Study in chunked sessions:
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"Study Less, Study Smart": The Best Ways to Retain More in Less Time - 59 views
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Have a dedicated study area:
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Know the difference between recognition and recollection:
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Be ready to teach what you've learned:
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Read textbooks effectively:
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SQ3R Method—survey, question, read, recite, review
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A shorter version of the video and the notes, are at: https://youtu.be/23Xqu0jXlfs With notes at: https://www.evernote.com/shard/s33/sh/978feb82-1f4b-4e6b-afb7-ccad8375e28e/a5e49b16353adea8 (It does seem strange that he says that you can only study effectively for 25-30 minutes and yet his lecture goes for an hour.)
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The Alamo - 3 views
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By March 1839, Santa Anna was president once again, an office he held six more times before finally being driven from Mexican politics in 1854. He died in Mexico City in 1876 a pauper.
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Gentleman on entering the Alamo will please remove their hats, and all visitors will speak in low tones, in recognition of the sacredness of this shrine.
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shared by Martin Burrett on 02 Jul 12
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TalkTyper - 111 views
talktyper.com
speech voice voice to text speech to text mfl English French German Spanish Italian Mandarin Chinese Japanese speech recognition
shared by Martin Burrett on 02 Jul 12
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A useful site that allows users to dictate and generate text. A great resource for children with writing difficulties to get their ideas written quickly. It works with a range of languages including English, French, German, Spanish, Italian, Mandarin Chinese, Japanese and more. For mistakes, the site offers alternative words with similar pronunciation. Only works with Chrome. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Record Your Voice to Help Free Speech... Recognition - voxforge.org - 58 views
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Recording Prompts For each prompt line, please record your speech as follows: click the Record button, pause for half a second, Read the corresponding prompt sentence, pause for half a second, and then click the the Stop button. If you make a mistake, click Record again to re-record your prompt. Please do not read the punctuation marks out loud. Once you have completed recording all ten prompts the Upload button will activate. Click the Upload button to upload your entire submission to the VoxForge repository as a single zip file. Repeat the process (multiple submissions are encouraged!)
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BUILDING THE FOUNDATION - A Suggested Progression of Sub-skills to Achieve the Reading ... - 83 views
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This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K-5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
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shared by Jim Aird on 15 Jan 14
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Feds Call on Universities for Ideas for 'Experimental Sites,' New Learning Technologies... - 32 views
campustechnology.com/...New-Learning-Technologies.aspx
technology education teaching online online learning
shared by Jim Aird on 15 Jan 14
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Education, particularly K-12 education, remains relatively untouched by advances in our understanding of how people learn, how to design instruction that incorporates those insights, and the explosion in information technologies such as low-cost smartphones and tablets, cloud computing, broadband networks, speech recognition and speech synthesis, predictive analytics, data mining, machine learning, intelligent tutors, simulations, games, computer-[supported] collaborative work, and many other technologies.
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steindl-rast | zen writ - 12 views
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combine our intellect with will and our emotions, only than can we truly understand the meaning of gratefulness.
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Sometimes I think that he tries too hard to separate the intellect from the will. I wonder on a physiological level what this looks like in the brain: are their separate components in the brain for recognition and judgment. Perhaps there are. If so, should those be the terms rather than intellect and will?
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its not giving up.
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back to bed again”
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haven’t reached them yet
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Just to be living on this earth in this solar system in this galaxy in this universe is immensely rare and lucky.
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to recognize is to accept something as true, but to acknowledge is to have a perspective, or how you choose to view that recognizable truth.
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Some people feel the rain, and others just get wet
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acknowledgement is perspective.
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uses the word surprise as a way of saying be mindful and appreciate the little things in life that go on around you
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ollowing this quote the author goes on to
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because many of use feel a moral obligation to return our benefactor the favor thus making the seemingly “gratuitous act” a debt that we must repay by giving our own gift.
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the bonds of interdependence set us free
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once you can acknowledge a gift for a gift and acknowledge dependence then you’re free to go forward into full gratefulness.
