The American
Library Association encourages schools and libraries to think twice before
keeping kids off social media, saying such prohibition "does not teach safe
behavior and leaves youth without the necessary knowledge and skills to protect
their privacy or engage in responsible speech." Their
policy statement on the topic says that instead of restricting access,
librarians and teachers "should educate minors to participate responsibly,
ethically and safely."
Group items matching
in title, tags, annotations or url
4More
SIRS: Making Students Literate in Digital Age - 70 views
-
-
-
-
Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will encounter irrelevant or even offensive material--a fear that many teachers say is overblown. While the Web can seem like "a sea of pornography and idiots," says James Lerman, the author of several books on educational technology, schools must help students figure out how to navigate it so they "can get to the good stuff" that's applicable to school.
- ...1 more annotation...
-
The American Library Association encourages schools and libraries to think twice before keeping kids off social media, saying such prohibition "does not teach safe behavior and leaves youth without the necessary knowledge and skills to protect their privacy or engage in responsible speech.
42More
Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views
-
n contrast to others who are not as prone to divulge their feelings about their creative process
-
"Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
-
The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
- ...39 more annotations...
-
It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
-
Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
-
Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
-
raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
-
It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
-
n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
-
I need . . . to become involved, to come into a state where I do something without knowing why I do i
-
This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
-
Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
-
I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
-
When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
-
Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
-
ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
-
as, as these examples show, dreams can also solve certain problems of the creative process.
-
In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
-
n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
-
Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
-
Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
-
I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
-
Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
-
Furthermore, for some composers the musical influence can emerge from the development of computer technology.
-
In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
-
If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
-
After all, the creative process is an elusive cultural activity with no recipes for making it happen.
-
n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
-
In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
-
Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
-
After all, the quality of mystery is a common theme in nearly every composer's accoun
-
Failing this, musical creativity remains a predictable academic exercise
-
Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
-
Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
-
Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
-
n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
-
While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
-
By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
-
which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
-
. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
-
Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
-
Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
2More
Learning Games For Kids - 139 views
-
Educational games are a great tool for building foundation math and language skills that today's elementary school curriculum requires. These online learning games and songs for kids are fun, teach important skills for preschool and elementary school kids and they're free. Want educational games that help build skills in math, language, science, social studies, and more? You've come to the right place! -
1More
Map Skills - 127 views
-
Very well done interactive lesson on map skills of hemispheres, lines of latitude, lines of longitude, prime meridian, and equator. Also has built in questions to check understanding
1More
shared by kfeldhau on 19 Jan 15
- No Cached
Transformation in Education - 12 views
changingislearning.blogspot.com/...-education-by-focusing-on.html
change transformation student-centered
shared by kfeldhau on 19 Jan 15
- No Cached
-
"What Is Transformational In Your Educational Vision? Part of the challenge in educational reform is that not everyone defines learning or education the same way. Sure, we all refer to things such as literacy, college and career ready, 21st century skills, etc. However, what is the core purpose of one's education? Beyond specifics related to employment skills, literacy skills and standards mastery, I offer up this idea: Education is meant to transform one's life. In other words, education has to dramatically, or even radically, transform the person into a new, improved person that is more emotionally, socially, and intellectually ready for any challenge the world has to offer."
1More
The Inside-Out School: A 21st Century Learning Model - 62 views
-
The Inside-Out School: A 21st Century Learning Model includes 9 domains with subsidiary skill sets
7More
shared by Sharin Tebo on 20 Nov 14
- No Cached
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
- No Cached
-
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.
-
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.
-
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:
- ...2 more annotations...
-
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.
-
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.
-
1More
Children gain confidence and social skills when schooled in local museum - 5 views
-
"A new report, published today by King's College London, shows the findings of four projects that for the first time in the UK placed Nursery, Key Stage 1 and Key Stage 2 children in their local museum for extended residencies. The groups undertook many of their daily lessons and activities at their local museums for a period of between two weeks and up to a full term."
