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.
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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
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ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
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Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
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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.
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Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
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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.
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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…?
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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.
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The Coach in the Operating Room - The New Yorker - 37 views
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I compared my results against national data, and I began beating the averages.
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the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
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They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
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always evolving
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no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
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California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
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they did not necessarily have any special expertise in a content area, like math or science.
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The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
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The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
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teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
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must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
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most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
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The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
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So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
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“What worked?”
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“What else did you notice?”
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something to try.
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Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
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“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
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trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
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one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
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watch other colleagues operate in order to gather ideas about what I could do.
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routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
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It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
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modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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Media and Technology Resources for Educators | Common Sense Media - 15 views
www.commonsensemedia.org/educators
InternetSafety digitalcitizenship cyberbullying Internet_safety cipa
shared by mgranger on 01 Apr 11
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with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
Social Network for Students, Online Quizzes, Online Flashcards, Online Study Guides, On... - 80 views
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Grove Art: Subject Guide in Oxford Art Online - 12 views
www.oxfordartonline.com/...renaissanceartandarchitecture
oxford renaissance Art History tieclass reference
shared by anonymous on 27 Jun 17
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the Renaissance was a period when scholars and artists began to investigate what they believed to be a revival of classical learning, literature and art. For example, the followers of the 14th-century author Petrarch began to study texts from Greece and Rome for their moral content and literary style. Having its roots in the medieval university, this study called Humanism centered on rhetoric, literature, history and moral philosophy.
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Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding
Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research
shared by Sharin Tebo on 20 Nov 14
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Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
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The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
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They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
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To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
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Can Mary Shelley's Frankenstein be read as an early research ethics text? | Medical Hum... - 7 views
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Can Mary Shelley’s Frankenstein be read as an early research ethics text?
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Frankenstein is an early and balanced text on the ethics of research upon human subjects and that it provides insights that are as valid today as when the novel was written.
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Mary Shelley conceived the idea for and started writing Frankenstein in 1816 and it was first published in 1818.1 In its historical context, the earlier 17th and 18th centuries had seen the early signs of the rise of science and experimentation. Francis Bacon (1561–1626) had laid the theoretical foundations in his “Great Insauration”2 and scientists such as Boyle, Newton, and Hooke developed the experimental methods. Sir Robert Talbor, a 17th century apothecary and one of the key figures in developing the use of quinine to treat fevers, underlined this: “the most plausible reasons unless backed by some demonstrable experiments seem but suppositions or conjectures”.3
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The 18th century saw the continued construction of foundations upon which all subsequent medical experimentation has been built.
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Lady Mary Montagu promoted smallpox vaccination; its proponents experimented on prisoners to study its efficacy, and James Jurin, the secretary of the Royal Society, developed mathematical proof of this in the face of ecclesiastical opposition.4 Many of the modern concepts of therapeutic trials were described although not widely accepted. Empirical observation through experimentation was starting to be recognised as the tool that allowed ascertainment of fact and truth. An account of Dr Bianchini’s experiments on “Le Medicin Electrique”, reported to the Royal Society explains that “The experiments were made by Dr Bianchini assisted by several curious and learned men … who not being able to separate what was true … determined to be guided by their own experiments and it was by this most troublesome though of all the others the most sure way, that they have learned to reject a great number of what have been published as facts.”5
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Similarly, Henry Baker’s report to the Royal Society, describing Abbe Nollet’s experiments, outlined the need for comparative studies and that “treatment should not be condemned without a fair trial”6 and a Belgian doctor, Professor Lambergen, describing the use of deadly nightshade for the treatment of breast cancer wrote “Administration of this plant certainly merits the attention of the medical profession; and surely one may add entitles the medicine to future trials … nevertheless the most efficacious medicines are such if its efficacy by repeated trials be approved.”7 In the mid 18th century James Lind conducted the first controlled trial to establish a cure for scurvy and his Treatise on the Scurvy contains what could be seen in modern terminology as the first “review of the current literature” prior to a clinical trial.8
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Her motives for writing Frankenstein are more difficult to define. In her introduction to the 1831 edition she writes that she wanted her work to … speak to the mysterious fears of our nature and awaken thrilling horror—one to make the reader dread to look round. If I did not accomplish these things, my ghost story would be unworthy of its name … (p 7, p 8)
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The 1818 preface, written by Percy Bysshe Shelley, indicates a deeper purpose. He wrote that the story recommends itself as it “…affords a point of view on the imagination for the delineating of human passions more comprehensive and commanding than any which the ordinary relations of existing events can yield…” (p 11) and that “…I am by no means indifferent to the manner in which ... moral tendencies (that) exist in the sentiments of characters shall affect the reader…”(p 12).
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Many-to-One vs. One-to-Many: An Opinionated Guide to Educational Technology - The Ameri... - 9 views
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MOOCs do not benefit most of those who try them. Students differ in their cognitive abilities and learning styles. Even within a relatively homogenous school, you will see students put into separate tracks. If we do not teach the same course to students in a single high school, why would we expect one teaching style to fit all in an unsorted population of tens of thousands?
