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Martin Leicht

Distracted Minds: Why You Should Teach Like a Poet - 4 views

www.chronicle.com/...y-you-should-teach-like-a-poet

education higher ed students engagement focus build zoom learning

shared by Martin Leicht on 11 Jan 21 - No Cached
  • Routine is a great deadener of attention.
  • When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
  • same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
  • ...17 more annotations...
  • Be astonished.
  • Pay attention.
  • Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
  • We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
  • Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
  • Close — and I mean really close — reading.
  • in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
  • Tell about it.
  • asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      Metacognition exercise of sorts?
  • Engagement with objects.
  • pointed out anomalies and inconsistencies, and wondered
  • What? For the first step, students spend time just observing the object and taking notes.
  • So what? Students write down questions based on their observations and share them with one another.
  • Now what? The final stage shifts into more whole-class and teacher-centered discussion
  • Attention through assessments.
  • For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
  • As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
  • Martin Leicht on 11 Jan 21
     
    Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
meghankelly492

"Can't We Just Change the Words?": EBSCOhost - 1 views

web.b.ebscohost.com/...detail

Music Theory Test Review UFMUE

shared by meghankelly492 on 24 May 19 - No Cached
  • The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
  • However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
  • The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
  • ...10 more annotations...
  • how does each author use authenticity as a strategy for making or justifying decisions in music education?
  • authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
  • since the original loses some of its essential qualities in a simplification.5
  • His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
  • Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
  • Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
  • Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
  • Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
  • Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
  • "World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
Beth Panitz

Everything I Know About Teaching Language Arts I Learned at the Office Supply Store - N... - 118 views

www.nwp.org/...147

teaching writing

shared by Beth Panitz on 25 Apr 11 - Cached
  • Beth Panitz on 25 Apr 11
     
    Great suggestions for classroom practices using ordinary office supplies.
Gloria Maristany

ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views

helpguide.org/...hd_add_teaching_strategies.htm

strategies adhd teaching

shared by Gloria Maristany on 15 Jul 11 - Cached
  • Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
  • Seat the child with ADD/ADHD away from doors and windows.
  • Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
  • ...20 more annotations...
  • Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
  • The self-esteem of children with ADD/ADHD is often quite fragile
  • Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
  • written behavior plan is near the student
  • consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
  • Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
  • cross off each item as it is completed.
  • run an errand or do a task for you
  • play a sport—or at least run around before and after school.
  • Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
  • do one step and then come back to find out what they should do next
  • extremely brief when giving directions
  • write directions down in a bold marker or in colored chalk on a blackboard.
  • Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
  • If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
  • With organization
  • Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
  • Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
  • Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
  • If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
  • Gloria Maristany on 15 Jul 11
     
    Simple stategies for classroom
  • Gloria Maristany on 15 Jul 11
     
    Homework tips to share with parents
Doreen Stopczynski

20 reasons why students should blog | On an e-journey with generation Y - 181 views

murcha.wordpress.com/...asons-why-students-should-blog

students education technology web2.0

shared by Doreen Stopczynski on 29 Sep 10 - Cached
  • It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is wonderful when students think they are having so much fun, they forget that they are actually learning. A favourite comment on one of my blog posts is: It’s great when kids get so caught up in things they forget they’re even learning…   by jodhiay authentic audience – no longer working for a teacher who checks and evalutes work but  a potential global audience. Suits all learning styles – special ed (this student attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students, multi-literacies plus ‘normal‘ students. Increased motivation for writing – all students are happy to write and complete aspects of the post topic. Many will add to it in their own time. Increased motivation for reading – my students will happily spend a lot of time browsing through fellow student posts and their global counterparts. Many have linked their friends onto their blogroll for quick access. Many make comments, albeit often in their own sms language. Improved confidence levels – a lot of this comes through comments and global dots on their cluster maps. Students can share their strengths and upload areas of interest or units of work eg personal digital photography, their pets, hobbies etc Staff are given an often rare insight into what some students are good at. We find talents that were otherwise unknown and it allows us to work on those strengths. It allows staff to often gain insight to how students are feeling and thinking. Pride in their work – My experience is that students want their blogs to look good in both terms of presentation and content. (Sample of a year 10 boy’s work) Blogs allow text, multimedia, widgets, audio and images – all items that digital natives want to use Increased proofreading and validation skills Improved awareness of possible dangers that may confront them in the real world, whilst in a sheltered classroom environment Ability to share – part of the conceptual revolution that we are entering. They can share with each other, staff, their parents, the community, and the globe. Mutual learning between students and staff and students. Parents with internet access can view their child’s work and writings – an important element in the parent partnership with the classroom. Grandparents from England have made comments on student posts. Parents have ‘adopted’ students who do not have internet access and ensured they have comments. Blogs may be used for digital portfolios and all the benefits this entails Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purposes Students are digital natives - blogging is a natural element of this. Gives students a chance  to show responsibility and trustworthiness and engenders independence. Prepares students for digital citizenship as they learn cybersafety and netiquette Fosters peer to peer mentoring. Students are happy to share, learn from and teach their peers (and this, often not their usual social groups) Allows student led professional development and one more…… Students set the topics for posts – leads to deeper thinking
  • Doreen Stopczynski on 20 Oct 10
     
    Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
Rob Reynolds

50+ Ways To Create Digital Stories With Students | The Edublogger - 3 views

ow.ly/l0YS

tools writing language story_openers storytelling Story_Boards

shared by Rob Reynolds on 23 Aug 09 - Cached
  • Rob Reynolds on 23 Aug 09
     
    Great resource post for creating digital stories
  • Rob Reynolds on 23 Aug 09
     
    Creating stories using web tools is fun and engaging for student while also teaching them new skills
sha towers

Doctoral degrees: The disposable academic | The Economist - 27 views

www.economist.com/17723223

phd academia university education doctoral degrees

shared by sha towers on 31 Dec 10 - No Cached
  • There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
  • A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009
  • America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.
  • ...12 more annotations...
  • PhD students and contract staff known as “postdocs”, described by one student as “the ugly underbelly of academia”, do much of the research these days.
  • In some areas five years as a postdoc is now a prerequisite for landing a secure full-time job.
  • About one-third of Austria’s PhD graduates take jobs unrelated to their degrees. In Germany 13% of all PhD graduates end up in lowly occupations. In the Netherlands the proportion is 21%.
  • In America only 57% of doctoral students will have a PhD ten years after their first date of enrolment. In the humanities, where most students pay for their own PhDs, the figure is 49%.
  • in 1966 only 23% of science and engineering PhDs in America were awarded to students born outside the country. By 2006 that proportion had increased to 48%. Foreign students tend to tolerate poorer working conditions, and the supply of cheap, brilliant, foreign labour also keeps wages down.
  • The earnings premium for a PhD is 26%. But the premium for a master’s degree, which can be accomplished in as little as one year, is almost as high, at 23%
  • PhDs in maths and computing, social sciences and languages earn no more than those with master’s degrees
  • the skills learned in the course of a PhD can be readily acquired through much shorter courses.
  • In one study of British PhD graduates, about a third admitted that they were doing their doctorate partly to go on being a student, or put off job hunting.
  • The more bright students stay at universities, the better it is for academics. Postgraduate students bring in grants and beef up their supervisors’ publication records.
  • Writing lab reports, giving academic presentations and conducting six-month literature reviews can be surprisingly unhelpful in a world where technical knowledge has to be assimilated quickly and presented simply to a wide audience.
  • Many of those who embark on a PhD are the smartest in their class and will have been the best at everything they have done. They will have amassed awards and prizes. As this year’s new crop of graduate students bounce into their research, few will be willing to accept that the system they are entering could be designed for the benefit of others, that even hard work and brilliance may well not be enough to succeed, and that they would be better off doing something else.
  • sha towers on 13 Apr 11
     
    article from the Economist "The Disposable Academic: Why doing a PhD is often a waste of time
Sharin Tebo

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 56 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Sharin Tebo on 19 Nov 14 - No Cached
  • But students move almost never. And never is exhausting.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was no different in my experience. There was not one class where I was asked to move to work with someone else. However, there was opportunity for engagement with others, where the teacher let the students do the talking and the working. 
  • sitting passively.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Passive engagement is how I would describe most students to 'sat and got' while the teacher spoke. However, this was not the case in 100% of classes I shadowed/participated in.
  • build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      We typically do this in a language learning class, so it was tiresome for me to not have the opportunity to move around and engage with others. 
  • ...6 more annotations...
  • High School students are sitting passively and listening during approximately 90% of their classes.
  • It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was not true for all my classes today when I shadowed. The teacher in one class served as a model to annotate an article while we did the same. We were left to our own devices to write the main idea in 2-3 sentences, too. We also had to sum up our learning by analyzing topics in some pretty tough questions in Physics, and the final question was to put it all together and list a real-world example. I thought this was clever.
    • deniseahlquist
      deniseahlquist on 20 Nov 14
       
      Early in my career, I also was asked to shadow students (when we were choosing schools for a funded project) and it was definitely one of the most eye-opening experiences I've had. I could not believe how resentful and angry I felt at the end of the day and I think of myself as someone who just loves to learn, but I did so little of it in most of the classes. After the experience, I was no longer surprised that students struggle to stay focused, and I redoubled my efforts to help support teaching and learning experiences that actively engage learners in building understanding. Highly recommend this experience for any teacher, coach or administrator.
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities
  • set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done.
  • Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion.
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      This was listed on the board in one class, but it was not discussed. 
  • Teachers work hard
    • Sharin Tebo
      Sharin Tebo on 19 Nov 14
       
      Yes, they do work hard, but is it productive and best for student learning to be doing everything while students are passive? Why not make the kids do the heavy lifting so it is best for them?
Peter Olm

Thought Control. - 1 views

peterolm.globalteacher.org.au

education literacy thinking middle-years australia teaching teacher primary school reading writing speaking listening oral language ICT multi-literacies multiliteracies multimodal multi-modal metacognition meta-cognition blog blogging Victoria Melbourne V

shared by Peter Olm on 28 Jan 09 - Cached
Peter Olm liked it
  • Peter Olm on 28 Jan 09
     
    Thinking, literacy and education in the middle years of schooling
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