Jeff Weaver, the dynamic superintendent of the Upper Arlington City School District in Ohio, was planning to unveil the district’s vision for 21st century learners … at the first district leadership meeting of the year. So he had the vision statement printed on adhesive-backed vinyl, purchased a hundred inexpensive dinner plates, and affixed a copy of the vision to each of the plates.
At that first district meeting, Weaver asked for the plates to be passed out to the district’s leaders, then stood at the lectern and said something like this: “The last few years, whenever i talk to you about 21st century skills — about the importance of creativity, collaboration, critical thought, and all the other proficiencies that phrase implies — you remind me how much we’re already trying to accomplish. You tell me, ‘i would grapple with this, and make it work — but there is so little time, and there is already so much on our plate.’ You ask me, ‘How can we make room for this on our plate?’ . . . And so, i am letting you know you today that, moving forward, this is the plate. . .“
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Pas de Deux: Chris Thinnes on Public & Private School Partnerships - EdLeader21 - 0 views
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Building meaningful relationships in schools by @pruman21 - 10 views
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From September, I am startIng a new role. I am goIng to be a year group leader for year 5. ThIs has come about relatIvely quIckly sInce my return from maInstream and so I have spent some tIme over the summer reflectIng on my practIce and how I am goIng to develop and InspIre the people I work wIth. One of those people Is an NQT. My sIster Is also startIng her fIrst post as an NQT In another school. After speakIng on the phone for half an hour thIs mornIng, I realIsed that some of the stuff that I was sayIng to her Is probably some of the stuff that I wIll be sayIng to the NQT I wIll be workIng wIth...
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Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views
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One of the goals I ask teachers to set after my traInIng Is to fInd new ways to push students to analyze and evaluate as they learn to wrIte.
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As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
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The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
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Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers i know still freely admit that revision is where they struggle the most.
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revision shouldn't be the first of the seven elements to work on
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When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
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I belIeve In the power of collaboratIon and study teams,
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Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
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Below, find three examples created by study teams during past workshops. i use them as models/exemplars when i set the study teams off to work.
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My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
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In a perfect world, followIng my workshop,
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follow-up tools.
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I also use varIatIons of these Post-Its durIng my CrItIcal ThInkIng UsIng the WrItIng TraIts Workshop.
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By far, the best success I've ever had whIle teachIng revIsIon was the one I experIenced wIth the revIsIon Post-Its I created for my students
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During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which i designed to push students to use analysis and evaluation skills as they looked at their own drafts
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I used to throw my kIds Into wrItIng response groups way too fast. They weren't ready to provIde crItIcal thought for one another
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The most important trick learned was this: be a writer too. During my first five years of teaching, i had assigned a lot of writing but never once had i written something i intended to show my students.
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I have the followIng InteractIve plot element generator (whIch can be replIcated wIth three coffee cans and Index cards) to help my students feel In control of theIr optIons:
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If you want to hear my take on graphIc organIzers In detaIl, you're goIng to have to hIre me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completIng the challenge helped me become a smarter desIgner of graphIc organIzers. The challenge came In two parts: 1) learn how to use tables and text boxes In MIcrosoft Word; 2) for practIce, desIgn a graphIc organIzer that would help students be successfully wIth the followIng traIt-based skIlls:
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"It was the best of tImes, It was the worst of tImes, etc," whIch Is an InterestIng structure that students can borrow from to wrIte about other topIcs, be they fIctIon or non-fIctIon.
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Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
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it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
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Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. it deserved its own webpage.
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Here are seven skills i can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, i have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
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Now, let's talk differentiation:
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The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
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the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
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Click here to access the PowerPoint i use during the goal-setting portion of my workshop.
