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Andrew Wicks

BBC History: Ancient History in-depth - 65 views

www.bbc.co.uk/ancient

history

shared by Andrew Wicks on 30 Sep 12 - No Cached
    • Andrew Wicks
      Andrew Wicks on 30 Sep 12
       
      Another topic that is covered in the 7th grade standards that provides other resource for myself and students.
  • British Broadcasting CorporationHome Accessibility links Skip to content Skip to local navigation Skip to bbc.co.uk navigation Skip to bbc.co.uk search Help Accessibility Help History
Joe Hirsch

3 lessons on building trust from the Chicago Cubs - 24 views

joehirsch.me/cubs

culture feedback

shared by Joe Hirsch on 24 May 17 - No Cached
  • Joe Hirsch on 24 May 17
     
    What started as a clubhouse quickly became a culture.
Jørgen Mortensen

Big History Project - 45 views

school.bighistoryproject.com/bhplive

shared by Jørgen Mortensen on 03 May 16 - No Cached
  • mdeschamps67 on 03 May 16
     
    Our students have been doing BHP for over a year. We have started with our second cohort this year. The scope and support for practical days is fantastic. The students love it and so do our teachers. When staff and students finish a practical day they are so elated with their work, that nobody leaves on the bell...everyone is still evaluating the day.
Nigel Coutts

Getting started with teaching for deep learning. - The Learner's Way - 15 views

thelearnersway.net/...ing_started_with_deep_learning

education learning deep-learning

shared by Nigel Coutts on 31 May 20 - No Cached
  • Nigel Coutts on 31 May 20
     
    There is an understandable interest in deep-learning, after all, who wants their students to have a superficial understanding of the content. Read the marketing of almost any school and you are likely to find some statement about the deep-learning that is achieved as a result of their excellent teaching and learning platform. Likewise, ask any teach about their philosophy of teaching and you will hear how they engage their students with learning that promotes a deep-understanding.
guimejia

El lenguaje se mueve para pensar: la forma del alumno - 1 views

thelearnersway.net/...language-moves-for-thinking

shared by guimejia on 09 Mar 21 - No Cached
  • Nigel Coutts on 09 Mar 21
     
    A good place to start in our efforts to shift the impact that our language choices have is with a focus on the language of thinking. If we believe that all learning is a consequence of thinking, it is natural to select language moves that encourage this from our learners.
Martin Burrett

Oneword - Writing stimulus - 46 views

oneword.com

writing creativity English creative writing stories

shared by Martin Burrett on 20 May 09 - Cached
    • Andy Whiteway
      Andy Whiteway on 20 May 09
       
      Fantastic. Share with those who are struggling to get started in their creative writing. Use as a starter in an English lesson.
    • Dimitris Tzouris
      Dimitris Tzouris on 23 Nov 10
       
      Very interesting!
    • Patrick Higgins
      Patrick Higgins on 16 Sep 11
       
      My question is how this differs from using your Writer's Notebook?  
    • Sarah Schaller Welsh
      Sarah Schaller Welsh on 01 Feb 12
       
      I am looking for cool ideas for a creative writing course...I feel like this could be a very useful tool.
  • Martin Burrett on 01 Aug 11
     
    A great way for children to learn the art of story openings. They have 1 minute to write from a one word stimulus. The site asks for a name & email. I usually just cut and paste the work into Word instead. http://ictmagic.wikispaces.com/English
trisha_poole

A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

www.scotthyoung.com/...learn-faster-and-better

learning learningmanagement studyskills study criticalskills critical_thinking

shared by trisha_poole on 13 Jan 11 - No Cached
  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
  • ...16 more annotations...
  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  • trisha_poole on 13 Jan 11
     
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
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