Skip to main content

Home/ Diigo In Education/ Group items tagged means

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Tim Cooper

Computational Thinking: I do not think it means what you think it means - Medium - 32 views

medium.com/...ou-think-it-means-6d39e854fa90

computational thinking programming constructionism papert

shared by Tim Cooper on 15 Mar 16 - No Cached
  • Tim Cooper on 15 Mar 16
     
    This is an excellent deconstruction of the pop term "computational thinking" and a reconstruction of Papert's real meaning (which is so much more powerful!).
maureen greenbaum

BetaKit » Is Adaptive Learning the Future of Education? - 2 views

betakit.com/...arning-the-future-of-education

shared by maureen greenbaum on 21 May 12 - No Cached
  • adaptive learning will adjust every question based on a student’s previous answer.
  • Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
  • The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
  • ...7 more annotations...
  • ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
  • The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
  • “The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
  • Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
  • The students also have their own dashboard to see recommended content.
  • Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
  • students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.
  • maureen greenbaum on 21 May 12
     
    "The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
Steve Ransom

BBC News - Plagiarism: The Ctrl+C, Ctrl+V boom - 87 views

www.bbc.co.uk/...magazine-12613617

plagiarism remix

shared by Steve Ransom on 03 Mar 11 - No Cached
  • "There's no such thing as originality anyway, just authenticity."
  • "Being 'original' does not mean having novel ideas never before expressed by a human. It simply means doing the work for yourself."
  • Steve Ransom on 04 Mar 11
     
    "There's no such thing as originality anyway, just authenticity." Carroll agrees: "Being 'original' does not mean having novel ideas never before expressed by a human. It simply means doing the work for yourself."
Jocelyn Hinman

The Learning Zone: Rock Cycle Games - 97 views

www.oum.ox.ac.uk/...level1.htm

shared by Jocelyn Hinman on 10 Dec 12 - No Cached
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Drag the pictures on the right to the cycle on the left. When you are done, you will have a completed rock cycle to help you understand how rock the rock cycle flows.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Weathering means when rock surfaces are broken down by exposure to air, water, and other materials. Their appearance is changed.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Erosion means when the surface is worn away.
  • ...6 more annotations...
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Be sure to click on the post its to learn about definition of words you might be unsure of!
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Deposition means when rocks settle after being moved by wind or rain.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Compaction/cementation means when rocks harden.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Metamorphism means when a rock's structure is changed.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Extrusion means when something bulges or bursts out.
    • Jocelyn Hinman
      Jocelyn Hinman on 10 Dec 12
       
      Intrusive crystallization is when a rock forms under the earth's surface.
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Jeremy Brueck

Closing in on Close Reading - 73 views

www.ascd.org/...osing-in-on-Close-Reading.aspx

Common Education reading literacy ELA Common Core CommonCore Close reading close_reading closereading

shared by Jeremy Brueck on 26 Jul 13 - No Cached
  • close reading means reading to uncover layers of meaning that lead to deep comprehension.
  • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.
  • If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.
  • ...7 more annotations...
  • But the teaching of reading veered significantly off track when those personal connections (also well represented on some high-stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.
  • the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings, images that popped into their heads, and random questions that, in the end, did little to enhance their understanding of the text itself.
  • examining meaning thoroughly and analytically
  • directing attention to the text, central ideas, and supporting details
  • reflecting on meanings of individual words and sentences
  • developing ideas over the course of the text
  • The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008)
  • kari schack on 26 Jul 13
     
    Close Reading
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survey that could interest you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

started by Michèle Drechsler on 08 Jul 09 4 follow-ups, last by Michèle Drechsler on 11 Jul 09
Roland Gesthuizen

chemicalsams: There Is No Such Thing as THE Flipped Class - 74 views

chemicalsams.blogspot.com.au/...ch-thing-as-flipped-class.html

flipclass blog

shared by Roland Gesthuizen on 15 May 13 - No Cached
  • Roland Gesthuizen on 15 May 13
     