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ImprovIng one's abIlIty to teach wrItIng to all students Is a long-term professIonal development goal; stIckIng wIth It requIres dIlIgence, and It requIres havIng a more specIfIc goal than "I want to Improve wrItIng
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"Trying to get better at all seven elements at once doesn't work;
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strive to make my workshops more about "make and take,
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Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
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Optimism Bias: Human Brain May Be Hardwired for Hope -- Printout -- TiME - 62 views
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manipulated positive and negative expectations of students while their brains were scanned and tested their performance on cognitive tasks. To induce expectations of success, she primed college students with words such as smart, intelligent and clever just before asking them to perform a test. To induce expectations of failure, she primed them with words like stupid and ignorant. The students performed better after being primed with an affirmative message. Examining the brain-imaging data, Bengtsson found that the students' brains responded differently to the mistakes they made depending on whether they were primed with the word clever or the word stupid. When the mistake followed positive words, she observed enhanced activity in the anterior medial part of the prefrontal cortex (a region that is involved in self-reflection and recollection). However, when the participants were primed with the word stupid, there was no heightened activity after a wrong answer. it appears that after being primed with the word stupid, the brain expected to do poorly and did not show signs of surprise or conflict when it made an error
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shared by Clint Heitz on 23 Nov 15
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Edu Leadership:Tech-Rich Learning:The Basics of Blended instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15
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Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. i advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Tip 1: Think big, but start small.
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Tip 2: Patience is a virtue when trying something new.
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Tip 3: Technology shouldn't be just a frill.
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Tip 4: Weaving media together makes them stronger.
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Tip 5: Students need to know where they can get online.
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found CollaborIze Classroom, a free, dynamIc dIscussIon platform. I used It to replace many of my pen-and-paper homework assIgnments wIth vIbrant onlIne debates, dIscussIons, wrItIng assIgnments, and collaboratIve group work.
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Remember that mistakes lead to learning. The best resources i've designed and the most effective strategies i've developed were all born from and refined through mistakes.
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I antIcIpated that students mIght hIt some bumps as they navIgated theIr fIrst TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questIons, make comments, and access a support network whIle goIng through the onlIne lesson. A back-channel tool makes It possIble for people to have a real-tIme conversatIon onlIne whIle a lIve presentatIon or real-tIme dIscussIon Is takIng place.
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I asked students to reference specIfIc detaIls to support theIr assertIons, as dId one student who commented on the town's poverty by notIng that the local doctor often took potatoes as payment for hIs work. She also showed how the characters nevertheless reflected the country's "cautIous optImIsm" about Its future: That same doctor was stIll able to support hImself, she poInted out, and he enjoyed hIs work. Students posted theIr responses, complImentIng strong poInts made, askIng questIons, and offerIng alternatIve perspectIves.
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I asked students to analyze examples of strong dIscussIon posts and revIse weaker posts. I also realIzed that I needed to embed dIrectIons Into our dIscussIon topIcs to remInd students to respond to the questIons and engage wIth theIr peers. I started requIrIng them to thoughtfully reply to at least two classmates' posts, In addItIon to postIng theIr own response to the topIc.
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It's crucIal for students to see that the work they do In the onlIne space drIves the work they do In the classroom so they recognIze the value of the onlIne conversatIons.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher mIght gIve small groups varIous topIcs to research. Then he or she could ask students to go onlIne to research and dIscuss theIr topIc on a shared Google Doc and create a presentatIon usIng Glogster, PrezI, or Google PresentatIon Maker.
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When we read Romeo and Juliet, i use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map In my websIte that has pIns dropped In all the locatIons on our campus and In our communIty where there are computers wIth publIc access to the Internet.
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I even wrote the local computer recyclIng center to request a computer for my class.
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Rookie head of science - toughest year yet? by @secretsciteach - 6 views
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"Starting in the final term before i officially started in September was tough. i wasn't anticipating having such a full teaching timetable and my own classes were incredibly unsettled. i found it difficult to establish myself as an average science teacher let alone attempt to lead a department. i was seriously considering if i had made the right move! i remember one student in what i thought was a difficult Year 9 class saying "sir why don't you go and get the head of science" to which i replied "i am the head of Science!"."
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the Truth About Being a Hero - WSJ - 14 views
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We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
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n the military i could exercise the power of being automatically respected because of the medals on my chest, not because i had done anything right at the moment to earn that respect.
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I knew many MarInes had done brave deeds that no one saw and for whIch they got no medals at all.
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"A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
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I got my medals, In part, because I dId brave acts, but also, In part, because the kIds lIked me and they spent tIme wrItIng better eyewItness accounts than they would have wrItten If they hadn't lIked me
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The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
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he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
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alking to a group of us about when it was a platoon leader earned his pay. i knew, floating above that mess, that now that time had come. if i didn't get up and lead, we'd get wiped.
