Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views
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In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
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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
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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)
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State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
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The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
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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.
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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
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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)
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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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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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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.
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d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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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
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Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
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practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
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This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
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Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
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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).
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Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
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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
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Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
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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
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Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Digitally Speaking / Blogging - 169 views
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Using Feed Readers
Feed readers are probably the most important digital tool for today's learner because they make sifting through the amazing amount of content added to the Internet easy. Also known as aggregators, feed readers are free tools that can automatically check nearly any website for new content dozens of times a day---saving ridiculous amounts of time and customizing learning experiences for anyone.
Imagine never having to go hunting for new information from your favorite sources again. Learning goes from a frustrating search through thousands of marginal links written by questionable characters to quickly browsing the thoughts of writers that you trust, respect and enjoy.
Sounds too good to be true, doesn't it?
It's not! Here's a Commoncraft tutorial explaining RSS Feeds in Plain English:
Feed readers can quickly and easily support blogging in the classroom, allowing teachers to provide students with ready access to age-appropriate sites of interest that are connected to the curriculum. By collecting sites in advance and organizing them with a feed reader, teachers can make accessing information manageable for their students.
Here are several examples of feed readers in action:
Student Blogs
http://www.pageflakes.com/wferriter/20982438
This feed list includes several elementary, middle and high school blogs that students can explore during silent reading or while online at home.
Current Events
http://www.pageflakes.com/wferriter/16714925
This feed list includes links to several news websites that cover topics that are a part of one teacher's required social studies curriculum.
Global Warming
http://www.pageflakes.com/wferriter/22534539
Used specifically as a part of one classroom project, this feed list contains information related to global warming that students can use as a starting point for individual research.
While there are literally dozens of different feed reader programs to choose from (Bloglines and Google Reader are two biggies), Pageflakes is a favorite of many educators because it has a visual layout that is easy to read and interesting to look at. It is also free and web-based. That means that users can check accounts from any computer with an Internet connection. Finally, Pageflakes makes it quick and easy to add new websites to a growing feed list—and to get rid of any websites that users are no longer interested in.
What's even better: Pageflakes has been developing a teacher version of their tool just for us that includes an online grade tracker, a task list and a built in writing tutor. As Pageflakes works to perfect its teacher product, this might become one of the first kid-friendly feed readers on the market. Teacher Pageflakes users can actually blog and create a discussion forum directly in their feed reader---making an all-in-one digital home for students.
For more information about the teacher version of Pageflakes, check out this review:
http://teacherleaders.typepad.com/the_tempered_radical/2008/02/pageflakes-for.html
For more information on using feed readers to organize and manage information, check out this handout:
World's Simplest Online Safety Policy by Lisa Nielsen - 88 views
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Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
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what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
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The Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
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he Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
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Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
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what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
TIC para innovar: Clase invertida (flipped classroom) ventajas y desventajas - 1 views