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yesterday morning my friend, knowing that I’m not an early bird, brought an extra granola bar to class just to give it to me which was a surprise that I had not expected. This was merely a simple surprise that I felt then, but after I thought it over again, this surprise made me realize how grateful I felt for having a such friend
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By allowing ourselves to be helped in life and understanding that receiving help is not a show of weakness but in fact a show of mindfulness, we open ourselves up to the surprises and pleasures of communicating with people on a regular day basis
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independent vs dependent. Being considered “legally” independent I have truly learned how dependent I am for others.
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I always thought why would I hassle someone else for my incompetency
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that weak need to feel weak in order to grow. We need to put everything out there and grow and learn from our experiences.
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Letting weakness show is one of the strongest things we can do in order to know ourselves at a deeper level
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Helping someone, whether it is a friend, neighbor or family member is something one should do out of the goodness of our heart. Everything comes full circle,
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it is a personal choice to help others, and my way of reminding myself that I am grateful to be here,
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I know what a horse looks like, feels like and moves like, but every time I go visit, I am still surprised and amused just by watching the horses out in the field.
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The more grateful you become the more you appreciate life, which in a sense does make you younger because you are embracing living life
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When my dad and hundreds of others died on 9/11/01 you could notice something different in the air.
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"teindl-Rast inspired me to start working on a project that I have been putting off. (ironically when I chose to read this passage I was procrastinating) There is never an ideal or perfect time for any person to start any task. Instead of taking this moment right now, we co"
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shared by Roland Gesthuizen on 30 Aug 13
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Why The Brain Benefits From Reflection In Learning - 7 views
www.teachthought.com/...s-from-reflection-in-learning:
learning metacognition thinking memory behaviour psychology education teaching
shared by Roland Gesthuizen on 30 Aug 13
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Students’ confidence will build further with their recognition of the strategies they used that brought them success.
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much of the effort put into teaching and studying is wasted because students do not adequately process their experiences, nor are they given time to reflect upon them.
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The degree to which one understands rests on the connections or relationships and the richness of these relationships.
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instruction that builds conceptual knowledge helps students’ link old knowledge with new knowledge, and this means providing time for reflection and communication
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"Executive function stimulation: include questions in homework and tests that require mathematics communication. In addition to showing the steps used to solve a problem, when students are asked to explain their thinking and why they selected a procedure or what similar mathematics they related to when solving the problem, they are using more executive function. "
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Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views
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Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
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I think this is the essence of teaching and learning - asking questions, for nothing is really true.
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Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
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I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
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Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
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Constructivist learning environments provide multiple representations of reality
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Multiple representations avoid oversimplification and represent the complexity of the real world
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Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
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Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
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Constructivist learning environments encourage thoughtful reflection on experience.
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Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
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Jonassen (1994)
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There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
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Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
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Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
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John Dewey (1933/1998) is often cited as the philosophical founder of this approach
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while Vygotsky (1978) is the major theorist among the social constructivists.
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Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
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Dewey
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Piaget
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John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
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Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
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A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
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social interaction lay at the root of good learning.
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Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
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Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
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Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
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On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
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The basic tenet of constructivism is that students learn by doing rather than observing.
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By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
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1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
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shared by Christophe Gigon on 09 Dec 08
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct. -
Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way. -
With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged. -
Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Information development was slow.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Informal learning is a significant aspect of our learning experience.
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Learning is a continual process, lasting for a lifetime.
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Technology is altering (rewiring) our brains.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Principles of connectivism:
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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The organization and the individual are both learning organisms.
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Classrooms which emulate the “fuzziness”
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So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
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If new learning approaches are required, then why are we still being evaluated in a linear way?
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Knowledge is growing exponentially
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amount of knowledge
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is doubling every 18 months
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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(the understanding of where to find knowledge needed).
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know-where
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learning
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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knowledge is no longer acquired in the linear manner
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What is the impact of chaos as a complex pattern recognition process on learning
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An entirely new approach is needed.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Meaning-making and forming connections between specialized communities are important activities.
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Chaos, as a science, recognizes the connection of everything to everything.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Connections between disparate ideas and fields can create new innovations.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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decisions are based on rapidly altering foundations
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The ability to draw distinctions between important and unimportant information is vital.
