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Carole Redline

Project SKIP: Screening Kids for Intervention and Prevention - 16 views

www.projectskip.com

project skip screening kids intervention prevention

shared by Carole Redline on 15 Sep 14 - No Cached
  • Carole Redline on 15 Sep 14
     
     The author is my grandson ,Shane's, advocate. Without her he would be up the creek without a paddle.  Will My Child Grow Out of It written by Dr. Bonny Forrest is an important book for parents, educators and practitioners. The succinct, accurate description of learning differences and mental health issues is based on extensive research as well as personal case study experience. The topics discussed and suggestions given are realistic yet always positive. The expanded appendix provides resources for action, effective therapies for consideration and medications commonly in use. Most importantly there is a direct link to ProjectSkip, http://www.projectskip.com/. A special code is given for use of this tool, a first step in the decision of whether to seek professional help. While this book is an excellent resource for parents, it could also be an important textbook for educators as well as those studying in the field of psychology
Florence Dujardin

Creme 2002 - Creative Participation in the Essay Writing Process - 26 views

ahh.sagepub.com/...145.abstract

writing essay process creativity identity reflexivity

shared by Florence Dujardin on 25 Jun 11 - No Cached
  • Florence Dujardin on 25 Jun 11
     
    This article reports on a qualitative action research project which looked at the possibility that giving students an opportunity to explore their relationship with their essays through a range of creative writing techniques might enhance creativity in university writing. The project comprised a series of practical and experiential workshops, with questionnaires and follow-up interviews. The workshops are described, and themes arising from the different strands of the project discussed, using case study material from individual students. Drawing on a range of theoretical perspectives from psychoanalysis, literary theory and academic literacies, the discussion covers notions of genre, writer identity, creativity and play. We argue that approaches introduced in these workshops have implications for mainstream practice in ways that could enable students to feel freer, more empowered and more present in their university writing.
Martin Burrett

10 Crucial CPD Questions for Teachers and Schools - 10 views

ukedchat.com/...10-crucial-cpd-questions

ukedchat

shared by Martin Burrett on 06 Sep 17 - No Cached
  • Martin Burrett on 06 Sep 17
     
    "This week's chat is focused upon 10 crucial CPD questions for teachers and schools with the intention of learning more about what is working and why. In addition to this, the other focus is on how we can ensure that every member of staff becomes continually curious to engage with action research and evidence informed practice about what works best for our learners."
Martin Burrett

'Doing science,' rather than 'being scientists,' more encouraging to girls - 8 views

ukedchat.com/...doing-science-girls

science

shared by Martin Burrett on 13 Feb 19 - No Cached
  • Martin Burrett on 13 Feb 19
     
    "Asking young girls to "do science" leads them to show greater persistence in science activities than does asking them to "be scientists," finds a new psychology study by researchers at New York University and Princeton University. "Describing science as actions, by saying 'let's do science,' leads to more science engagement than does describing science in terms of identities, by asking them to 'be scientists'" explains Marjorie Rhodes, an associate professor in NYU's Department of Psychology and the senior author of the study, which appears in the journal Psychological Science. "These effects particularly hold for children who are the target of stereotypes suggesting that they might not be the kind of person who succeeds in science-in this case, girls," she adds."
Florence Dujardin

Using Wenger's Communities of Practice to Explore a New Teacher Cohort - Journal of Tea... - 14 views

jte.sagepub.com/...62.abstract

CPD induction communities_of_practice portfolio qualitative blogging PhD

shared by Florence Dujardin on 28 Jan 11 - No Cached
  • Florence Dujardin on 28 Jan 11
     