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I believe that the future of teaching is not one-to-many. Instead, it is many-to-one. By many-to-one, I mean that one student receives personalized instruction that comes from many educators. To make that work, technology must act as an intermediary, taking the information from the educators and customizing it to fit the student's knowledge, ability, and even his or her emotional state.
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I am optimistic about tablets in large part because I believe that a magic bullet in educational technology is the adaptive textbook. By that, I mean an electronic textbook that adjusts to the cognitive ability and learning style of the student. Adaptive textbooks will query students in order to make sure that they understand what they have been studying. They will also respond to student queries. Adaptive textbooks will implement the many-to-one teaching model.
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There are many horses in the educational technology race. The ones to bet on are adaptive textbooks and independent certification.
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I do not believe that educators fully understand the process of social learning in the classroom. We do not know exactly what factors make the difference between a classroom where students are of significant help to one another and one where students provide little assistance or even hold one another back
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"This essay will explain why I label various technologies as winners, losers, and magic bullets in the table below. My opinions are not based on exhaustive research. They are based on my experience both as a high school teacher and as an entrepreneur." My evaluations are based on whether I view these technologies as supporting a model of education that is one-to-many or a model that is many-to-one. The latter is the model I prefer, as will become clear in the rest of this essay.
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Shmoop: Homework Help, Teacher Resources, Test Prep - 12 views
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A series of free and paid study guides for SAT, ACT, PSAT, AP tests as well as free teacher resources for a variety of topics.
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This is a superb cross curricular site with some paid for services, but the vast majority are free. View book guides on both modern and classic texts, including Shakespeare. The site also has biographies and history info. http://ictmagic.wikispaces.com/Cross+Curricular
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Student Achievement Research Meets Technology | Digital Learning Environments - 66 views
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Student Achievement Research Meets Technologyby Leslie WilsonShareThis We all work hard to integrate research and best practices through the meaningful use of technologies. Last week, I dove into John Hattie’s ‘Visible Learning’ (2009) research. It is the culmination of 15 years of research synthesis of 800 + meta-analyses (over 50,000 studies) that focused on top factors influencing school-aged students’ achievement. It is the largest collection of evidence-based research into what ‘really’ works and ‘doesn’t’ work to enhance learning.
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Reading Strategies for 'Informational Text' - NYTimes.com - 172 views
learning.blogs.nytimes.com/...ategies-for-informational-text
common core standards CCSS reading teaching education resources
shared by Amy Roediger on 02 Aug 12
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Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
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Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
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Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
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The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
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“Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
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Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
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CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
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What Facebook Users Share: Lower Grades - TIME - 4 views
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What Facebook Users Share: Lower Grades By Anita Hamilton Tuesday, Apr. 14, 2009 Print var artId= "1891111"; var chn = "bizTech"; var contType = "article"; Email Reprints Digg Facebook time:http://www.time.com/time/business/article/0,8599,1891111,00.html Twitter MORE Add to my: del.icio.us Technorati reddit Google Bookmarks Mixx StumbleUpon Blog this on: TypePad LiveJournal Blogger WordPress MySpace var ad = adFactory.getAd(88, 31); ad.setPosition(8) ad.write(); Forget the widely unloved redesign. Facebook has committed a greater offense. According to a new study by doctoral candidate Aryn Karpinski of Ohio State University and her co-author Adam Duberstein of Ohio Dominican University
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Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 32 views
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Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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“Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”
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What a pity, a sign of how little respect people actually give to the profession of teaching; the only profession where people don't take the comments of practitioners seriously. Can you imagine saying to your doctor, "I know this is your diagnosis, but I'm going to go with my Great Aunt's diagnosis."
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They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple.
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under the state’s plan, that teacher will not always be in the room. The plan requires high school students to take online courses for two of their 47 graduation credits.
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I actually find this somewhat troubling...so little research exists as to how students are actually learning online. Are they using Facebook or are they going through MIT's Open Courseware? I'm inclined to think the former. I'm slowly adding more and more technology to my classes and frankly, I'm surprised that students are not more technologically savvy... the first and second digital divides are increasingly evident...
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Interesting article, however, you can't ignore that students today will be doing a significant amount of learning on a computer. If our high school students can't master managing an online class in high school, how will they fare later on? It's another learning tool. 2 classes out of 47 credits? How is that detrimental to the development of lifelong learners? We can research until the cows come home, but at some point if we don't dive in, we miss the boat. While we can all wish for all our students to graduate high school and then go on to college, the reality is that most of them won't. That's reality... Preparing our kids for future learning and building those skills necessary to be successful to master online courses is a skill they will need to succeed in their digital world.
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Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 3 views
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learners can select what topic to study within a general driving question or choose how to design, create, and present products.
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To guide students in real inquiry, refer students to the list of questions they generated after the entry event.
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nvited audience included parents, peers, and representatives of community, business, and government organizations