Stages of Learning Sport
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Stages of Learning Sport Skills - 38 views
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cognitive stage
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Beginners are not always aware of what they did wrong, nor do they know how to correct errors. They need basic, specific instruction and feedback during this phase.
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understands the fundamentals of the skill and is in the process of refining the skill
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experience fewer errors and can detect some of them on their own
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more consistent and learners begin to know what is relevant and what is not.
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point the skill is well learned
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performs the skill automatically without having to focus on execution
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few errors and athletes can detect and know how to correct them. They can concentrate more on other aspects of the game.
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athletes transition from learning the goal of the skill to perfecting it, coaches can diversify instruction and practice conditions.
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For closed skills, practices should be structured to match the conditions of competition. For open skills, the coach must systematically vary the conditions under which the skill is being learned and performed in preparation for competition. See Training Variation
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Teachers Can Do Harm | transformED - 51 views
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Teaching is a professional craft. Thinking that any high-scoring college student could come in and excel demeans it as a profession. No one would consider letting smart English majors perform surgery on low-income patients, or allowing cum laude math majors to do legal work for poor clients.
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Stuffing under-prepared rookies’ ears with confidence and sending them into the fray doesn’t have a net neutral impact on our students or our national conversation on education.
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Teaching is a professional craft. Thinking that any high-scoring college student could come in and excel demeans it as a profession. No one would consider letting smart English majors perform surgery on low-income patients, or allowing cum laude math majors to do legal work for poor clients.
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The Top Seven Trends in Workplace Learning - 43 views
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Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.
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the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning
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short attention span
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It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
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And if you’ve been ignoring social media, now’s the time to reconsider because it’s clearly here to stay.
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Blended learning is about mixing up face-to-face learning with webinars, blogging, emails, forums, video, online learning and social media.
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trainers must move away from doing things in the same old way, must reach out to learners in new ways, personalise their learning campaigns, and help people connect to each other around issues they care about!
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From planning phase to project end, things have to change – become familiar with new styles of presenting using multimedia, and carefully choose visuals to tell your story!
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are you trapped in DDD – Dinosaur design and development?
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Activity Based Curriculum Design
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70% of learning happens on the job 20% of learning happens through coaching and mentoring 10% of learning happens in training room and formal learning
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BCF principle – better cheaper faster
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no more plan-plan-do, its plan-do plan-do plan-do
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Get used to bigger groups
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Our community must start the shift by preparing learners for this new way of learning!
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17 U.S. Code § 106 - Exclusive rights in copyrighted works | LII / Legal Info... - 1 views
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17 U.S. Code § 106 - Exclusive rights in copyrighted works
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Subject to sections 107 through 122, the owner of copyright under this title has the exclusive rights to do and to authorize any of the following: (1) to reproduce the copyrighted work in copies or phonorecords; (2) to prepare derivative works based upon the copyrighted work; (3) to distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending; (4) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works, to perform the copyrighted work publicly; (5) in the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work, to display the copyrighted work publicly; and (6) in the case of sound recordings, to perform the copyrighted work publicly by means of a digital audio transmission.
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Obama Islamic State speech (text, video) - POLITICO Staff - POLITICO.com - 8 views
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counterterrorism
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vigilant
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grievances
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emerge
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subjugates
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condones
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affiliate
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exploit
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execute
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genocide
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facilities
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poses
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plotting
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resolve
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decisive
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comprehensive
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efforts
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hesitate
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core principle
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assess
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equip
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additional
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resources
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authorities
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counterweight
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pursuing
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crisis
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solution
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shared by Anna Otto on 21 Nov 14
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Keyboarding Guidelines - 77 views
techieteacher5280.blogspot.com/...eyboarding-online-testing.html
keyboarding guidelines onlinetesting cmas parcc
shared by Anna Otto on 21 Nov 14
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Help prepare your students for online testing with these research-based keyboarding guidelines for kids.
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How and How Not to Prepare Students for the New Tests - Shanahan - 2014 - The Reading T... - 51 views
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read extensively within instruction
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read increasing amounts of text without guidance or support.