    This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
Caroline Dutton

Health - 0 views

www.cleancookstoves.org/...health-impacts.html

clean cookstoves health research project 2013

shared by Caroline Dutton on 12 Feb 13 - No Cached
  • The World Health Organization (WHO) estimates that exposure to smoke from the simple act of cooking is the fifth worst risk factor for disease in developing countries, and causes almost two million premature deaths per year – exceeding deaths attributable to malaria or tuberculosis.
  • Women in developing countries are also at risk of head and spinal injuries, pregnancy complications, and maternal mortality from the strenuous task of carrying heavy loads of firewood or other fuels. Frequent exposure to cookstove smoke can also cause disabling health impacts like cataracts, which affect women more than men, and is the leading cause of blindness in developing countries.
  • Rudimentary wood-fired cookstoves and open fires emit fine particles, carbon monoxide, and other pollutants at levels up to 100 times higher than the recommended limits set by WHO
  • ...5 more annotations...
  • A randomized-control study in Guatemala led by the University of California, Berkeley, found that halving exposure to indoor air pollution with a chimney stove brought about a reduction in severe pneumonia, and that larger reductions in exposure had more pronounced effects. A systematic review of all available studies on the link between solid fuel use and child pneumonia has found an almost doubling of risk for those exposed.
  • Burns from open fires and unsafe cookstoves are another insidious risk faced by poor households dependent on kerosene, open fires, and unstable metal or clay cookstoves, contributing to a substantial percentage of the estimated 300,000 burn deaths that occur annually
  • While the link between exposure to cookstove smoke and a wide range of health problems such as pneumonia, chronic obstructive pulmonary disease, and lung cancer is well established, the current body of evidence linking cookstoves with other potentially important health effects is compelling but less documented
  • Nearly all of the existing evidence is based on observational studies that compare groups using open fires and traditional cookstoves with those using cleaner fuels, with very little being directly obtained from studies that directly measure the effects of interventions.
  • More evidence is needed to demonstrate that the levels of exposure reduction delivered by clean cookstove and fuels will result in declines in related illnesses and deaths.
  • Caroline Dutton on 12 Feb 13
     
    This is the Global alliance for Clean Cookstoves website. They offer much information about the issues surrounding the topic and their action plan for affecting change!
Kenuvis Romero

Memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • Encoding of working memory involves the spiking of individual neurons induced by sensory input, which persists even after the sensory input disappears (Jensen and Lisman 2005; Fransen et al. 2002). Encoding of episodic memory involves persistent changes in molecular structures that alter synaptic transmission between neurons. Examples of such structural changes include long-term potentiation (LTP) or spike-timing-dependent plasticity (STDP). The persistent spiking in working memory can enhance the synaptic and cellular changes in the encoding of episodic memory (Jensen and Lisman 2005).
  • Recent functional imaging studies detected working memory signals in both medial temporal lobe (MTL), a brain area strongly associated with long-term memory, and prefrontal cortex (Ranganath et al. 2005), suggesting a strong relationship between working memory and long-term memory. However, the substantially more working memory signals seen in the prefrontal lobe suggest that this area play a more important role in working memory than MTL (Suzuki 2007).
  • Consolidation and reconsolidation. Short-term memory (STM) is temporary and subject to disruption, while long-term memory (LTM), once consolidated, is persistent and stable. Consolidation of STM into LTM at the molecular level presumably involves two processes: synaptic consolidation and system consolidation. The former involves a protein synthesis process in the medial temporal lobe (MTL), whereas the latter transforms the MTL-dependent memory into an MTL-independent memory over months to years (Ledoux 2007). In recent years, such traditional consolidation dogma has been re-evaluated as a result of the studies on reconsolidation. These studies showed that prevention after retrieval affects subsequent retrieval of the memory (Sara 2000). New studies have shown that post-retrieval treatment with protein synthesis inhibitors and many other compounds can lead to an amnestic state (Nadel et al. 2000b; Alberini 2005; Dudai 2006). These findings on reconsolidation fit with the behavioral evidence that retrieved memory is not a carbon copy of the initial experiences, and memories are updated during retrieval.
  • ...4 more annotations...
  • Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.
  • At the Center for Cognitive Science at Ohio State University, researchers have found that memory accuracy of adults is hurt by the fact that they know more, and have more experience than children, and tend to apply all this knowledge when learning new information. The findings appeared in the August 2004 edition of the journal Psychological Science.
  • Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information[59] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.[60]
  • Methods to optimize memorization[edit] Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming which is intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.[72]
Jay Swan

Problem-based Learning in Science - 43 views

www.cct.umb.edu/pblscience.html

PBL guide overview research

shared by Jay Swan on 31 Dec 09 - Cached
  • Jay Swan on 31 Dec 09
     
    From site: "The best way for students to learn science is to experience problems that challenge science, and the thought, habits of mind and actions associated with trying to solve them. This implies opportunities for authentic, inquiry-based learning. Problem-based learning (PBL) is a powerful vehicle for this, in which a real-world problem becomes a context for students to investigate, in depth, what they need to know and want to know (Checkly, 1997). It is a robust, constructivist process, shaped and directed primarily by the student, with the instructor as metacognitive coach."
Martin Burrett

Study finds reading information aloud to yourself improves memory - 19 views

ukedchat.com/...reading-aloud-improves-memory

memory research

shared by Martin Burrett on 13 Dec 17 - No Cached
  • Martin Burrett on 13 Dec 17
     
    "You are more likely to remember something if you read it out loud, a study from the University of Waterloo has found. A recent Waterloo study found that speaking text aloud helps to get words into long-term memory. Dubbed the "production effect," the study determined that it is the dual action of speaking and hearing oneself that has the most beneficial impact on memory."
Matt Renwick

