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reanea wilson

Teachers and Librarians: Collaborative Relationships. ERIC Digest. - 56 views

www.ericdigests.org/...librarians.html

shared by reanea wilson on 31 Jul 10 - Cached
    • reanea wilson
      reanea wilson on 31 Jul 10
       
      a great professional goal to strive for
  • The study concludes that test scores increase as school librarians spend more time collaborating with and providing training to teachers, providing input into curricula, and managing information technology for the school
  • Collaboration is based on shared goals, a shared vision, and a climate of trust and respect
  • ...17 more annotations...
  • comprehensive planning is required
  • leadership, resources, risk, and control are shared;
  • and the working relationship extends over a relatively long period of time
  • Additional benefit
  • include more effective use of both resources and teaching time,
  • integration of educational technologies, and a reduced teacher/student ratio
  • team planning is encouraged by the principal
  • Administrators who ask how teachers are using the resources of the media center and the expertise of the library media specialist create an atmosphere where collaboration is more likely to occur
  • Library media specialists are often viewed as storytellers and providers of resources
  • rather
  • co-teachers who share common goals
  • change this
  • by serving on curriculum committees, attending planning meetings, and sharing ideas for integrating the media center into the curriculum
  • initiative, confidence, communication skills, leadership qualities,
  • willingness to take risks.
  • qualities of a library media specialist
  • equire time- perhaps two to five years-
Doreen Stopczynski

20 reasons why students should blog | On an e-journey with generation Y - 181 views

murcha.wordpress.com/...asons-why-students-should-blog

students education technology web2.0

shared by Doreen Stopczynski on 29 Sep 10 - Cached
  • It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is wonderful when students think they are having so much fun, they forget that they are actually learning. A favourite comment on one of my blog posts is: It’s great when kids get so caught up in things they forget they’re even learning…   by jodhiay authentic audience – no longer working for a teacher who checks and evalutes work but  a potential global audience. Suits all learning styles – special ed (this student attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students, multi-literacies plus ‘normal‘ students. Increased motivation for writing – all students are happy to write and complete aspects of the post topic. Many will add to it in their own time. Increased motivation for reading – my students will happily spend a lot of time browsing through fellow student posts and their global counterparts. Many have linked their friends onto their blogroll for quick access. Many make comments, albeit often in their own sms language. Improved confidence levels – a lot of this comes through comments and global dots on their cluster maps. Students can share their strengths and upload areas of interest or units of work eg personal digital photography, their pets, hobbies etc Staff are given an often rare insight into what some students are good at. We find talents that were otherwise unknown and it allows us to work on those strengths. It allows staff to often gain insight to how students are feeling and thinking. Pride in their work – My experience is that students want their blogs to look good in both terms of presentation and content. (Sample of a year 10 boy’s work) Blogs allow text, multimedia, widgets, audio and images – all items that digital natives want to use Increased proofreading and validation skills Improved awareness of possible dangers that may confront them in the real world, whilst in a sheltered classroom environment Ability to share – part of the conceptual revolution that we are entering. They can share with each other, staff, their parents, the community, and the globe. Mutual learning between students and staff and students. Parents with internet access can view their child’s work and writings – an important element in the parent partnership with the classroom. Grandparents from England have made comments on student posts. Parents have ‘adopted’ students who do not have internet access and ensured they have comments. Blogs may be used for digital portfolios and all the benefits this entails Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purposes Students are digital natives - blogging is a natural element of this. Gives students a chance  to show responsibility and trustworthiness and engenders independence. Prepares students for digital citizenship as they learn cybersafety and netiquette Fosters peer to peer mentoring. Students are happy to share, learn from and teach their peers (and this, often not their usual social groups) Allows student led professional development and one more…… Students set the topics for posts – leads to deeper thinking
  • Doreen Stopczynski on 20 Oct 10
     
    Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics

progressive politics constitution

shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
  • ...10 more annotations...
  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
D. S. Koelling