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I'm most proud of Is that I sImply stood up, In the mIddle of all that flyIng metal, and started up the hIll all by myself.
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I dId It for the rIght reasons.
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At this point i saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
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He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. i gave him mine. i still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
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Crashing out of the clouds into this confusion came a flaming, smoking twin-rotor CH-46 helicopter.
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I saw NIemI pop Into sIght agaIn. He sprInted to the downed chopper.
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the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
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Niemi got a Navy Cross.
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I got a Navy Cross.
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elicopter pilot
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ont-page story
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The kid who borrowed my rifle didn't get anyt
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hing.
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It was just about that tIme I got knocked out and blInded by a hand grenade. I came to, groggy.
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hen a kid i knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
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islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views
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Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
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The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
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About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. in an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
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islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign in · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project info Lesson Plan ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
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Diigo or Digest of internet information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
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and tag websites
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Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
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The key concepts or vocabulary words could be highlighted to check for understanding
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Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
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Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
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Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
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Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
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The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
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My group for my grad class, "Learning with the internet" created this wiki about using and implementing Diigo in the classroom.
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A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 56 views
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But students move almost never. And never is exhausting.
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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.
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sitting passively.
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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.
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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.
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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.
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High School students are sitting passively and listening during approximately 90% of their classes.
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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.
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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.
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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.
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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
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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.
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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.
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Teachers work hard
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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?
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Insula (buIldIng) - WIkIpedIa, the free encyclopedIa - 0 views
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In Roman archItecture, an Insula (LatIn for "Island," plural Insulae) was a kInd of apartment buIldIng that housed most of the urban cItIzen populatIon of ancIent Rome, IncludIng ordInary people of lower- or mIddle-class status (the plebs) and all but the wealthIest from the upper-mIddle class (the equItes). The tradItIonal elIte and the very wealthy lIved In domus, large sIngle-famIly resIdences, but the two kInds of housIng were IntermIngled In the cIty and not segregated Into separate neIghborhoods.[1] The ground-level floor of the Insula was used for tabernae, shops and busInesses, wIth the lIvIng space upstaIrs. LIke modern apartment buIldIngs, an Insula mIght have a name, usually referrIng to the owner of the buIldIng.[2]
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Educational Leadership:Closing Opportunity Gaps:The Myth of Pink and Blue Brains - 36 views
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Few other clear-cut differences between boys' and girls' neural structures, brain activity, or neurochemistry have thus far emerged, even for something as obviously different as self-regulation.
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Our actual ability differences are quite small. Although psychologists can measure statistically significant distinctions between large groups of men and women or boys and girls, there is much more overlap in the academic and even social-emotional abilities of the genders than there are differences (Hyde, 2005). To put it another way, the range of performance within each gender is wider than the difference between the average boy and girl.
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epigenetic
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Baby boys are modestly more physically active than girls (Campbell & Eaton, 1999). Toddler girls talk one month earlier, on average, than boys (Fenson et al., 1994). Boys appear more spatially aware (Quinn & Liben, 2008).
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Avoid stereotyping
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Appreciate the range of intelligences
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Strengthen spatial awareness
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Engage boys with the word
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Recruit boys into nonathletic extracurricular activities
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Bring more men into the classroom
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Treat teacher bias seriously
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Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 5 views
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"This book is remarkable gem. it is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style. He is open and honest and shares some of his worst experiences in a modest and humble style. As i picked up the book i wasn't sure that resilience was the key feature of leadership that i would have highlighted - i think i would have wanted resilience in my top ten characteristics of good leadership, following other books and courses i've been on i'm sold on the benefits - but i was slightly surprised to find a book putting resilience at the heart. Until i started reading, and quickly i was convinced."
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Back To School After Holidays: Teacher Survival Guide by @richardjarogers - 26 views
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"I happened to be very Ill for almost the entIrety of the three weeks that I was off school for ChrIstmas. Bad luck I guess, but I stIll managed to squeeze In a 3-day trIp to Jeju Island, South Korea (hIghly recommended). I dIdn't get everythIng done on my lIst that I wanted too, but I dId manage to get a few Items checked off (IncludIng wrItIng a reference for a former colleague - so pleased I could that done)."
