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Fil Salustri

How to Think Without Googling - Forge - 20 views

forge.medium.com/he-internet-again-308da944139d

article society web culture technology influence cognition learning resilience

shared by Fil Salustri on 31 Jan 20 - No Cached
  • Fil Salustri on 31 Jan 20
     
    It's not just Google. The Web has wiped out all the basic knowledge about practical critical thinking and problem solving that we used to learn through reinforcement learning - which made us far more able to be independent entities in all kinds of unique and atypical situations. Perhaps this is contributing to the rise of anxiety in young people: without those cognitive tools and skills, people are no longer sure of themselves as they once were.
Michael Sheehan

Learning Never Stops: Times Tables - Online Game to help learn mulitplication - 112 views

seekoutlearning.blogspot.com/...online-game-to-help-learn.html

learning times tables online math multiplication

shared by Michael Sheehan on 15 Feb 13 - No Cached
  • Michael Sheehan on 15 Feb 13
     
    A new math site designed to assist students with learning their basic multiplication facts.
Martin Burrett

BBC Maths - Operations - 52 views

www.bbc.co.uk/...play_popup.shtml

addition subtraction multiplication division maths BBC

shared by Martin Burrett on 02 May 12 - No Cached
  • Martin Burrett on 02 May 12
     
    A good maths activity from the BBC about the 4 basic operations. http://ictmagic.wikispaces.com/Maths
spdrmn7

Music Theory: The Beat and Tempo - 11 views

musictheoryblog.blogspot.com/...beat-and-tempo.html

music educaiton ufmue learning

shared by spdrmn7 on 15 Feb 19 - No Cached
  • spdrmn7 on 15 Feb 19
     
    Great resource for furthering music theory knowledge. It covers various topics from basic theory to advanced.
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
sean grainger

Supporting Diverse Learners - 80 views

uwm.kbd.on-rev.com/...part3.html

shared by sean grainger on 29 Nov 12 - No Cached
    • sean grainger
      sean grainger on 29 Nov 12
       
      This is awesome as an alternative to search engine, cup of water out of Niagra falls issues
    • sean grainger
      sean grainger on 29 Nov 12
       
      This is awesome! Invaluable!
  • Karen Hull on 03 Dec 12
     
    I can't seem to get to this. I get this when I click on the title: The server uwm.kbd.on-rev.com at reddeer requires a username and password. Warning: This server is requesting that your username and password be sent in an insecure manner (basic authentication without a secure connection). When I copy and past the link uwm.kbd.on-rev.com/...part3.html, it says it cannot be found. When I just put in uwm.kbd.on-rev.com, I get and Index of with months and years with parent directories, etc that just send you in a loop back to the Index of page.
Carl Bogardu

The MagPi - 80 views

www.themagpi.com

raspberrypi magazine pi Raspberry RPi raspberry-pi python linux tools

shared by Carl Bogardu on 11 Dec 12 - No Cached
  • Michelle Kassorla on 11 Dec 12
     
    This is a magazine for RaspberryPi users. RaspberryPi is a credit-card sized computer that does basic computer functions and is used to teach programming. http://www.raspberrypi.org/faqs
Roland Gesthuizen

What are the 4 R's Essential to 21st Century Learning? | HASTAC - 79 views

hastac.org/...ssential-21st-century-learning

algorithm education literacy ComputationalThinking

shared by Roland Gesthuizen on 01 Mar 13 - No Cached
  • Interestingly, unlike math, which can often be difficult to teach in all of its abstraction, algorithms do stuff.   Algorithms are operational.  You show kids how to use a program like Scratch or Hackasaurus and, very soon, they can actually manipulate, create, and do, in their very own and special way.   
  • the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print.
  • Andrew McCluskey on 01 Mar 13
     
    Cathy Davidson discusses the need for a fourth "R" -pertaining to "algoRithim" - It is important, she argues, because, "in the 21st century, we need [an]...expanded push towards the literacy that defines our era, computational literacy.   Algorithms are as basic to the way the 21st century digital age works as reading, writing, and arithmetic were to the late 18th century Industrial era." 
  • Roland Gesthuizen on 09 Mar 13
     