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rich in content and sufficiently challenging
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explain their answers and provide text evidence
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writing about text, not just in replying to multiple-choice questions.
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Why Online Programs Fail, and 5 Things We Can Do About It - Hybrid Pedagogy - 76 views
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More and different types of learning and teaching are available in the digital environment. We must convince ourselves that we don’t yet understand digital education so we may open the doors more broadly to innovation and creativity
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we shouldn’t set off on a cruise, and build the ship as we go
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Why not? I might not be possible in the physical world, but that does not mean it cannot be done in the digital one.
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Few institutions pay much attention to re-creating these spaces online
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They do not need to. The digital learning space does not have to be like the physical one.
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What spaces can we build online that aren’t quantified, tracked, scored, graded, assessed, and accredited?
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What we have is a series of online classes with no real infrastructure to support the work that students do on college campuses outside and between those classes
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In physical schools that work have to be done on campus, because when students leave they become distant from each other. But that does not happen online: students are close together both inside and outside the "campus"; actually, they are simultaneously inside and outside campus.
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Up to now, online learning has taken little notice of the web upon which it’s suspended
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Today, the road to access doesn’t necessarily detour through the university, and anyone, of just about any age, can travel it.
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This is, of course, an overstatement, as not everyone is prepared, given their development and living conditions, to take advantage of Internet.
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We’ve created happy little caskets inside which learning fits too neatly and tidily (like forums, learning management systems, and web conferencing platforms). We’ve timed learning down to the second, developed draconian quality assurance measures, built analytics to track every bit of minutiae, and we’ve championed the stalest, most banal forms of interaction — interaction buried beneath rubrics and quantitative assessment — interaction that looks the same every time in every course with every new set of students.
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Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
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I don't think this idea applies to just 1 to 1 but many other school implementations. -
It is not the devices but the inability to create and implement standards that lead to 21st century skills. Too much buying stuff without expert advice and guidance.
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Then, teachers are instructed to go! But go where?
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VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
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I believe every student must have 24-7 access to the internet.
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it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
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Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
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The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
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Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
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Craft a clear vision of connecting all students to the world’s learning resources.
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Model the actions and behaviors they wish to see in their schools.
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Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
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Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
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Ensure that technology is seen not as another initiative, but as integral to curriculum.
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support risk- taking teachers
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creating cohorts of teachers across disciplines and grades who are working on innovative concepts
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Mathtrain.TV.
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how much responsibility of learning can we shift to our students
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How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
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How can we engage parents in new ways?
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How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
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publishing their work to a global audience.
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Preparing to use Diigo « social media in education - 122 views
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Invite students using their University e-mail addresses; also invite the course administrator and another tutor (so that the Diigo work doesn’t get lost if you fall ill). Create a link from Diigo to the VLE (using the HTML code that Diigo provides) so that updates are posted to the VLE (I got the idea of using widgets found in Mason and Rennie’s on E-learning and Social Networking Handbook, 2008:83) – and possible show your Diigo ‘education pioneer’ badge too… See the screenshot from my Blackboard VLE below.
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The Path to Digital Citizenship | Edutopia - 55 views
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adults and students alike now share a platform for consuming and authoring information like our society has never seen
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So how do we integrate standards and skillsets that prepare our K-12 students for an interconnected, digital world that can often be incendiary and hurtful?
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We've had many of these learning experiences already this year 2013-14. It's certainly a good starting point for students.
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hey still need to know how to play nicely together, share, not tease or say hurtful things -- and they need to transfer these offline skills to a digital space as well. In short, students must understand that there should be no difference between how they act online and how they act offline.
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we must continue our mission of educating students, not solely on academic merits, but on ethical merits as well. Promote and model good uses of digital spaces in your classroom and school. Building a culture of digital health and wellness across a school district will insure that our students carry out the missions posted on our walls.
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Is your personal email at school subject to FOI - 22 views
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ichigan FOIA requires the disclosure of public records upon proper request. A “public record” is defined as “a writing prepared, owned, used, in the possession of, or retained by a public body in the performance of an official function, from the time it is created.”
