learning about change from a home cooked meal. - The Learner's Way - 7 views
-
Last week I decided that a good home cooked meal was in order. Lacking inspiration it turned to a recipe book I had been gifted the previous Christmas and found what appeared to be a tasty and nutritious option. I read on with enthusiasm and was soon imaging myself dining on this wholesome meal. If the end result looked half as good as the glossy picture that accompanied the recipe, I would be in luck.
2More
Better Teaching: Why You Bore Students & What You Can Do About It - 10 views
1More
Five Resources for Estimating Development Time: The eLearning Coach - 1 views
theelearningcoach.com/...ime-to-develop-online-learning
estimating development time elearning coach tools resources
shared by Tonya Thomas on 07 Nov 12
- No Cached
-
1. Time To Develop One Hour of Training Although this article from ASTD is a few years old, it is still relevant. Not only does it provide the detail many are seeking, authors Karl Kapp and Robyn Defelice delve into several of the contributing factors. 2. How Long Does it Take to Create Learning? This survey states that it has culled data from 249 organizations, representing 3,947 learning development professionals. The “time to complete” data is represented as ratios. Don’t miss the accompanying SlideShare presentation, which has helpful visuals. 3. How Long Does It Take to Create an E-Learning Course? This article discusses a variety of factors you may not have considered, such as priority, review cycles and availability. 4. Estimating Costs and Time in Instructional Design In this article, Donald Clark provides budgets and cost guidelines in addition to the time estimates that he takes from an older source. 5. Why eLearning Development Ratios Can Be Hazardous to Your Health This article presents factors that surveys don’t consider.
3More
Storyline Online - Where Reading Is Fun! - 39 views
-
A collection of stories read by actors - could be used as a reading center, an alternative to read alouds, or a home alternative for students.
-
A website made in conjunction with the Screen Actors Guild thaf has famous actors reading a range of picture story books with accompanying pictures from the book. Includes activities to do in class as well. Needs Flash but you can just go to the YouTube channel to access the stories themselves. http://www.youtube.com/StorylineOnline
-
Storyline is a website that brings stories to life, it helps that each one is told by a great storyteller.
2More
Why Growth Mindsets Are Necessary to Save Math Class - The Atlantic - 36 views
-
Students with a “growth” mindset are those who believe that their ability is not “fixed” and that failure is a natural part of learning. These are the students who perform at higher levels in math and in life. But students don’t get the opportunity to see math as a growth subject if they mainly work on short, closed questions accompanied by frequent tests that communicate to them that math is all about performance and there is no room for failure.
2More
How to Write Dialogue that Matters: Lessons from Aaron Sorkin | Edutopia - 1 views
-
High school writers often fail to include dialogue in their stories. Perhaps this is because they over-rely on telling (1) narratives. Or perhaps skipping dialogue is a strategy that allows students to elude the punctuation rules that accompany quotations
18More
Common Sense for the Common Core - edu Pulse - 27 views
- ...15 more annotations...
-
became necessary when it was blatantly apparent that not all students in U.S schools had equal opportunity to learn
-
We are a “quick fix” society, and we often reject a commitment to long-term goals and outcomes.
A Few Cautions About Organizational Change - 43 views
3More
edtechteacher - 0 views
-
while informal writing is an integral part of youth culture, teenagers also overwhelmingly understand the importance of good writing: 86 percent of teens consider formal writing skills essential to future success. While today's "screenagers" may offer but cursory glances at web pages that does not mean they discount the importance of a sustained engagement with a Shakespearean drama.
-
in the best-case scenarios, teachers will use these changes to demonstrate to students the power of the written word and the importance of communicating clearly, and teachers will then give students new tools and strategies to improve their command of prose and persuasion.
-
Web pages and accompanying multimedia are now integral primary sources for chroniclers and historians of the 21st century.
4More
Mind - When a Parent's Love Comes With Conditions - NYTimes.com - 0 views
-
praising children for doing something right isn’t a meaningful alternative to pulling back or punishing when they do something wrong. Both are examples of conditional parenting, and both are counterproductive.
-
unconditional acceptance by parents as well as teachers should be accompanied by “autonomy support”: explaining reasons for requests, maximizing opportunities for the child to participate in making decisions, being encouraging without manipulating, and actively imagining how things look from the child’s point of view.
44More
The Costs of Overemphasizing Achievement - 83 views
-
First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
-
Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
-
Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
- ...36 more annotations...
-
the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
-
intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
-
they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
-
-
They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
-
When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
-
It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
-
But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
-
the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
-
In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
-
When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
-
And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
-
The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
-
if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
-
As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
-
Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
-
the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
-
The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
-
The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
-
But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
-
Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
-
grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
-
research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
-
Iowa and Comprehensive Tests of Basic Skills,
21More
Distracted Minds: 3 Ways to Get Their Attention in Class - 11 views
-
The more distracted I am in my interactions with you, the less likely you are to give me your full attention.
-
importance of having students share their strengths and values with you at the beginning of a semester
- ...13 more annotations...
-
The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
-
because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
-
One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
-
They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
-
Tell you about an important value
-
Use their names regularly.
-
She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
-
What is most deserving of our attention in the classroom, of course, are the other human beings in our presence
22More
Distracted Minds: Why You Should Teach Like a Poet - 4 views
www.chronicle.com/...y-you-should-teach-like-a-poet
education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
- No Cached
-
When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
-
same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
- ...17 more annotations...
-
Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
-
We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
-
Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
-
in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
-
asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
-
For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
-
As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
‹ Previous
21 - 39 of 39