    "The term "Flipped Classroom" is being thrown around a lot lately in both positive and negative light. I think the term is a bit ambiguous and does not fully do justice to all that is being done under the guise of the Flipped Classroom. My colleague, Jon Bergmann, and I have a book coming out soon that I hope brings clarity to what most of us mean by "The Flipped Classroom." In the mean time, I hope to shed some light on some of the confusion, critique, and hype. "
Glenn Hervieux

Thinking with Crash: Commenting, Part I - 23 views

ednagelhout.blogspot.com/...commenting-part-i.html

blogging writing comments

shared by Glenn Hervieux on 11 Feb 13 - No Cached
  • Glenn Hervieux on 11 Feb 13
     
    For me, commenting is no different from any other type of writing, driven by the same goals and motivations. Writing is, first and foremost, about audience, purpose, and context. This means, of course, that commenting is about the potential for more explicit/direct engagement in ways that other more formal writing opportunities are not. This means, to me, that the writing (the commenting) requires both a more direct and a more nuanced consideration of audience, purpose, and context. Read more about commenting and interacting with others in blogging and other online conversations.
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

study.com/...ling_for_Higher_Education.html

online disadvantages

shared by anonymous on 23 Oct 16 - No Cached
  • anonymous on 23 Oct 16
     
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Gerald Carey

Thinkmap Visual Thesaurus - An online thesaurus and dictionary of over 145,000 words th... - 174 views

www.visualthesaurus.com/landing

thesaurus online visual interactive

shared by Gerald Carey on 15 Dec 11 - No Cached
  • Gerald Carey on 15 Dec 11
     
    From the website: "Welcome to the Visual Thesaurus, an interactive tool that allows you to discover the connections between words in a visually captivating display. Word maps let you search for just the right word and then explore related concepts, revealing the way words and meanings relate to each other. It's a word-lover's delight, with more than 145,000 words and 115,000 meanings organized in an innovative and intuitive design." However, it costs $3/month and $20/year to subscribe.
Roland Gesthuizen

In 50 Years A Lot Has Changed In School | WeKnowMemes - 117 views

weknowmemes.com/...rs-a-lot-has-changed-in-school

change school assessment teachertraining performance

shared by Roland Gesthuizen on 23 Jan 12 - No Cached
  • Roland Gesthuizen on 23 Jan 12
     
    In 50 years a lot has changed in school 1961 Whats the meaning of these marks. 2011 Whats the meaning of these marks.
Roland Gesthuizen

Education Rethink: What Does It Mean to be a Great Teacher? (Ten Ideas) - 178 views

www.educationrethink.com/...-mean-to-be-great-teacher.html

education teacher

shared by Roland Gesthuizen on 12 Aug 12 - No Cached
  • Here's the secret: It's really hard to pull it off and it takes years to master. It's far less like being a great salesperson and much closer to being a Jedi Knight. Anyone telling you otherwise is selling snake oil.
  • Roland Gesthuizen on 12 Aug 12
     
    "I am struck by both how resilient and fragile life can be. More so than in another other year, I have a stronger sense that learning matters and that I matter as a teacher So, with a mixed first week, I'm still struck by the lingering question: What does it mean to be a great teacher?"
Kirstie Truluck

Literacy defined - 60 views

en.wikipedia.org/Literacy

literacy

shared by Kirstie Truluck on 11 Feb 12 - Cached
  • Literacy represents the lifelong, intellectual process of gaining meaning from print.
    • Kirstie Truluck
      Kirstie Truluck on 11 Feb 12
       
      repeat in group forum: in addition to gaining meaning, this line should add MAKING meaning with print. And, print should be expanded to 'texts' thereby meaning digital, visual, auditory texts - not just print
Don Doehla