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Be the Change. Listen. Follow-up » Edurati Review - 42 views
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1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
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Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
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2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
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3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
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23 Reasons Why Nothing Happens After a Brainstorming Session| The Committed Sardine - 58 views
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#23 is major...too often we feel that the "follow-up" will require too much additional work, when in fact, the follow-up is what often makes the biggest difference. -
If the follow up is considered work then the task is not engaging enough.
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#1...this is often due to poor preparation and even poorer presenting skills.
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#7...everyone is on board without realizing the amount of effort the project actually entails.
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#10...communication, network, more communication, improved network--you get the idea.
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#12...there needs to be sufficient time to show measurable results before we can follow-up.
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#22...when success is celebrated, people notice, people feel appreciated, people want to work harder (generally speaking)
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shared by Cheryl Colan on 02 Jul 10
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Google Moderator - 86 views
www.google.com/moderator
google moderator backchannel discussion GoogleApps surveys crowdsourcing feedback
shared by Cheryl Colan on 02 Jul 10
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Let your audience decideGet to know your audience by letting them decide which questions, suggestions or ideas interest them most.Everyone's voice is heardThe voting box at the top of page focuses attention on submissions recently added and on the rise, making it simple and easy to participate.Be creativeInclude people in your preparation for lectures, interviews and hard decisions or work together to organize feature requests and brainstorm new ideas. -
"Get to know your audience by letting them decide which questions, suggestions or ideas interest them most. " This page kicks it off. Click the "Learn more" link to go to the how-to page.
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Common Core State Standards Initiative | The Standards - 46 views
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The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them.
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I have a mutliage looping classroom that includes both 5th & 6th graders togther. My question is, based on the obvious split in the CC between grade 3-5, and 6-8, is this a viable classroom setting anymore.
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With students, parents and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed in college and in a modern workforce.
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Research | Teachers Network: Effective Teachers - 63 views
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Teachers whose students make the greatest achievement gains have extensive preparation and experience relevant to their current assignment (subject, grade level, and student population taught). Opportunities to work with like-minded, similarly accomplished colleagues – and to build and share collective expertise – are also strongly associated with effective teaching. Accomplished teachers who have opportunities to share their expertise — and serve as leaders (as coaches, mentors, teacher educator, etc.) — are more likely to remain in the profession. To teach effectively, teachers must have access to the people, resources, and policies that support their work in the classroom. This includes: (1) principals who cultivate and embrace teacher leadership; (2) time and tools for teachers to learn from each other, (3) opportunities for teachers to connect and work with community organizations and agencies that support students and their families outside the school walls; (4) evaluation systems that comprehensively measure the impact of teachers on student learning, (5) performance pay systems that primarily reward the spread of teaching expertise and spur collaboration among teachers.