    "The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic.  For the 21st century, we need to add a fourth R--and it will help inspire the other three:  Algorithm. "
Karen Korteling

http://www.mfaa.msde.state.md.us/source/PDF/Portfolio_VisualArts.pdf - 20 views

www.mfaa.msde.state.md.us/...Portfolio_VisualArts.pdf

portfolio assessment visual arts

shared by Karen Korteling on 15 Apr 13 - No Cached
    • Karen Korteling
      Karen Korteling on 15 Apr 13
       
      Content Standards Students should create their portfolio for the purpose of demonstrating their proficiency in the four visual arts content standards: ■ Standard 1: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. ■ Standard 2: Students will demonstrate an understanding of visual art as a basic aspect of history and human experience. ■ Standard 3: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art. ■ Standard 4: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
  • Karen Korteling on 15 Apr 13
     
    Portfolio Assessment Visual Arts by Maryland State Department of Education
robbiejkb

Students First, Not Stuff - 71 views

www.ascd.org/...Students-First,-Not-Stuff.aspx

shared by robbiejkb on 28 Apr 13 - No Cached
    • robbiejkb
      robbiejkb on 24 Jul 13
       
      Is this really new? What about textbooks, Dvd's educational resources?
    • robbiejkb
      robbiejkb on 24 Jul 13
       
      Haven't students always come first?
  • a discrete set of standards and outcomes
  • we've spent billions of dollars on technology that by almost every measure has had little or no widespread effect.
  • ...10 more annotations...
  • students more engaged
  • productive learning is the learning process which engenders and reinforces wanting to learn more
  • manage, analyze, and synthesize multiple streams of simultaneous information,
  • attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it
  • "learning ready,"
  • MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject
  • learn, MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject.
  • The reality is that I no longer need to send my children to a school to learn algebra, U.S. history, or French.
  • That doesn't mean that we throw all information and knowledge out of the curriculum. No question, all kids need to be able to read and write effectively, understand enough math to function in their daily lives, and have a basic understanding of science, history, and more. But we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday
  • But giving students devices and access is only a small part of the equation
Deborah Baillesderr

Cargo-Bot - iPad - 77 views

twolivesleft.com/CargoBot

ipad programming game technology coding app

shared by Deborah Baillesderr on 07 Feb 13 - No Cached
  • Martin Burrett on 07 Feb 13
     
    This is a fun programme and control iPad app where players must programme the crane to move the boxes into the correct configuration. It's a great way to introduce the basics of programming to your class. Go to https://itunes.apple.com/us/app/cargo-bot/id519690804 to download the app. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Jennie Snyder

The Myth About Computer-Based Reading Software? - Finding Common Ground - Education Week - 30 views

blogs.edweek.org/...er_based_reading_software.html

reading software

shared by Jennie Snyder on 22 Jan 13 - No Cached
  • Dr. Allington made the comment that he would ban computers from an instructional role and that they didn't have a significant effect on teaching students to read.
  • The second-year study included four reading software products for first grade, Destination Reading (Riverdeep 2008), the Waterford Early Reading Program (Pearson School 2008), Headsprout (Headsprout 2008), and Plato Focus (Plato Learning Corporation 2008).
  • students need a more balanced program
  • ...7 more annotations...
  • There is nothing more important to the reading process than a teacher who can provide high quality reading instruction to students.
  • llow students to choose books that they like AND can read.
  • Every child reads something he or she chooses
  • hat reading instruction needs to be 90-120 minutes which includes a large percentage of time being engaged in reading.
  • must be engaged in reading every day, and it must be authentic and meaningful.
  • Students need to spend time reading texts that are not too challenging.
  • But too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning."
anonymous

Introducing the Editable Website wiki type - 70 views

blog.wikispaces.com/...ditable-website-wiki-type.html

wiki website wikispaces wikis resources tools

shared by anonymous on 04 Oct 12 - No Cached
  • anonymous on 04 Oct 12
     
    new options for converting a wikispace, now called a basic wiki, into an editable website. Can publish a classroom wiki once work is completed to a website to share with a wider audience. Looks like it has lots of potential for classroom teachers.
Dan Bench