1More
KerryHawk02: Teaching HistoryTech: Looking Back at My First Backchannel Experience - 56 views
-
Backchanneling has a lot of promise with students in many different content areas. Here is a Social Studies teacher who shared her first experience using Today's Meet as a tool for doing formative assessment and teaching critical thinking skills during a film she showed students. Check out the learning process she shares in her reflection.
1More
VOCEDplus | VOCEDplus: the international tertiary education research database - 19 views
-
"VOCEDplus is a free research database for tertiary education, especially as it relates to workforce needs, skills development, and social inclusion. It encompasses vocational education and training (VET), higher education, adult and community education, informal learning, and VET in Schools. It is international in scope and contains over 55,000 English language records, many with links to full text documents."
1More
Pathfinders for Autism | Articles - 17 views
-
"Autism can block, delay, or distort signals from any or all of the senses. It is difficult for people with autism to interact with other people through social activities and spoken communication. Pragmatic language skills, including gestures, facial expressions, body language, and other nonverbal communication, may also be impaired. Autism may also be associated with difficulties with learning, imagination, and reasoning. "
10More
Autism Issues Complicate Anti-Bullying Task - Education Week - 15 views
-
examine the entire school environment
-
Positive Behavioral Supports
-
target students' conversational ability and social skills
- ...7 more annotations...
-
increase the empathy and social skills
-
paraprofessionals were taught to initiate games and age-appropriate activities
-
understanding the 'hidden' curriculum
-
Those types of interventions can work if they're embedded in a systematic framework for addressing a school's climate
-
One-shot approaches—such as a school rally or asking students to sign pledges promising not to engage in bullying—"have relatively little impact
-
teach bullies different ways to behave
-
supports schoolwide approaches that spell out clear behavior expectations and schoolwide monitoring, such as the models of positive behavioral supports
1More
shared by Kimberly LaPrairie on 23 Sep 09
- Cached
picturing the thirties - 2 views
americanart.si.edu/...index.html
history virtual social_studies smithsonian museum EED427 photos video virtual worlds
shared by Kimberly LaPrairie on 23 Sep 09
- Cached
-
"Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
1More
Comments for Report Writing - Resources - TES - 44 views
-
"I have compiled these statements together with the other teachers in my year group. We have covered Speaking and Listening, Writing, Reading, Maths, Social Skills and Behaviour. I hope that they are useful for any other Key Stage One teacher. Other topics covered: Paperwork"
1More
Intellectual curiosity and confidence help children take on maths and reading - 2 views
-
"Children's personalities may influence how they perform in maths and reading, according to a study by psychology researchers at The University of Texas at Austin. Proficiency in reading and maths is associated with a complex system of skills, some of which derive from personality traits. In a study published in the Journal of Personality and Social Psychology, researchers found that characteristics related to openness, such as intellectual curiosity and confidence, made children more adept to take on maths and reading than characteristics describing conscientiousness, such as diligence and perseverance."
1More
Let Grow - When Adults Step Back, Kids Step Up. - 10 views
-
When we let them organize their own games and solve the inevitable spats, they build the social-emotional skills they'll need for life.
1More
Social Pragmatics Checklist, free PDF download - 62 views
-
For over 6 years, this PDF search engine has made finding PDFs, eBooks and documents a breeze. Download and print, or read online. PrintFu is the original free PDF search engine.
8More
shared by trisha_poole on 05 Sep 12
- No Cached
The Sad Reality Of Education Technology | Edudemic - 100 views
edudemic.com/...eality-of-education-technology
phd edtech technology social learning social networking social media EML515
shared by trisha_poole on 05 Sep 12
- No Cached
-
This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
-
The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
-
we need to teach them how to find information and more importantly what to do with the information that they find
- ...4 more annotations...
-
It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
-
The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
-
This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
-
With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
-
I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
10More
Getting A Job Is Not The Purpose Of School - 41 views
-
By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
-
the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
-
And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
- ...7 more annotations...
-
The curse of social conditioning and norm-referencing here is also at play
-
Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
-
Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
-
If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
-
no matter what sort of values a family promotes, the learning process, by design, changes a person
-
Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
-
Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.