"I tried to make my rubric work for the broadest range of apps, from drill and practice to creative endeavors, while stressing the purpose for using the app. My rubric also emphasizes the ability to customize content or settings and how the app encourages the use of higher order thinking skills."
Assigning students to teams:
CATME Team-Maker
Self and peer evaluations and rating team processes:
CATME Peer Evaluation
Training students to rate teamwork:
CATME Rater Calibration
Training students to work in teams:
CATME Teamwork Training
Making meetings more effective:
CATME Meeting Support
Gather information from students and provide feedback to students.
Understand their student teams’ processes, team-members’ contributions, and students’ perspectives on their team experience.
Be aware of problems that are occurring on their students’ teams
Hold students accountable for contributing to their teams.
Use best practices when managing student team experiences.
However, this investigation does present a promising music-assisted
treatment approach.
Factors contributing to the lack of findings from the cognitive
measures included small sample size and inconsequential performance
conditions. The results of this pilot study found a non-statistically
significant trend in reduced cognitive symptoms of anxiety.
. Though relaxation training home-practice was
monitored informally (i.e., via review of relaxation record sheets), a more
formal record of compliance data would have helped to determine the impact of
treatment adherence on treatment outcome.
Vocabulary is Fun! Whether you're learning or teaching analogies, antonyms and synonyms, compound words, figurative language, homophones, parts of speech, root words, prefixes and suffixes or contractions to your English speakers or your ESL students, Vocabulary *is* fun! Interactive way to learn new vocabulary using technology :))))
In his sweeping 2004 article, Preventing Early Reading Failure, Joseph Torgesen established that the reading skills students acquire in their earliest elementary years are critical predictors of their academic success throughout elementary, middle, and high school. It's during those early formative years, Torgesen contends, that we need to closely monitor growth and provide the appropriate interventions for struggling students.
"In "MathBlaster.com," kids play math games to earn merits, including this one in which they wrangle an alien slug by solving math problems. Today's kids now have an opportunity to hone their math skills .. by entering a massively multiplayer online game (MMO) called "MathBlaster.com.""
Add this to your list of must see shows this fall. I attended a screening and one of the teachers who is in the film noted that the title of the film should more appropriately be, "love them, relentlessly." It is truly inspiring.
We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
Ultimately, it is about delivering core education in today's world by today's standards of success.
I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
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
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.
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