Dan Pink's Drive: A Scholarly Book Review - 20 views

edurolearning.com/drive-scholarly-review

shared by Dan Bench on 12 Jul 16 - No Cached
  • we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.
  • According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior
  • Overall, promoting mastery through flow-friendly classrooms is certainly a reality and adds weight to the Motivation 3.0 model
  • ...2 more annotations...
  • Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).
  • So as Lent (2010) suggests, providing opportunities for students to be part of something larger than themselves is clearly a viable proposition where students pursue “purpose” goals that serve others as opposed to “profit” goals, such as good grades, that only serve themselves (Pink, 2011, p. 142).
Dallas McPheeters

Teaching with Confidence: Advice for New Faculty - 31 views

www.facultyfocus.com/...fidence-advice-for-new-faculty

shared by Dallas McPheeters on 17 Jan 17 - No Cached
  • Teaching with Confidence: Advice for New Faculty
    • Dallas McPheeters
      Dallas McPheeters on 17 Jan 17
       
      Classic, basic, and simple to apply this answer to what every new teacher wants to know.
Chai Reddy

Michael Sigman: When Everyone Gets a Trophy, No One Wins - 61 views

www.huffingtonpost.com/...one-gets-a-trop_b_1431319.html

grade inflation college private school

shared by Chai Reddy on 19 Apr 12 - No Cached
  • "A" grades, which once conveyed excellence, are now given to 43 percent of all college students, according to a study by grade-inflation gurus Stuart Rojstaczer and Christopher Healy.
  • a scandalous 86 percent of private school students, it turns out, get nothing lower than a "B."
  • the vast majority of all private school children are virtually guaranteed to be above average.
  • ...1 more annotation...
  • Grade inflation promotes ego inflation, the opposite of healthy self-confidence. "We want to encourage effort, especially among young kids," says Jean M. Twenge, author of The Narcissism Epidemic: Living in the Age of Entitlement. "But the 'everybody gets a trophy' mentality basically says that you're going to get rewarded just for showing up. That won't build true self-esteem; instead, it builds this empty sense of 'I'm just fantastic, not because I did anything but just because I'm here.'"
Maureen Greenbaum

Daniel Pinkwater on Pineapple Exam: 'Nonsense on Top of Nonsense' - Metropolis - WSJ - 18 views

blogs.wsj.com/...am-nonsense-on-top-of-nonsense

shared by Maureen Greenbaum on 22 Apr 12 - No Cached
  • An agent I had years ago said just because it’s nonprofit and educational, don’t let them not pay you, because they’re making money.
    • Jolynn Asato
      Jolynn Asato on 22 Apr 12
       
      Wow. What is done in the name of "educational". So much exploitation by an industry that makes much money off the misery of high stakes accountability!
  • They basically turned it into test-ese.
  • and I must interject that I admire the job they did, because it makes even less sense than mine
  • ...4 more annotations...
  • We don’t count that against the kid’s grade, we put that there as a sort of brain teaser to show them that not everything is quantifiable, and to let them have a little fun,” then I’ll retract all my aspersions about how they’re money-grubbing b——- and overcharge for this stuff and sell it over and over again and underpay the poor authors they buy it off of
  • those stupid tests — and you can quote me, stupid tests
  • maybe I misjudged them. Maybe somebody working on the test was slowly going crazy, and wanted to put in something amusing for him or herself, and also for the kids.
  • I’m on this earth to put up a feeble fight against the horrible tendency people have to think that there’s a formula. “If I do the following things, I’ll get elected president.” No you won’t. “If I do the following things, my work of art will be good.” Not necessarily. “If I follow this recipe, the dish will come out very delicious.” Maybe. Trust me, there is no formula for most things that are not math.
  • Maureen Greenbaum on 22 Apr 12
     
    "Daniel Pinkwater on Pineapple Exam: 'Nonsense on Top of Nonsense'"
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