Views: What's High School For? - Inside Higher Ed - 35 views

www.insidehighered.com/...sharfman

dual enrollment concurrent enrollment

shared by D. S. Koelling on 04 Jan 11 - No Cached
  • In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
  • In reality, though, dual enrollment may do more harm than good.
  • The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.
  • ...6 more annotations...
  • As a result, classes that used to be termed “college-prep” are now seen as college proper.
  • In practice, however, courses covered in a high school setting on a high school calendar are often vastly different in practice.
  • This is not a criticism of high school teachers. Many are excellent educators and care deeply about students. But they often teach more classes than college faculty do, have myriad extracurricular responsibilities, and lack the requisite training that enables college faculty to introduce best practices in the field. In contrast, college faculty members expect a higher level of work from students, including having them study independently, write in the discipline and be exposed to the latest research. They are less likely to offer extra credit, or evaluate students based on an inflated high school norm.
  • High school students, especially sophomores and juniors, are not like college students. A collection of 15-, 16-, and 17-year-olds are normally at a different stage of intellectual and moral development than are college students. Treating a high school student like a college student does not always do them a favor.
  • This student, as a sophomore in high school, earned a “C” in a “college” English course, which exempts her from our basic English 111 College Writing class. Even though her ACT score indicates her writing skills are deficient, we are limited in what we can do. Like many students who have already passed a “college” class, she thinks she already has the necessary writing skills to be successful in college. We know she very likely does not. Our willingness to increase student access by accepting transfer credit means that, without taking this student’s credits away, we cannot help her with her writing. Instead, by virtue of an average performance as a high school sophomore, this student will be placed into college classes for which she is unprepared.
  • Most colleges willingly accept credits from like institutions because we trust that our courses are equivalent and that our faculty are credentialed. I doubt that same trust applies to high schools. The best service a high school can provide is to prepare students for college, not substitute for it.
  • D. S. Koelling on 04 Jan 11
     
    High school dual enrollment programs may not be helping students succeed in college.
Cüneyt Birkök

What is eType? | - 91 views

www.etype.com/what-is-etype

shared by Cüneyt Birkök on 14 Mar 11 - No Cached
  • eType is your online multi-language dictionary with translations and word substitutes to virtually any language in the world. eType is your writing guide that auto-completes your words as you type them, enabling you to type faster and boost your level of confidence in your writing. eType prevents you from making spelling mistakes before they happen and helps you select the best word choice possible – even if you are not writing in your native language.
  • Cüneyt Birkök on 14 Mar 11
     
    a must have software
Josh Flores

TODAYMoms - Should parents be blamed when kids fail at school? - 106 views

moms.today.com/...lamed-when-kids-fail-at-school

news resources should parents

shared by Josh Flores on 23 May 11 - No Cached
    • Josh Flores
      Josh Flores on 23 May 11
       
      Who the heck would click "NO"???
    • Josh Flores
      Josh Flores on 24 May 11
       
      Parents should be held accountable, teachers should be held accountable AND students should be held accountable.
    • Josh Flores
      Josh Flores on 24 May 11
       
      from Lynn Jones (to me?) "How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child."
    • Josh Flores
      Josh Flores on 24 May 11
       
      My Reply to Lynn Jones: 1. Parents should be held accountable along with teachers and the students themselves. 2. Six kids????? You are a saint! I plan on having two at the most and pray to the gods they're not girls! 3. Is there a specific reason you sent me your family history?
    • Josh Flores
      Josh Flores on 24 May 11
       
      From Lynn: "I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher."
    • Josh Flores
      Josh Flores on 24 May 11
       
      I don't think the article is about differentiation but sure, I'm confident it's in the back of any high quality educator's mind. Regardless, we can always do more than standby our kids. 
  • Lynn Jones on 24 May 11
     
    How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child.
  • Lynn Jones on 24 May 11
     
    I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • 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.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • 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 test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • 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.
  • 2. Students try to avoid challenging tasks.
  • 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.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • 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.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • 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.
  • the problem with tests is not limited to their content.
  • 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,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Erin DeBell

Direct Object Pronouns - 0 views

www.studyspanish.com/...dopro1.htm

shared by Erin DeBell on 17 Jul 11 - Cached
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      I identify the Direct Object by finding the "main" verb of the sentence, the action verb.  In the highlighted sentence to the right, what is the main (or only) verb? HIT. To identify the D.O., ask yourself WHO or WHAT is being hit in this sentence? The ball.  Your Direct Object is THE BALL. What is the action verb in the next sentence? READS.  Ask yourself the question... Who or what is getting read? The BOOK.  So the book is your D.O.   It's as easy as that.  If you can identify the main/action verb, you can identify the D.O.
  • Example 1
  • bought
  • ...12 more annotations...
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      What is the action verb in the first sentence? BOUGHT. What got bought in the sentence? FLOWERS. FLOWERS is your D.O.
  • When the pronoun replaces the name of the direct object, use the following pronouns:
  • me (me) te (you-familiar) lo, la (him, her, it, you-formal) nos (us) os (you-all-familiar) los, las (them, you-all-formal)
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      PLACEMENT.  Important.  Where do you put the pronoun once you figure out what it is?
  • Look at how Spanish and English are different. "Lo tengo" and "La tengo" BOTH mean "I have it."
  • direct translation doesn't work so well:
  • La como.
  • This is completely incorrect!
  • Learn to translate groups of words, rather than individual words. The first step is to learn to view two Spanish words as a single phrase.
  • Just as no one has ever learned to ride a bicycle by reading about it, neither will you learn to use direct object pronouns simply by reading this lesson. The key to success, as always, is to practice, practice, practice.
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Do you feel like you understand Direct Objects?  Are you frustrated?  If so, how much have you practiced?  How many sample exercises have you done? If you read and take notes on a good explanation and then do some exercises, you will feel much more confident with the topic. 
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Try this simple, extremely helpful exercise: http://www.studyspanish.com/practice/dopro1.htm
Erin DeBell