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
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learning is no longer an internal, individualistic activity
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learning is no longer an internal, individualistic activity
http://campaign.r20.constantcontact.com/render?ca=15a60671-5cad-40f5-b55d-04ad83d8b22a&... - 16 views
campaign.r20.constantcontact.com/render
google docs Google drive writing speech recognition resources
shared by Jørgen Mortensen on 16 Sep 15
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BBC News - Is multi-tasking a myth? - 36 views
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What that suggests, the researchers say, is that multi-task are more easily distracted by irrelevant information. The more we multi-task, the less we are able to focus properly on just one thing.
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A raft of studies has found that, actually, multi-tasking is a good way to do several things badly.
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We're not really multi-tasking. We're switching between tasks in an unfocused or clumsy way."
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Amazing, but as it turns out, quite logical. "The brain has very specialised modules for different tasks, like language processing and spatial recognition. It stands to reason that two similar tasks are much harder to do simultaneously, because they're using similar bits of tissue."
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Driving and talking doesn't use the same bits of brain. Answering an e-mail while chatting on the phone does. In effect, we are creating information bottlenecks.
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shared by Roland Gesthuizen on 16 Oct 10
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Should students memorise their essays? - 15 views
www.smh.com.au/...eir-essays-20101015-16nmz.html
student learning memory examination assessent testing SMH
shared by Roland Gesthuizen on 16 Oct 10
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There is a moral dimension to the process. It is one thing to memorise an answer which you have prepared, but it is wrong to present an answer prepared by someone else.
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Answer memorisation is inevitable in high-stakes and somewhat predictable examinations.
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High-stakes tests always corrupt teaching, learning and curriculum.
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The reality is that many questions are answered by a process of ''recognition of sameness''.
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"Examiners will struggle because the HSC exams have a degree of predictability. They are based on known content and skills. They use the same, known format. If the exam drifts too far from past norms people scream and the media vent complaints of unfairness. The consequence is that parts of exams are readily exploited by prepared answers."
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Intersting implications when we rely on state wide examinations to assess students.
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Stephen Downes: Things You Really Need To Learn - 88 views
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to educators, I ask, if you are not teaching these things in your classes, why are you not?
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1. How to predict consequences
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The prediction of consequences is part science, part mathematics, and part visualization. It is essentially the ability to create a mental model imaging the sequence of events that would follow, "what would likely happen if...?"
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2. How to read
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how to look at some text and to understand, in a deep way, what is being asserted (this also applies to audio and video, but grounding yourself in text will transfer relatively easily, if incompletely, to other domains).
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3. How to distinguish truth from fiction
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Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
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4. How to empathize
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this will allow other people to become a surprising source of new knowledge and insight.
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5. How to be creative
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Sometimes people think that creative ideas spring out of nothing (like the proverbial 'blank page' staring back at the writer) but creativity is in fact the result of using and manipulating your knowledge in certain ways.
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creativity involves a transfer of knowledge from one domain to another domain, and sometimes a manipulation of that knowledge.
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pattern recognition can be learned
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6. How to communicate clearly
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7. How to Learn
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Learning to learn is the same as learning anything else. It takes practice.
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8. How to stay healthy
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9. How to value yourself
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You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a Lamborghini and not having a driver's license.
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10. How to live meaningfully
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When you realize you have the power to choose what you are doing, you realize you have the power to choose the consequences. Which means that consequences -- even bad consequences -- are for the most part a matter of choice
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Department of Psychology :: Principles of Learning :: University of Memphis - 62 views
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The single most important variable in promoting long-term retention and transfer is "practice at retrieval"
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-learners generate responses, with minimal retrieval cues, repeatedly, over time.
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without relying on external memory aids.
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practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.
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By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,
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given minimal cues
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two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory
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when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.
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Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.
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Educational Applications
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Align lectures, assignments and tests, so that important information will have to be remembered at different times
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Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:
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During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.
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This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.
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On homework assignments, have students retrieve key information from lectures and readings.
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Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.
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Encourage group studying in which students actively discuss course topics
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test questions offer another opportunity for "practice at retrieval,"
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Ideally tests should be cumulative and test items should probe for understanding of the material.
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NAEP Gets It One-Third Right -- THE Journal - 15 views
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gets, the more the debate will stir and positive things can come of all this.