Education Week: Teachers, Don't Forget Joy - 19 views

www.edweek.org/...08wallis.h33.html

action-research

shared by Matt Renwick on 01 Jan 15 - No Cached
Sheri Edwards liked it
  • talked of all the rich research we have to help our students grow smarter as readers, writers, and thinkers
  • overlooked something in our discussion
  • three-letter word we take for granted
  • ...6 more annotations...
  • missing in the recent conversations
  • I step into a classroom and learn alongside teachers and kids
  • It is about a deep-felt sense of wonder, of expectation, of delight, of engagement.
  • How different school would be if joy fueled each day's experience of learning.
  • joyless space we have created for students and ourselves.
  • everyone is both teacher and learner.
Deborah Baillesderr

CAST: Center for Applied Special Technology - 117 views

www.cast.org

udl education technology teaching learning cast

shared by Deborah Baillesderr on 15 Mar 11 - Cached
  • Denise Whiteman on 15 Mar 11
     
    WOW! Free tools related to literacy skills. The book builder tool has a section which reads a story (here's a link for "A Tortoise and a Hare") - They offer professional development and multimedia learning tools. ....."A Tortoise and a Hare" - just this one book offers an amazing variety of learning tools including: activating background knowledge, self assessment and reflection, collaboration and communication, action and expression, coping skills and strategies, challenge and support, recruiting interest, goal-centered learning, and designing flexible curriculum. Each of these skills has a specific activity within the story to address it (almost every page has a different one!). Every page also has a question to think about and respond to. At the end it discusses the moral in another activity and the story itself offers extension activities for follow-up. The story is read by a young girl, but there is also a text reader built in, a glossary, and word-by-word English/Spanish translations.
  • ...1 more comment...
  • msovoice on 16 Mar 11
     
    This is great. Good for educators, parents, and students. The book builder thing is cool!
  • Mark Trerotola on 22 May 12
     
    An educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
  • Marc Patton on 02 Mar 13
     
    CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
Mrs. Lail2

Success is a Four Letter Word - 37 views

www.swprn.com/...uccess-is-a-four-letter-word-2

education teaching

shared by Mrs. Lail2 on 04 Nov 12 - No Cached
  • it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
  • But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
  • A clear goal Determination despite others’ doubts Self-confidence about figuring things out Humility about knowing it doesn’t come easy Persistence despite fear Patience to handle the small obstacles that obscure the path A code of ethics to live by Flexibility in the face of roadblocks A capacity for human connection and collaboration A recognition that accepting help does not equate to weakness A focus and appreciation of each step in the journey An appreciation of other people’s grit A loyalty that never sacrifices connections along the way An inner strength that helped propel them to their goal
  • ...1 more annotation...
  • “… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
  • Mark Gleeson on 04 Nov 12
     
    And that word is grit
  • Mrs. Lail2 on 05 Nov 12
     
    Interesting article - I need to track down the original research! 
anonymous

Purposeful Professional Learning (Professional Learning That Shifts Practice- Part 1) -... - 10 views

katielmartin.com/...ctice-series-part-1-purposeful

shared by anonymous on 25 Apr 17 - No Cached
  • allow learners to solve relevant issues that matter to them
    • anonymous
      anonymous on 25 Apr 17
       
      If it doesn't seem to matter to the learners, it will be wasted time for them. Sometimes teachers are only in a PD session for the hours. In such cases, it is the responsibility of the facilitator to make sure there is at least one nugget of info that matters to them.
  • the team determined a specific goal that they wanted to accomplish by the end of the day
    • anonymous
      anonymous on 25 Apr 17
       
      Good practice to ask what individuals hope to gain but also should ask what hope to gain via collaborative efforts. Maybe should ask them to share their top three strengths to give us a place for building upon.
  • To guide the work time, we observed some classrooms and discussed what we noticed. Based on our goals, we set clear targets and some time boundaries to check in on progress.
    • anonymous
      anonymous on 25 Apr 17
       
      We do this with teachers as we begin work with them. Maybe we need to be more transparent and have this in writing as well for them to reference- menu.
  • ...4 more annotations...
  • each teacher shared what they had learned, what they had created, and their actionable next steps.
    • anonymous
      anonymous on 25 Apr 17
       
      Probably the most important step of the day!
  • The more you empower learners, the more they will be invested in the work.
    • anonymous
      anonymous on 25 Apr 17
       
      Profound statement!
  • society evolves and schools work to meet the needs of learners
    • anonymous
      anonymous on 26 Apr 17
       