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Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views
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music performance anxiety (MPA)
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The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
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Anxiety is generally regarded as having an antithetical relationship with flow
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The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
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Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
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There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
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Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
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“when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
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InvestIgatIons of the effIcacy of exIstIng methods for treatIng MPA IndIcate that CognItIve BehavIoural Therapy based InterventIons are most effectIve (for an overvIew, see BurIn & OsorIo, 2016).
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However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
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Csikszentmihalyi’s nine dimensions of flow as follows
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Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
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Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
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These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
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Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
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This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
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Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
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The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
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Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
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“IronIcally, It may be that the last people to receIve some benefIt from the therapeutIc value of musIc may be the musIcIans themselves” (Brodsky, 1996, p. 95).
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Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
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Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
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Jan Brett's Blog - 0 views
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In thIs book I had three elements of color that I knew were goIng to be InfluentIal.
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What three element of color does Brett list as influential to her new book's illustrations?
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When the book is about half completed, we (my editor, art director, and designer, Margaret, Cecilia and Marikka) start thinking about the jacket design, probably the most important image in the book. That is when some of the colors that tell the story can be used, and they will add to personality of the book.
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As a child, the part of the Cinderella story i liked best was the transformation of the mice, pumpkin and rat to coach, footman and coachman.
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Thank you everyone for entering the contest on my website, for a school visit. i will never forget the wonderful people in Windsor, Newfoundland where i visited last spring. Next time i go, i would like to drive and go on the ferry, so i can stop and see things, and go out whale and bird watching. There is one Moose for every 4 people in Newfoundland, so i would hope to see a Moose as well. Windsor is not a large town, so don’t get discouraged about the contest if your community is not large. The website tabulates how many “likes” they have put on the Facebook page.
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Now that I’m back In my art studIo, I am hard at work on CINDERS whIch I need to complete by just after ChrIstmas. I took specIal tIme wIth the jacket, a very Important element In the book, because It asks the vIewer to open the book and read It.
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Thank you to everyone who attended my booksignings. i hope many of you had fun drawing Mossy along with me. if you weren’t able to go to a booksigning, you can see the How To Draw demonstration on a video on my website.
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Truthfully, a chicken is hard to paint and to capture its beauty.
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Since i begin work on the story in January, December is the time i’m tying things together – in this case my “chicken” Cinderella story.
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Normally, a children’s picture book has 32 pages, but in this one instance the printer will configure the dimension of the pages so they will open up from a folded position so i will have twice as much space to draw the dancing chickens.
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Next time you are in a bookstore you can see the work of some of the world’s most talented book designers on the jackets of the books. The size and shape of the letters are important, as well as where they are placed on the jacket, and the color too
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Classroom 2.0 - 62 views
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How many members of the Diigo Ed group are using this forum? i don't want to be overwhelmed by too many social networking groups that i become inundated with too much information to be a truly participating member of any of them. i like the Diigo Ed group, so far! -
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I fInd the two forums match very well for what my Interests are In educatIon. -
While i am new to the Diigo Ed group (and like it so far), i joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around. -
Just a wonderful resource for all who are in to connecting classrooms with technology! -
I also belong to DIIgo In EducatIon as well as four of EDTech type groups, as well as one that I have created for my school. -
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I've been usIng DIIgo and the group DIIgo In EducatIon for quIte some tIme, but Classroom 2.0 Is actIve wIth tons of Ideas for all of us.
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social network for those interested in Web 2.0 and Social Media in education
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Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
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I'm wonderIng how the value of thIs wIll balance wIth the tIme requIred to do It rIght! -
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Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group! - ...5 more comments...
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The community for educators using Web 2.0 and collaborative technologies! -
I've been usIng It the last 3 weeks. There Is a large group of educators there and usefull shared InformatIon. -
I just joIned the Classroom 2.0 nIng about a week ago. It appears to have some valuable InformatIon. I am new to socIal networkIng, but am lookIng forward to the experIence. I am very Interested In Web 2.0 technologIes so the nIng seemed lIke a good place to start. -
This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching. -
This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
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shared by Jennifer Diaz on 15 Nov 14
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13 Strategies to improve Student Classroom Discussions - 149 views
www.weareteachers.com/...-student-classroom-discussions
6th grade Response to Literature Evidence student classroom strategies discussions
shared by Jennifer Diaz on 15 Nov 14
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deniseahlquist liked it
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These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
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Texts that inspire questions encourage students to return to the text and find support for their answers
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starting with one overarching focus question
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Require students to have evidence ready at the start of the discussion
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"prove it"
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evidence will actually open up a text to different interpretations
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The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
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Use sentence starters strategically
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In the text ... the author mentIons ...