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Clase invertida (flipped classroom) ventajas y desventajas La clase invertida propone que el aprendizaje de los estudiantes se suscite fuera de la clase. Este modelo pedagógico o estrategia didáctica ofrece una forma de aprendizaje semi presencial ya que los estudiantes pueden aprender desde sus casas mediante juegos, presentaciones, videos, podcast, ejercicios en línea, y tanto los docentes como estudiantes interactúan para resolver problemas. Esto denota un consumo menor de tiempo en el aula que se puede ocupar para otras actividades, sin más deseo compartirles las ventajas y desventajas de la Clase invertida: Ventajas: 1. Adaptabilidad de la clase se adapta al ritmo del estudiante. 2. Mejora significativamente el ambiente de trabajo en el aula. 3. Incrementa la atención educativa a cada estudiantes 4. Empata el estilo de aprendizaje de cada estudiante. 5. Transforma la clase en un espacio de interactividad 6. Incluye a todos los miembros de la comunidad educativa en el proceso de aprendizaje. 7. Promueve la creatividad y el pensamiento crítico. 8. Facilita la entrega de tareas y su revisión. 9. Disminuye el riesgo del incumplimiento en clase. 10. Permite la reusabilidad del material propuesto. 11. Origina el ahorro de tiempo extra para el profesor. 12. Promueve la interacción social. 13. Incentiva a la resolución de problemas en clase. 14. Mejora la actitud de los estudiantes hacia la materia. 15. Incrementa el interés el interés y la motivación. 16. Genera la satisfacción de toda la comunidad educativa al estar inmersos en el proceso. 17. El feedback se genera de manera inmediata. 18. Acerca a los estudiantes al conocimiento de manera simple. 19. Evalúa no solo el resultado, si no, el proceso entero. 20. Los estudiantes son responsables de su propio aprendizaje. 21. Permite la regeneración de contenidos las veces necesarias. Desventajas 1. Se debe estructura el plan en mejora de la metodología. 2. Se enfoca en los recursos más que en la metodología en sí. 3. No toma en cuenta la brecha digital existente. 4. Los vídeos en casa deben ser asistidos por algún representante, demandando tiempo. 5. &nbs
Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views
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Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
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Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
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Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
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It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
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Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
Differentiating Instruction with Technology - 111 views
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Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
WW_SpaceThinkMath.pdf - 37 views
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Asking good questions and encouraging students to build on one another’s thinking gives students voice and enables them to become more critical thinkers in mathematics.
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students move into pairs to write their ideas, solutions, and strategies. A variety of materials, such as linking cubes and two-colour counters, are available for students to choose from when constructing mathematical models, making conjectures, and connecting their ideas.
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Scaffolding students’ exploration of a rich task too early can take away students’ opportunities to explore and build confidence with solving problems in their own way.
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Following each presentation, students are invited to paraphrase what the presenters have shared, to ask questions for clarification, to elab-orate on the presentation, and perhaps to challenge the presenters with a possible correction or alternative approach.
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The National Networker (TNNW) Blog: BEYOND THE CUBICLE - CORPORATE CULTURE: T... - 9 views
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The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
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Social Media as a dominant force for communicating has penetrated every element of society. Can a virtual community possess a culture? Every company and organization possesses a definable culture. Behaviors, decision-making models, intrinsic and extrinsic actions and how people are treated may all play a part in defining it. These elements of culture are measureable and easy to define within a controlled entity. Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture? If you have spent any time on Twitter, you quickly realize thousands of people have a need to respond to the question, “What’s happening?” Twitter has developed it’s own language with tweets, retweets, tweeple, twitpics, twibes, etc. You can follow topics with a hashtag and people with lists. What is most apparent is the need people have to share. The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community. There are etiquette protocols as many people publicly thank you for following them and for retweeting. Retweeting becomes a type
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As you get deeper into the structure of Twitter, you can join a twibe or tweeple group, which provides inclusion – another indication that the need for recognition is systemic.
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Social media lives and breathes in a virtual reality. It permeates all corners of the world, allows people to communicate across all traditional boundaries and thrives 24 hours/day. So…does it have a definable culture?
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The culture appears to be grounded in not only a need to share, but also a desire to be recognized. Retweets – when someone sends your tweet (message) out to their followers (a term supporting the need for recognition) somehow elevates your status within this community.
Fair Use & Plagiarism - FREE Language Arts Presentations in PowerPoint format, Free Int... - 126 views
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Free Presentations in PowerPoint formatWhat is plagiarism? (and why you should care) Plagiarism - Don't Do It! Thou Shall Not Steal (hs) For Students: Plagiarism For Teachers: Cybercheat, Plagiarism and the Internet Plagiarism (ppts and more, Redclay Schools) Plagiarism Quoting, Plagiarism, and Paraphrasing Quoting, Paraphrasing, Plagiarism, Summarizing Avoiding Plagiarism What is plagiarism? Fair Use Copyright Infringement See Also: Quotation Marks, Paraphrasing, Copyrights, Language Arts Index, Reading Index, Writing Index
Microsoft Word - 121192.doc - 121192.pdf - 76 views
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Not only do they cheat, but they justify their behavior as business as usual’
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However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
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However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
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survey
Using Diigo in the Classroom - Student Learning with Diigo - 66 views
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Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with g
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Research Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.
