First in a series of interactive stories, promotes literacy, for middle grade students 9-12. Story of Mrs. Wobbles, her magical foster care home, and the children who encounter her healing powers. CYOA-style.
I love this site. This site provides a safe online space for children to upload their art, craft and design creations to share with the whole world. For teachers, it is a great place to find inspiration for your own class projects.
http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
The DIY online club awards badges (called 'Skills' on the site) to students and kids of all ages in exchange for completing tasks. DIY Makers share their work with the community and get patches for the Skills they earn. Each Skill consists of a set of Challenges that help them learn techniques to get the hang of it. Once a Maker completes a Challenge, they add photos and video to their Portfolio to show what they did.
YOUmedia is an innovative, 21st century teen learning space housed at the Chicago Public Library's downtown Harold Washington Library Center. YOUmedia was created to connect young adults, books, media, mentors, and institutions throughout the city of Chicago in one dynamic space designed to inspire collaboration and creativity.
Take the notion that children have specific learning styles, that some are
“visual learners” and others are auditory; some are “left-brain” students,
others “right-brain.” In a recent review of
the relevant research, published in the journal Psychological Science in the
Public Interest, a team of psychologists
found almost zero support for such ideas.
The relentless gaze on high-stakes tests and the culture spawned by No Child
Left Behind is blinding us to the educational demands of the 21st century.
But first we need a national conversation on what the 21st century will
require of our ever more diverse student population. There’s no doubt that an
education that promotes life-long cognitive, behavioral and relational
engagement with a complex and interconnected world is key. This means we’ll need
intellectually curious and cognitively flexible workers comfortable with
ambiguity, able to synthesize knowledge within and across disciplines and work
collaboratively in diverse groups.
Moving forward, we need to go beyond the mastery of facts and rules. Instead,
we should nurture interpersonal sensibilities in children and teenagers so that
they learn to work in groups, within and across disciplines and cultures. In
short, we need to educate, not test.
The shift into the distributed ICT [Information and Communications Technology] revolution, however, and the proliferation of social networks and collaborative forms of engagement on the Internet are creating deep fissures in the orthodox approach to education. The result is that a growing number of educators are beginning to revise curricula by introducing distributed and collaborative learning models into the classroom.
that media use among kids is so pervasive that it is time to stop arguing over whether it is good or bad and accept it as part of children's environment
Many observers such as Rifkin believe there are positives in the desire of kids to be electronically connected all the time. Concealed in this behavior, they say, is a need for acceptance and to be liked and loved, which is a healthy desire that has always been a part of the maturational process.
Put aside time for "student directed" questions, including "off-topic" subjects. Put it as an item in the daily agenda, create a lesson plan with this built in.
The belief at the time was that schools should require strong discipline and
that "children should not talk to one another; all communication should be
between the teacher and the class (Tyler, 1975)."
War I, as it soon would be called, would have a dramatic effect on education
Following the introduction of the Army's intelligence test, a "Testing Movement"
in education, became established and spread throughout the United States
He saw testing and "the holes in testing for memorization"
as a problem to study for life
The most important and comprehensive curriculum experiment ever carried on in
the United States..."
This methodology engages the student in a number of projects. The projects he
defined as "a purposeful activity carried to completion in a natural setting
most famous work was his "little" book Basic Principles of Curriculum and
Instruction
What educational purposes should the school seek to attain?
How can learning experiences be selected which are likely to be useful in
attaining these objectives?
How can learning experiences be organized for effective instruction?
How can the effectiveness of learning experiences be evaluated?
The fifth and final section describes "How a school or College staff may work
on curriculum building."
do not have clearly defined purposes
1.
Establish broad goals
or objectives.2. Classify the goals or objectives.3. Define objectives
in behavioral terms.4. Find situations in which achievement if objectives
can be shown.5. Develop or select measurement techniques.6. Collect
performance data.7. Compare performance data with behaviorally stated
objectives.
education as "an active process
It involves the active efforts of the learner himself."
The first of these was through direct instruction
Tyler's greatest gift to the field of education was the development of an
objectives-based evaluation model.
"I absolutely get that we're moving in a world that's technology-based," she says. "But I'm of the old school that believes you can't forget where you came from to get where you're going. There could be a day the computer crashes."
The trend has not been limited to wealthy suburban districts. New York City, Chicago and many other urban districts also are buying large numbers of iPads.The iPads generally cost districts between $500 and $600, depending on what accessories and service plans are purchased.By comparison, Brookfield High in Connecticut estimates it spends at least that much yearly on every student's textbooks, not including graphing calculators, dictionaries and other accessories they can get on the iPads.
They include interactive programs to demonstrate problem-solving in math, scratchpad features for note-taking and bookmarking, the ability to immediately send quizzes and homework to teachers, and the chance to view videos or tutorials on everything from important historical events to learning foreign languages.They're especially popular in special education services, for children with autism spectrum disorders and learning disabilities, and for those who learn best when something is explained with visual images, not just through talking.Some advocates also say the interactive nature of learning on an iPad comes naturally to many of today's students, who've grown up with electronic devices as part of their everyday world.
These characteristics are often found in classroom environments that lean toward student-centered and inquiry-based learning.
I have seen that as children spend more time in school they lose some or all of their natural comfort with learning through spontaneous, playful exploration.
This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Learning is a social endeavour. Schools need to understand that for our students the social landscape has changed. Rather than turning away from this reality we need to understand what it means and what our children need to know and learn to safely maximise the opportunities it brings.
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
Some background
Four years ago I created Google Earth resources for the classroom and
posted them to the GE Community Forum. Two of them were
called Maths in Madrid and Maths in Las Vegas.
These were based on the fact that there is maths all around us, every day,
everywhere we look. Google Earth (and Maps) gives us a great perspective on it
all. It also provides easy access for our students to see rich visual content
that depicts everyday maths. I have always loved the idea of children seeing the
maths they are working on.
The only issue with Google Earth is that it is restrictive in two ways. It is
not browser based and it is impossible for me to create a resource for others to
collaborate on.