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the author uses this evidence to ... this lets us know that ...
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Give students enough time to flip through and find just the right piece of evidence. if other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
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Good idea to keep the pace moving, while providing enough time to find better evidence. -
And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
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"Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
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Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
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According to page
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create an anchor chart
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Create and authentic anchor chart of student/teacher generated starters and prompts.
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Listen for how students personalize the discussion, and encourage them to develop their own voice.
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go back to the text
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They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
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I haven't taught sIxth grade for 3 1/2 years now, but If I ever go back to ms, I'd Incorporate thIs Into my weekly plans. One way I get my second graders to grow theIr thInkIng Is by havIng them respond to one another usIng the followIng prompts: I agree wIth the part about… GoIng back to what you saId about… One thIng I notIced… One thIng I pIctured… It remInded me of… I am not sure what you are sayIng. Could you say It In another way? I agree wIth what you are sayIng because… What you just saId matches what Is In my mInd because… I hear what you are sayIng, but I see It dIfferently because… If what you saId Is true, Is It not also true that… That Is true, but… Or - That Is true, and… Could you say more? Could you gIve me an example? I would lIke to add on to what _________ saId. I have an example of what you just saId. I wonder why… I was surprIsed to see… Another thIng that goes wIth that Is… So are you sayIng…
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Days Like This… | alytapp - 132 views
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Instead of scrIbblIng marks In the margIns of prInted papers, I opened each student’s paper In Google Docs, hIghlIghted text and Inserted comments to clarIfy my thoughts, and then turned on the screen recorder (JIng) to record my voIce as I scrolled through the paper and poInted to Items wIth my mouse. RIght after recordIng, I uploaded the fInIshed recordIng to JIng’s companIon hostIng sIte, and then I sImply copIed and pasted the lInk to the recordIng dIrectly Into the Google Doc.
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Adding value in context rather than providing repetitive written comments in the summation.
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After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
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As I watched them, I couldn’t help but remember the way that I used to provIde feedback. Students would receIve theIr graded papers, flIp past the comments I had scrIbbled In the margIn, glance at the fInal grade, and then forget all about It.
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I always knew there was more I wanted to convey to them about theIr wrItIng, about how they had or had not created meanIng for the reader.
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It took me about 10 mInutes per paper, tImes 68 papers, so the last week and a half have been Intense. If you’re doIng the math, that’s over 11 hours of paper gradIng. If I am goIng to put In that kInd of tIme for gradIng, I must see my students growIng as wrIters. PerIod.
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Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
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Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
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I lIked knowIng that my essay got IndIvIdual attentIon, IndIvIdual feedback, and I feel lIke you cared about what I wrote.
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A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
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hurtful to hear me say out loud what was wrong with their papers
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Writing is personal, and feedback can feel like an attack.
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On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
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tried out a new way of assessing student work — screencasting
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Handling Student Frustration - ProfHacker - The Chronicle of Higher Education - 40 views
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When a student says, “Just tell me what you want,” the student could be speaking from a place of great frustration.
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if students know what we want them to do and they understand how we will evaluate their efforts, they are more apt to do the work we assign. They’ll take chances, and they’ll do so without much complaint. if we want students to take chances, they must be able to trust us.
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Have I met my offIce hours? (If not, have I left a note or alerted students to the change?) Is my syllabus onlIne or otherwIse avaIlable other than on the fIrst day of the semester? Do I return student work In a reasonable amount of tIme? Do I requIre a textbook, and am I usIng that book? Do I respect my students and the knowledge they brIng to the classroom? Have I set clear guIdelInes about assIgnments, even If the assIgnment Is broad? If I have strIct syllabus polIcIes, do I enforce them equally and faIrly? Am I creatIve or InnovatIve In my approach to the subject? (Am I modelIng the kInd of behavIor/actIons I wIsh to see In my students?) Have I been clear about how InterpretIve or creatIve takes on assIgnments wIll be evaluated? (Am I sure I’m not evaluatIng harshly, for example, If I dIsagree wIth the student’s InterpretatIon of the assIgnment?)