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Clint Heitz

CATME | Smarter Teamwork Tools - 1 views

  • Assigning students to teams: CATME Team-Maker Self and peer evaluations and rating team processes: CATME Peer Evaluation Training students to rate teamwork: CATME Rater Calibration Training students to work in teams: CATME Teamwork Training Making meetings more effective: CATME Meeting Support
  • Gather information from students and provide feedback to students. Understand their student teams’ processes, team-members’ contributions, and students’ perspectives on their team experience. Be aware of problems that are occurring on their students’ teams Hold students accountable for contributing to their teams. Use best practices when managing student team experiences.
Clint Heitz

How To Manage Group Work - The Learning Scientists - 3 views

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    A look at tools and resources regarding effective group work in the classroom.
Roland Gesthuizen

Screen time: It's not about how much. It's about how. | Tech Learning - 37 views

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    "Screen time is most effective when adults and children use electronic devices together. This interaction will prepare young people to effectively use the devices as toddlers, then in school and beyond."
Wes Bolton

Serious reading takes a hit from online scanning and skimming, researchers say - The Wa... - 89 views

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    "To cognitive neuroscientists, Handscombe's experience is the subject of great fascination and growing alarm. Humans, they warn, seem to be developing digital brains with new circuits for skimming through the torrent of information online. This alternative way of reading is competing with traditional deep reading circuitry developed over several millennia."
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    Washington Post article on how the internet is impacting our ability to read and concentrate.
Thieme Hennis

Reading Comprehension: Paper or Screen? | DMLcentral - 61 views

  • What makes for effective reading, then? Before trying to answer this question, one has to acknowledge that the answer is complicated and depends on individual users' familiarity with the reading tools that they are using and the purpose for which they are reading. With that in mind, these studies suggest at least a few features. Readers should be able to clearly see the text, and the more text that can be placed within their field of vision at a time, the better. They should have a means for accessing their current place within the text, as well as the ability to quickly move through the text to find information. Finally, they should be familiar with the reading technology, so they can ignore it and simply read. 
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    I argue that the differences revealed in these studies are not between paper and screen, as Jabr suggests, or even between print and digital. Rather, these differences in reading comprehension seem to be a product of how readers interface with these print and electronic technologies and the affordances that each provides to these readers. 
Thieme Hennis

HS7 - National Pilot Study (High School) | PERTS - 17 views

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    "Teaching Adaptive Mindsets Improves Achievement Programs that teach students to have adaptive mindsets have recently received increased attention among educators and policy makers. These programs help students think about school in ways that help them stay motivated and engaged, even when coursework is challenging. In addition to being effective at improving students' motivation and achievement, they are also brief and easy to administer. PERTS Teaches Adaptive Mindsets on a National Scale Because of the promise of mindset programs, the White House Office of Technology and Science Policy recently hosted a convening to explore ways to apply mindset programs more broadly. An important outcome of this meeting was a plan to conduct a national study that will deliver mindset programs in a large, nationally representative sample. PERTS has expertise in delivering mindset programs across the nation, and we will take a lead in conducting the national study. The National Mindset Pilot is the first step."
Roland Gesthuizen

Everything You've Ever Been Told About How You Learn Is A Lie | Australian Popular Science - 151 views

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    "You know everyone learns differently. Do you think you learn better through words or pictures? Did you know you learn different subjects with different sides of the brain? Welp, they were wrong. Many of the theories of "brain-based" education, a method of instruction supposedly based on neuroscience, have been largely debunked by rigorous science."
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    Thanks for sharing .This is well done! I teach a Psychology course designed to develop students' critical thinking about such "myths." Here is a list of others: Lilienfeld, S. O., Lynn, S. J., Ruscio, J., and Beyerstein, B. L (2010). 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Malden, MA: Wiley-Blackwell.
Thieme Hennis

MOOCs: The cutting announcement of the wrong revolution | betrokken wetenschap - 27 views

  • A critical assessment of mainstream of higher education reveals that universities spent most energy on delivery of knowledge. Application of knowledge is dominated by ‘near transfer’, which means that students learn to give practical examples of theoretical concepts. ‘Far transfer’ originates from the analysis and solving of real problems, without prior exposure to cues regarding relevant knowledge. It occurs in Schools that deploy problem- or project-based learning. Exchange of codified and practical knowledge is absent in general. It might take place during internships, but projects outside the university are better and moreover, they offer opportunity for integration with other learning processes.
  • A balanced and integrated approach of the three learning processes mentioned above is occurring in only few universities. Elsewhere, students learn (and forget) lots of knowledge, have only limited experience with the application of knowledge and are ignorant of the clash between codified and practical knowledge. Consequently, the majority of our universities are disavowing their main goal, the development of ‘readiness for society’. It is this verdict that justifies a revolution in higher education.
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    interesting comments about different types of transfer, and the role of MOOCs.
Thieme Hennis

The Teaching and Learning Foundations of MOOCs - 24 views

  • The pedagogical benefits of these characteristics of MOOCs translated into: the effectiveness of online learning, retrieval learning, mastery learning, enhanced learning through peer and self-assessment, enhanced attention and focus due to “chunking” content into small packages and finally peer assistance, or out-of-band learning.
  • When it comes to peer and self-assessment, there is general agreement that it is an effective means of marking. Assignments that are peer or self-assessed agree closely to those marked by instructors and tutors.
  • Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses. In many ways, they are simply a restatement of online learning environments which are optimised for large class sizes and modes of learning suited to todays digital milieu. When used for students enrolled in a university degree, they are usually combined with on-campus learning opportunities in a “flipped-classroom” style of presentation which brings the advantages of both environments.
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  • What is exciting about the MOOC environment is that it will provide a rich opportunity to gather data that will tell us what does and doesn’t work and how students learn most effectively in as engaging an environment as can be provided. This will almost certainly mean that the current MOOC format will evolve rapidly over time as it is driven by this research supported by real data.
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    MOOC research - pedagogical notions, and scientific outcomes regarding the effectiveness of MOOCs
Don Doehla

Knowledge in Action: "AP+" Project: Research on a Project-Based Learning Approach to AP... - 25 views

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    Knowledge in Action, AP+Project-Research-a #PBL Approach to #AP via @Edutopia http://ow.ly/mi8gB #actfl #langchat @ascd @biepbl #pblchat
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