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Education 2.0 - Edmodo - Free Private Microblogging For Education - 28 views
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strong and growing. Thank you!
An unknown error has occured. Please try again later.Enter your email address to have a new password sent out.
requiredthe email does not existnot an email addresschecking...If you are a student and have not supplied Edmodo with an email address, ask one of your instructors to reset your password.
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If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
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I've used Edmodo for 3 years now. It has revolutionized my teaching to the degree that I don't know what I'll do if I ever have to stop using it.
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That is great question. And do you need parent permission for students to use it?
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Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen. Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
CVM - Manitou - Recherche de niveau avancé - 8 views
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Sujets: Christo, (4 notices ; auteur de 4 notices)1935- Buren, Daniel, 1938- Pagès, Bernard, (Auteur de 1 notice )1940- Raynaud, Jean-Pierre, (Auteur de 1 notice )1939- Huang, Yong Ping, 1954- Pinoncelli, Pierre Art (123 notices)--20e siècle ; Modernisme (Art) (12 notices)
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Auteurs: Christo, (4 notices ; sujet de 4 notices)1935- ; Alloway, Lawrence, (3 notices)1926- Titre:Christo / [by] Lawrence Alloway. Éditeur: New York : H. N. Abrams, c1969.
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Auteur: Christo, (4 notices ; sujet de 4 notices)1935- Titre:Christo : Surrounded islands, Biscayne Bay, Greater Miami, Florida, 1980-83 / Christo ; photos, Wolfgang Volz ; introd. and picture comment., David Bourdon ; essay, Jonathan Fineberg ; report, Janet Mulholland. Éditeur: New York : H. N. Abrams., 1986.
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Baal-Teshuva, Jacob, 1929- ; Philippi, Simone ; Christo, (4 notices ; sujet de 4 notices)1935- ; Jeanne-Claude, (Sujet de 1 notice )1935- Titre:Christo & Jeanne-Claude / Jacob Baal-Teshuva ; avec des photos. de Wolfgang Volz ; trad. française, Jacques Bosser. Éditeur: Cologne, Allemagne : Taschen, c1995.
Tech Learning TL Advisor Blog and Ed Tech Ticker Blogs from TL Blog Staff - TechLearnin... - 41 views
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Email writingFacebook updates and commentsTweeting and replying Discussion Boards - Replying and initiating topicsCommenting on blogsWriting a guest post on a blogCommenting in newspapers or magazines about subjects of interestWriting an article for a newspaper or magazine about a subject of interestWriting to persuade someone / some place to do something you want them to doWriting to teach others how to do something and knowing how to reach those who care
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"# Email writing # Facebook updates and comments # Tweeting and replying # Discussion Boards - Replying and initiating topics # Commenting on blogs # Writing a guest post on a blog # Commenting in newspapers or magazines about subjects of interest # Writing an article for a newspaper or magazine about a subject of interest # Writing to persuade someone / some place to do something you want them to do # Writing to teach others how to do something and knowing how to reach those who care"
Teaching and technology ~ presentations and resources for educators - 77 views
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During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'.
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~ www.larkin.net.au ~ | Welcome | About Me | Technology | History | Galleries | Music | Blog | Presentation and workshop documents During the last six or so years I have created a number of 'how-to' documents and presentations for a variety of web based and related technologies. They are available from the various workshop web pages however I thought it might prove helpful to link to all the documents from a single page. Some of my workshop participants have referred to these documents as 'cheat sheets'. Web 2.0Read~Write Web Overview Information sharing
Best Sites to Find Public Domain Images and Sounds for Student Projects | audio public-... - 0 views
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Library of Congress Photo Archives is a site every teacher should bookmark. With over 1.2 millions images in this database, your students can certainly gather a wide variety of images for their history projects. Each image has different licensing, so look closely. Supporting units: famous Americans, presidents, civil rights, wars, inventors, authors, and just about any historical American event