Indirect Object Pronouns: Part Three - 0 views

www.studyspanish.com/...iopro3.htm

shared by Erin DeBell on 17 Jul 11 - No Cached
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      SCROLL DOWN FOR AN IMPORTANT RULE FOR SENTENCES WITH MULTIPLE VERBS (BACK TO BACK VERBS)
  • When a sentence has two verbs, the first verb is conjugated and the second verb remains in the infinitive form.
  • Puedo pagar
  • ...10 more annotations...
  • prefiere hablar
  • In sentences with two verbs, there are two options regarding the placement of the indirect object pronoun.
  • Here are examples of the indirect object pronoun placed before the conjugated verb:
  • Here are examples of the indirect object pronoun attached directly to the infinitive:
  • Here are the two methods side by side. Neither method is "better" than the other.
  • you must learn to recognize whole groups of words, rather than inspecting each word independently.
  • Your success in being able to recognize these groups is largely dependent upon having learned previous material -- namely verb conjugation.
  • You need to be able to quickly recognize a conjugated verb and an infinitive. You need to automatically recognize "necesito comprar" as "I need to buy."
  • If you can do that, it is just one small step to recognize "te necesito comprar" as "I need to buy for you." From there, the final step is easy: "Te necesito comprar un regalo."
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      How quickly are you able to recognize and produce conjugations of key verbs?  Most students are not as confident with conjugation as they should be when they start studying object pronouns.  No wonder it does not come easy!  Want to fix this?   Visit this link to practice conjugating common irregular verbs in the present tense.  If you like it, keep practicing all the other tenses you need to know!
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      http://conjuguemos.com/home/docs/nologin/spanish_verbs_verbs_6.html This link also includes regular verbs, FYI.  Follow the link and click START to begin!
D. S. Koelling

A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher E... - 40 views

chronicle.com/...126451

shared by D. S. Koelling on 28 Feb 11 - No Cached
  • at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
  • What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
  • students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
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  • Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
  • It has become difficult to give students honest feedback.
  • As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
  • Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
  • Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
  • It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
  • Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
  • Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
  • Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
  • Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
  • Steve Ransom on 28 Feb 11
     
    So many issues here to deal with. Good read.
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
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  • “… 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! 
Brianna Crowley

Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views

blogs.edweek.org/..._a_good_start_--_part_one.html

firstday resources teaching

shared by Brianna Crowley on 16 Aug 12 - No Cached
Denise Olsen liked it
  • Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
  • Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
  • choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
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  • Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.
Julie Bisher

ePals Global Community - 39 views

en.community.epals.com/...children-around-the-world.aspx

self awareness and connection

shared by Julie Bisher on 14 Jul 12 - No Cached
  • Julie Bisher on 14 Jul 12
     
    Great project for building self awareness and confidence as well as getting an opportunity for self-expression; great way to begin a connection with epals
tecno teach

Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views

www.routledge.com/...9780415590938

psychology e-learning book

shared by tecno teach on 12 Jan 13 - No Cached
    • tecno teach
      tecno teach on 12 Jan 13
       
      Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
    • tecno teach
      tecno teach on 12 Jan 13
       
      Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
    • tecno teach
      tecno teach on 12 Jan 13
       
      Those against technology - Tanya Byron stating they technology is affecting children's minds.
    • tecno teach
      tecno teach on 12 Jan 13
       
      Changing attitudes whilst online - different identities - different ways some converse.
    • tecno teach
      tecno teach on 12 Jan 13
       
      * Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
    • tecno teach
      tecno teach on 12 Jan 13
       
      Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
  • grounding in both theory and pedagogical application
  • current research,
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  • s illustrative case studies
  • cybergogy
  • behaviourism, cognitivism and constructivism in the context of e-learning.
  • social networking;
  • cybergogy and new learning domains
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • 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
  • 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)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • 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.
  • 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
  • person has few problems with performance anx-iety
  • 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)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • 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.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • 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
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • 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).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • 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
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • 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
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
meghankelly492

The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views

www.tandfonline.com/...10632913.2015.1064051

world Music

shared by meghankelly492 on 11 Aug 19 - No Cached
  • The article describes creative youth development in the larger contexts of arts education and of education reform.
  • Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
  • Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
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  • attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
  • such as heightened confidence and sense of agency
  • Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
  • Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
  • The creative process at the center of CYD programs contributes to profound personal growth for youth participants
  • And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
  • community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
  • hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
  • impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
  • She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
  • Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—
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