Cobertura (tasa bruta de escolarización) en Educación media superior y superior1 (1990-2012) Ciclo escolar Media superior (15 a 17 años) Superior (18 a 23 años) Superior (18 a 22 años) Incluye posgrado No incluye posgrado Total Hombres Mujeres Total Hombres Mujeres Total Hombres Mujeres 1990-1991 34.1 34.7 color
In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
, see Kenny (2005) andMcGinnis and Milling (2005
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
heart rate at 10 min, 5
Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
person has few problems with performance anx-iety
Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
Performance Anxiety Inventory (PAI)
cognitive, behavioral, and physiological fac
and has beenwidely used in treatment outcome research
Behavioral Anxiety Index (BAI)
igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
how to use self-talk effectively and how touse cues
Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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.
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:
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 andGoogle 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 developinga teacher version of their tooljust 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:
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
Anyone can begin making a difference and contributing real work at any age.
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.
Rules for tools don’t make sense. Rules for behaviors do.
It applies only to minors in places that apply for erate funds
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.
She uses Facebook with her First grade students
While children under 13 can legally give out personal information with their parents' permission
he
Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
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.
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.
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
" Early advocates of bloc
scheduling identified the block schedule as the ca
talyst, or vehicle, for bringing about desired
changes in secondary education (Carroll, 1990; Canady and Rett
ig, 1995)"
Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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.
Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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
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
Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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
This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
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.
Good strategy for use in any content area classroom!
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.
Wouldn't it be great to use mobile devices to document their manipulatives and narrate their thinking out loud using an app such as Educreations?
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.
May need some opportunities to fail to make the learning richer and more personal.
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.
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.
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
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.
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?
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.
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
More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
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
Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
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’
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
Diigo can provide a way to enrich or extend learning about a topic.
Beyond extended student learning, Diigo can be used as a form of professional development.
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.
How in the WORLD do I do the social part of it??
This seems useful, but I'm still trying to figure out how to let the kids collaborate on Outliners and then share the Outliners with me easily. I bet there's something huge that I'm missing here...
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.
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.
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)
N6490.H435 1998
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.
NB893 C5.A4 1969
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.
N7193 C5.A76 1986 R.P
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.
Auteurs:
N7193 C5.B3214 1995
Environnement (Art).$a Land art.$a Art conceptuel.
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
"# 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"
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'.
~ 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
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
This site contains comic book images linked to the chemical elements via the periodic table. Comics include Uncle $crooge, Metal Men, Metamorpho, Batman, Fantastic Four, Superman, and many more."> The Comic Book Periodic Table of the Elements BODY { color: rgb(0,0,0);} Th
arianelfv on 10 Jan 17Evidencia: cruzarla con aumento de uso de plataformas virtuales para mostrar que la cobertura se eleva en función del uso de las plataformas
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