The Importance of Fluency and Automaticity for Efficient Reading - 43 views

www.resourceroom.net/...2002_automaticity.asp

Reading fluency research article resources

shared by Don Doehla on 21 Aug 13 - Cached
  • Don Doehla on 21 Aug 13
     
    The reading process involves two separate but highly interrelated areas - word identification and comprehension. It is well established that difficulties in automatic word recognition significantly affect a reader's ability to effectively comprehend what they are reading (Lyon, 1995; Torgeson, Rashotte, and Alexander, 2001). Even mild difficulties in word identification can pull attention away from the underlying meaning, reduce the speed of reading, and create the need to reread selections to grasp the meaning. Many students who struggle to learn to read are able, with appropriate instruction, to compensate for initial reading problems by becoming accurate decoders but fail to reach a level of sufficient fluency to become fast and efficient readers. Thus, the development of techniques for improving automaticity and fluency is critical. Although the research is clear that a systematic alphabetic approach to teaching beginning readers is more effective than a whole word approach (Adams, 1990; Chall, 1996; Snow, Burns and Griffin, 1009), the most effect ways to develop fluency are less well understood.
Donal O' Mahony

#SID2014 - "Net children go mobile" | eLearning Island - 13 views

donalomahony.edublogs.org/...3238

social-media Safer Internet Day.

shared by Donal O' Mahony on 02 Dec 13 - No Cached
  • Donal O' Mahony on 02 Dec 13
     
    My thoughts on normalising the use of social media in schools in the context of Safer Internet Day 2014 "This reality has yet to sink-in, in most schools where dealing with the safer-internet means presenting an anti-cyber bullying campaign rather than a positive pro-social media approach. Many children have a smart-device near at hand - the immediacy if this must be normalised within the process of teaching, learning and play as a tool for research, creation and communication rather than a device that necessarily leads to meanness."
pjt111 taylor

Taking Yourself Seriously: Processes of Research and Engagement - 9 views

cct.wikispaces.umb.edu/TYS4

research thinking writing tools group process graduate education

shared by pjt111 taylor on 18 Sep 11 - No Cached
  • pjt111 taylor on 18 Sep 11
     
    Taking Yourself Seriously: Processes of Research and Engagement is the working title of a book by Peter Taylor and Jeremy Szteiter that assembles the tools and processes from research and writing courses taught in the Graduate Program in Critical and Creative Thinking. The most up to date version of the book can be viewed at http://cct.wikispaces.umb.edu/TYS (and associated links, including a link to a full pdf of the book). "For your research and writing to progress well, your questions and ideas need to be in alignment with your aspirations, your ability to take or influence action, and your relationships with other people. Shorten these items to head, heart, hands, and human connections. Your efforts to bring these 4H's into alignment is what we mean when we invite you to take yourself seriously." Some comments from former students looking back on the influence of the research courses out of which this book has arisen: Jane, a healthcare professional and story-teller: I learned is to 'hold my ideas loosely', which means accepting my own idea as a valid one but always leaving the space open to take in the counterarguments. I learned to give myself permission to be circular and come back to previous steps or thoughts, and I actually became more comfortable doing so. I was able to get engaged in a project that I was able to actually use in work, which was extremely satisfying. The whole process encouraged me, and I felt very empowered as a change agent, which could be an exhilarating feeling.
Ed Webb

News Blog Articles | Absurdist Literature Stimulates Our Brains | Miller-McCune Online ... - 1 views

www.miller-mccune.com/...is-is-your-brain-on-kafka-1474

absurdism absurd absurdity Kafka brain cognition

shared by Ed Webb on 20 Sep 09 - Cached
  • Absurdist literature, it appears, stimulates our brains.
  • our ability to find patterns is stimulated when we are faced with the task of making sense of an absurd tale. What's more, this heightened capability carries over to unrelated tasks.
  • "the cognitive mechanisms responsible for implicitly learning statistical regularities" are enhanced when we struggle to find meaning in a fragmented narrative.
  • ...1 more annotation...
  • we have an innate tendency to impose order upon our experiences and create what they call "meaning frameworks." Any threat to this process will "activate a meaning-maintenance motivation that may call upon any other available associations to restore a sense of meaning,"
1 - 20 of 471 Next › Last »
Showing 20▼ items per page