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A Better System for Schools: Developing, Supporting and Retaining Effective Teachers
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20 reasons why students should blog | On an e-journey with generation Y - 181 views
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It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is wonderful when students think they are having so much fun, they forget that they are actually learning. A favourite comment on one of my blog posts is: It’s great when kids get so caught up in things they forget they’re even learning… by jodhiay authentic audience – no longer working for a teacher who checks and evalutes work but a potential global audience. Suits all learning styles – special ed (this student attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students, multi-literacies plus ‘normal‘ students. Increased motivation for writing – all students are happy to write and complete aspects of the post topic. Many will add to it in their own time. Increased motivation for reading – my students will happily spend a lot of time browsing through fellow student posts and their global counterparts. Many have linked their friends onto their blogroll for quick access. Many make comments, albeit often in their own sms language. Improved confidence levels – a lot of this comes through comments and global dots on their cluster maps. Students can share their strengths and upload areas of interest or units of work eg personal digital photography, their pets, hobbies etc Staff are given an often rare insight into what some students are good at. We find talents that were otherwise unknown and it allows us to work on those strengths. It allows staff to often gain insight to how students are feeling and thinking. Pride in their work – My experience is that students want their blogs to look good in both terms of presentation and content. (Sample of a year 10 boy’s work) Blogs allow text, multimedia, widgets, audio and images – all items that digital natives want to use Increased proofreading and validation skills Improved awareness of possible dangers that may confront them in the real world, whilst in a sheltered classroom environment Ability to share – part of the conceptual revolution that we are entering. They can share with each other, staff, their parents, the community, and the globe. Mutual learning between students and staff and students. Parents with internet access can view their child’s work and writings – an important element in the parent partnership with the classroom. Grandparents from England have made comments on student posts. Parents have ‘adopted’ students who do not have internet access and ensured they have comments. Blogs may be used for digital portfolios and all the benefits this entails Work is permanently stored, easily accessed and valuable comparisons can be made over time for assessment and evaluation purposes Students are digital natives - blogging is a natural element of this. Gives students a chance to show responsibility and trustworthiness and engenders independence. Prepares students for digital citizenship as they learn cybersafety and netiquette Fosters peer to peer mentoring. Students are happy to share, learn from and teach their peers (and this, often not their usual social groups) Allows student led professional development and one more…… Students set the topics for posts – leads to deeper thinking
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Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
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shared by Jason Schmidt on 17 Nov 10
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School Would Be Great If It Weren't for the Damn Kids - 95 views
www.alfiekohn.org/...damnkids.htm
school alfie kohn students edreform education interest current commentary
shared by Jason Schmidt on 17 Nov 10
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It simply doesn’t make sense to try to “purge ‘ineffective’ teachers and principals.” His listener, almost giddy with gratitude now, prepares to chime in, as Samuelson, without pausing, delivers the punch line: That’s right, it’s time to stop blaming teachers and start . . . blaming students!
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His focus is not on students’ achievements (the intellectual accomplishments of individual kids) but only on “student achievement” (the aggregate results of standardized tests)
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As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture
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Upon hearing someone castigate students for being insufficiently motivated, a noneconomist might be inclined to ask two questions. The first is: “Motivated to do what, exactly”? Anything they’re told, no matter how unengaging, inappropriate, or, well, demotivating?
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Whenever I see students made to cram facts into their short-term memories for a test, practice a series of decontextualized skills on yet another worksheet, listen passively to a lecture, or inch their way through the insipid prose of a corporate-produced textbook, I find myself thinking of a comment made by Frederick Herzberg, a critic of traditional workplace management: “Idleness, indifference, and irresponsibility,” he said, “are healthy responses to absurd work.”
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The more you reward people for doing something, or for doing it well, the less interest they typically come to have in whatever they had to do to get the reward.
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People who blame students for not being “motivated” tend to think educational success mean little more than higher scores on bad tests and they’re apt to see education itself as a means to making sure our corporations will beat their corporations. The sort of schooling that results is the type almost guaranteed to . . . kill students’ motivation.
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one thing that’s happened is a concatenation of rewards and punishments, including grades, which teach students that learning is just a means to an end.
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Another thing that’s happened is teaching that’s meant primarily to raise test scores.
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inner-city kids get the worst of the sort of schooling that’s not about exploring and discovering and questioning but only about working hard (often at rote tasks) and being nice (read: obedient).
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“Motivation is weak because more students…don't like school, don't work hard and don't do well.” But why don’t they like school (which is the key to understanding why, assuming his premise is correct, they don’t succeed)? What has happened to their desire to figure out how things work, the hunger to make sense of things, with which all children start out?
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if you want to see (intrinsically) motivated kids, you need to visit classrooms or schools that take a nontraditional approach to education, places where students are more likely to be absorbed and frequently delighted, where what they’re doing is not merely “rigorous” (a word often applied to very difficult busywork) but meaningful.
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Alfie Kohn's commentary on an article written by Robert J. Samuelson. Samuelson argues in his article that the problem with education reform is not the usual suspects like ineffective teachers, but kids who are lazy and unmotivated. Interesting read with thoughtful information about student motivation.