      I think one of the keys here is to acknowledge that society is evolving and we need to evolve to meet the needs of society - for example, just because research shows that, for some things, handwriting helps people remember something better or reading a hard copy is easier for comprehension than a digital copy - just because research at this point confirms these concepts, that doesn't mean we don't need to provide opportunities for practice and teach learners to recall digitally written info or comprehend digital text. If that is the trend the world is moving toward, we have to move in that direction as well - or be left behind.
  • purposeful
    • anonymous
      anonymous on 26 Apr 17
       
      We know that when learning is purposeful, students are more engaged and grasp more. So, why wouldn't we want professional learning to be the same?
A Gardner

NPR Media Player - 2 views

www.npr.org/...mediaPlayer.html

npr media player struggling students research learning

shared by A Gardner on 12 Nov 12 - No Cached
  • A Gardner on 12 Nov 12
     
    Interesting cultural perspective on struggle; especially important: lack of struggle is not equivalent to smart
Sirkku Nikamaa-Linder

CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views

www.cbi.org.uk/...change-is-possible

CBI Education campaigns

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Question: What are the goals set out on the political level? What does Gove want to achieve?
  • lacks
  • guardrails
  • ...46 more annotations...
  • which makes transformational change
  • ifficult
  • In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
  • nowhere in the UK do they really drive the terms under which schools are assessed.
  • In England, the government has defined its approach as being based on curriculum rigour.
  • This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
  • best schools
  • areas of high disadvantage
  • define the outcome they need
  • in the face of the complex and inconsistent demands the system places on them.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
  • One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
  • Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
  • It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
  • shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
  • Focus on raising the ambition and attainment for every child as far as their abilities permit
  • guide young people effectively on their choice of enabling subjects…
  • thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
  • Have a school accountability and assessment framework that supports these goals rather than defining them.
  • social literacy
  • a range of core subjects
  • ncluding critically maths, English, the sciences
  • effective use and understanding of computer science.
  • ‘enabling subjects’
  • humanities, languages, arts, technical and practically-based subjects
  • equip a young person to move on
  • o university, or to an apprenticeship or vocational qualification
  • a set of behaviours and attitudes,
  • An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
  • ‘employability skills’
  • Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
  • right context at school
  • A supportive culture, pastoral care and the right ethos are all needed to make the difference.
  • a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
  • enable all of our young citizens to reach the desired standards.
  • conflicting expectations placed on schools.
  • renewed system should be able to judge performance against the goals based on more complex metrics.
  • judgement
  • on overall culture and ethos, teaching and governance
  • group of data points, including testing but also outcomes data.
  • Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
  • beyond the merely academic, into the behaviours and attitudes schools should foster
  • basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
  • Ofsted
  • asked to steward the delivery of these outcomes
  • resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
Tonya Thomas

Model Updates - 19 views

www.astd.org/...Model-Updates

competency model updates resources tools news

shared by Tonya Thomas on 07 Nov 12 - No Cached
  • Social Learning Update (2011)  What  Content Link   Research goals and outcomes  Study description (PDF)  Results summary  T+D Magazine article (PDF)  Model Graphic  (coming soon)  One-page summary  About Social Learning (PDF)  ASTD Learning System supplement  Learning System Supplement (PDF)  Career Development Action planning  ASTD Career Navigator  Related reference list  Resource list (PDF)
Tony Baldasaro

The Window: Thinking in the Seams: Engaging Interdisciplinary Thinking - 1 views

clerestorylearning.blogspot.com/...hinking-in-seams-engaging.html

interdisciplinary_learning teaching education learning

shared by Tony Baldasaro on 31 Jul 09 - Cached
  • “thinking in the seams,” thinking that merges ideas from different disciplines to generate something novel and beneficial
  • “points of departure for discovering or confirming similar structures and relations in other disciplines.”
  • It stitches together perspectives or modes of inquiry from two or more disciplines to explore ideas. It is thinking “in the seams.”
    • Tony Baldasaro
      Tony Baldasaro on 31 Jul 09
       
      I like this visual of "stitching" together ideas.
  • ...3 more annotations...
  • Patterns play a critical role in enabling interdisciplinary thinking.
  • According to researchers, interdisciplinary thinking often follows a sequence of mental actions: relationships between ideas within a discipline are recognized→the relationships are recognized as forming pattern(s)→the pattern(s) are decontextualized/generalized→examples of the same pattern(s) are recognized in other disciplines→ideas from one discipline “overlay” with another, generating new ideas.3
  • “usable knowledge”—knowledge that “is connected and organized around important concepts” and “supports transfer (to other contexts) rather than only the ability to remember.”
  • Tony Baldasaro on 31 Jul 09
     
    Creativity, innovation, and deepened understanding can result from interdisciplinary thinking. Despite these potential benefits, schools rarely cultivate the "mental dexterity" required for thinking in the seams
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