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9 Gail Desler California I look forward to following this discussion! Currently many school districts have the same keyboarding + MS Office requirement for tech proficiency shared above by Interested Parent. I think to continue with that model well into the 21st century is really the train wreck waiting to happen. I've read through the NAEP draft. as well as some of their referenced documents from ISTE, http://www.21stcenturyskills.org/ DOT , and the http://www.ncte.org/positions/statements/2 DOT 1stcentdefinition and am hopeful that the NAEP framework will promote the integration of technology literacy across the curriculum. Thanks for starting the conversation.
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Wed, Sep 9, 2009 Dick Schutz http://ssrn.com/author=1199505 The framework defines technology as "any modification of the natural or designed world done to fulfill human needs or desires." I can't think of any human action that wouldn't fall under that definition The definition of technological literacy is "the capacity to use, understand, and evaluate technology as well as to apply concepts and processes to solve problems and reach one’s goals. It encompasses the three areas of Technology and Society, Design and Systems, and Information and Communications Technology." That's pretty much universal expertise. This is to be measured with a 50 minute test starting at Grade 4. The specs for the tests at Grades 8 and 12 merely get more detailed and more abstract. By the time this gets run through the Item Response Theory wringer we'll have results that are sensitive to racial/SES differences but not to instructional differences. I'll look forward to your forthcoming explanations of how this came to happen.
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The problem? Namely, this: With no established federal definition of technological literacy, most states have chosen to follow the National Educational Technology Standards (NETS) established by the International Society for Technology in Education (ISTE), and to create their curricula and assessments accordingly.
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gical literacy that is very different from anything any state or No Child Left Behind (NCLB) envisioned. From the draft document: "In recent decades the meaning of technological literacy has taken on three quite different… forms in the United States. These are the science, technology, and society approach, the technology education approach, and the information and communications technology approach. In recognition of the importance, educational value, and interdependence of these three approaches, this framework includes all three under its broad definition of technological literacy."
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Geoffrey H. Fletcher is the editorial director of 1105 Media's Education Group. He can be reached at gfletcher@1105media.com. Comments
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shared by Roland Gesthuizen on 18 May 14
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Why Teachers Matter | George Lucas - 39 views
www.huffingtonpost.com/...teachers-matter_b_5269007.html
relationships teaching learning workplace recognition HuffingtonPost
shared by Roland Gesthuizen on 18 May 14
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"Kids today grow up immersed in a world of digital technology. Information is now freely available to everyone. It's powerful. Digital technology can get information, store information, do calculations and connect people in new ways. Digital technology can do so many amazing things for the learning process, but it can't be human."
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Success is a Four Letter Word - 37 views
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it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
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But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
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A clear goal Determination despite others’ doubts Self-confidence about figuring things out Humility about knowing it doesn’t come easy Persistence despite fear Patience to handle the small obstacles that obscure the path A code of ethics to live by Flexibility in the face of roadblocks A capacity for human connection and collaboration A recognition that accepting help does not equate to weakness A focus and appreciation of each step in the journey An appreciation of other people’s grit A loyalty that never sacrifices connections along the way An inner strength that helped propel them to their goal
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“… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
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Using Music to Close the Academic Gap - Lori Miller Kase - The Atlantic - 73 views
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Research demonstrates that music doesn't help as such. The same effect can be got from any discipline where practice and persistence are important. The musical component can be duplicated with explicit phonemic instruction in a short time. You would be better off drawing because it is the only non-academic that has a direct academic relationship - with geometry. The evidence for that has to do with the above, plus junction recognition and visualization. The only thing I didn't touch on is openness to new experience which has a strong correlation to measured intelligence. That's a component of the arts in general. -
I'm aware of the studies and also of the garbage science like the "Mozart Effect." While they don't support the correlation, they are also not definitive. This appears to be a valid study and it is working. Whether the reasons are because they learn practice and persistence or something else is irrelevant, a correlation still exists. Maybe it's just that music is fun and the way we learn music--practice, reflect, refine, repeat--is a good model for learning in general. It's certainly better than standardized tests. Personally, I don't feel a need to justify music's existence by its value to other subjects. It represents some of humanity's greatest achievements. That should be enough.