I compared my results against national data, and I began beating the averages.
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Problem Based Learning: Making Science Relevant to Students - 5 views
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Really NOT that beneficial - 11 views
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An article posted in Science Daily a few years ago the talks about how studies have shown the year-round students do not learn more than traditional school students. This information comes from test scores in math and science observed and compared over a year by a sociologist at the Ohio State University. They also explain that year-round school does not mean the students are in school more days.
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Understandings of Consequence > Curriculum Modules > Ecosystems - 1 views
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This curriculum module contains lessons to be infused into a broader unit on ecosystems. It is divided into six sections. Each section addresses one of a set of six broad and persistent misunderstandings that students have about ecosystems. These misunderstandings stem from how students reason about the nature of causality. The module sections introduce understandings about the nature of causality in ecosystems that students need to develop in order to overcome the misunderstanding and to deeply understand ecosystem concepts. Research shows that students who are taught about the nature of the causal patterns while learning science achieve a deeper understanding than students who are just taught the science
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Electric Circuit Builder - 118 views
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There is no better way of learning about circuits than to get out the wires and play. But this is a good resource that helps you teach about circuits and how to build them. Good as an introduction to the topic. http://ictmagic.wikispaces.com/Science
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The Earth and Beyond - 121 views
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A great set of interactive space resources. Learn about day and night, orbits, phases of the moon and more. Choose a topic from the menu and explore with your class. http://ictmagic.wikispaces.com/Science
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The Coach in the Operating Room - The New Yorker - 37 views
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the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
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They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
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always evolving
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no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
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California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
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they did not necessarily have any special expertise in a content area, like math or science.
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The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
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The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
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teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
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must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
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most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
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The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
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So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
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“What worked?”
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“What else did you notice?”
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something to try.
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Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
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“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
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trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
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one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
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watch other colleagues operate in order to gather ideas about what I could do.
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routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
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It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
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modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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ISTE | Build student-centered learning the right way - 43 views
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when you ask Tiarra Bell, a rising senior at Science Leadership Academy in Philadelphia, what student-centered learning means to her, she doesn’t mention a word about tools and software. Instead, she embraces school because “the teachers are human and care about your life.”
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she encourages her students to move desks, sit on the floor, change the physical environment every day if they like.
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He’s not above using the substitute teacher budget to fill classrooms with instructors for a half day to give his full-time educational staff time for these discussions.
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In a student-centered learning classroom, the teacher doesn’t have to know everything. It’s OK for students to teach each other
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The students themselves can be your most enthusiastic ambassadors showing how powerful learning is shaping their lives.
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Stephen Downes: Things You Really Need To Learn - 88 views
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The prediction of consequences is part science, part mathematics, and part visualization. It is essentially the ability to create a mental model imaging the sequence of events that would follow, "what would likely happen if...?"
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how to look at some text and to understand, in a deep way, what is being asserted (this also applies to audio and video, but grounding yourself in text will transfer relatively easily, if incompletely, to other domains).
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Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
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Sometimes people think that creative ideas spring out of nothing (like the proverbial 'blank page' staring back at the writer) but creativity is in fact the result of using and manipulating your knowledge in certain ways.
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creativity involves a transfer of knowledge from one domain to another domain, and sometimes a manipulation of that knowledge.
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You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a Lamborghini and not having a driver's license.
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When you realize you have the power to choose what you are doing, you realize you have the power to choose the consequences. Which means that consequences -- even bad consequences -- are for the most part a matter of choice
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http://www.iste.org/Content/NavigationMenu/Advocacy/Top_Ten_in_10.htm - 87 views
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Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching
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Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change. With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms. In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program. EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology
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Apex Learning - 27 views
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Apex Learning is the leading provider of blended and virtual learning solutions to the nation's schools. Our digital curriculum provides an active learner experience that engages all students in rigorous coursework to prepare them for college and work. The standards-based digital curriculum - in math, science, English, social studies, world languages, and Advanced Placement - is widely used for original credit, credit recovery, remediation, intervention, acceleration and exam preparation.
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MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 22 views
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provides over 20,000 learning materials categorised into seven main areas: Arts, Business, Education, Humanities, Mathematics and Statistics, Science and Technology\n, Social Sciences.
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Repository of learning objects and materials, multidisciplinary, and includes information literacy instruction.
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Putting Educational Innovations Into Practice Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education.
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Learning Games For Kids - 139 views
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Educational games are a great tool for building foundation math and language skills that today's elementary school curriculum requires. These online learning games and songs for kids are fun, teach important skills for preschool and elementary school kids and they're free. Want educational games that help build skills in math, language, science, social studies, and more? You've come to the right place!
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A Breakthrough for A.I. Technology: Passing an 8th-Grade Science Test - The New York Times - 13 views
www.nytimes.com/...igence-aristo-passed-test.html
Artificial intelligence AI learning technology iteration
shared by Martin Leicht on 02 Feb 20
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But others, like this question from the same exam, required logic:
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A science test isn’t something that can be mastered just by learning rules. It requires making connections using logic
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“We can’t compare this technology to real human students and their ability to reason,”
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the world’s leading A.I. labs have built elaborate neural networks that can learn the vagaries of language by analyzing articles and books written by humans.
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Bert learned how to guess the missing word in a sentence.
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UKEdMag: Facilitating Effective STEM Learning by @smwordlaw - 14 views
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"English…done! Reading…done! Assembly…go, go, go! Packed primary timetables can sometimes feel like you're racing through an army drill. It can be difficult to stop, and allow children time for deeper thought and study. Integrating meaningful STEM into the week can often feel like a bit of a headache. Project Based Learning as a method of teaching STEM, could be the solution to this. Science, Technology, Engineering and Maths are the four disciplines many schools are hoping to focus on this academic year, looking at an applied and integrated approach."
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App Learning Tasks By Brad Wilson www.21innovate.com - 5 views
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The Science of Passion Based Learning | The Construction Zone - 52 views
theconstructionzone.wordpress.com/...ence-of-passion-based-learning
science passion based learning construction zone
shared by psmiley on 29 Apr 13
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5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views
www.edutopia.org/...tudents-skills-ainissa-ramirez
origami STEAM edutopia skills STEM math makerspace
shared by H DeWaard on 22 Aug 15
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This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
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According to the National Center for Education Statistics in 2003, geometry was one area of weakness among American students.
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Origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive.
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Origami excites other modalities of learning. It has been shown to improve spatial visualization skills using hands-on learning.
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Often in assignments, there is one set answer and one way to get there. Origami provides children an opportunity to solve something that isn't prescribed and gives them a chance to make friends with failure (i.e. trial and error).
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Origami is a fun way to explain physics concepts. A thin piece of paper is not very strong, but if you fold it like an accordion it will be.
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While schools are still catching up to the idea of origami as a STEAM engine (the merging of these disciplines), origami is already being used to solve tough problems in technology.
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Additionally, the National Science Foundation, one of the government's largest funding agencies, has supported a few programs that link engineers with artists to use origami in designs. The ideas range from medical forceps to foldable plastic solar panels.
Active Learning Strategies | Science as Inquiry | scienceasinquiry - 99 views
www.science-as-inquiry.org/ctive-learning-strategies.html
active learning strategies science inquiry
shared by A Gardner on 24 Jul 11
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