The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
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Frayer Model | Classroom Strategies | AdLit.org - 62 views
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"The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. "
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Health - 0 views
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The World Health Organization (WHO) estimates that exposure to smoke from the simple act of cooking is the fifth worst risk factor for disease in developing countries, and causes almost two million premature deaths per year – exceeding deaths attributable to malaria or tuberculosis.
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Women in developing countries are also at risk of head and spinal injuries, pregnancy complications, and maternal mortality from the strenuous task of carrying heavy loads of firewood or other fuels. Frequent exposure to cookstove smoke can also cause disabling health impacts like cataracts, which affect women more than men, and is the leading cause of blindness in developing countries.
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Rudimentary wood-fired cookstoves and open fires emit fine particles, carbon monoxide, and other pollutants at levels up to 100 times higher than the recommended limits set by WHO
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A randomized-control study in Guatemala led by the University of California, Berkeley, found that halving exposure to indoor air pollution with a chimney stove brought about a reduction in severe pneumonia, and that larger reductions in exposure had more pronounced effects. A systematic review of all available studies on the link between solid fuel use and child pneumonia has found an almost doubling of risk for those exposed.
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Burns from open fires and unsafe cookstoves are another insidious risk faced by poor households dependent on kerosene, open fires, and unstable metal or clay cookstoves, contributing to a substantial percentage of the estimated 300,000 burn deaths that occur annually
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While the link between exposure to cookstove smoke and a wide range of health problems such as pneumonia, chronic obstructive pulmonary disease, and lung cancer is well established, the current body of evidence linking cookstoves with other potentially important health effects is compelling but less documented
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Nearly all of the existing evidence is based on observational studies that compare groups using open fires and traditional cookstoves with those using cleaner fuels, with very little being directly obtained from studies that directly measure the effects of interventions.
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More evidence is needed to demonstrate that the levels of exposure reduction delivered by clean cookstove and fuels will result in declines in related illnesses and deaths.
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OPINION: Personalization, Possibilities and Challenges with Learning Analytics | EdSurg... - 34 views
www.edsurge.com/...lenges-with-learning-analytics
personalizedlearning learner research personalized SDW analytics challenges possibilities personalization
shared by Sharin Tebo on 02 Nov 14
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Many of these challenges result from trying to personalize within the context of traditional school structures that standardize the curriculum, the assessments, the grouping, and the instructional time.
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a genuine problem: how to achieve the tremendous academic gains that are possible through personalized instructional methods within the constraints of a traditional classroom.
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Knowledge mapsFormalizing a learning map--sequences of connected concepts and skills that define how one masters a domain, such as beginning Algebra--and mapping student mastery on the map, enables intelligent learning systems to recommend the next concept or skill to be learned, propose aligned instructional content, and present appropriate questions and tasks to assess mastery.
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Learning analytics combines data from student models with data on learning behaviors, knowledge maps, and learning outcomes, and mines these data sets to identify patterns that associate student attributes and behaviors with successful outcomes.
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Learning analytics marks a significant departure from traditional data-driven instructional strategies. That’s because so much more data is available to mine, make sense of, and use.
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It is not enough to design cutting edge analytics to shape educational decision making if we do not understand how teachers can apply them to optimize student learning outcomes.
Introducing The Curator's Code: A Standard for Honoring Attribution of Discovery Across... - 1 views
HTML font size Attribute - 0 views
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Layers Magazine « The How-to Magazine for Everything Adobe Layers Magazine - 1 views
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DR Expose 2 Plugins Processing HDR images to get just the right effect can be as much art as science. The new HDR Expose 2 from Unified Color Technologies (UCT) aims to help you find the right balance between the two, so you get just the finished image you want without headaches and frustration. 0 Continue Reading Using Scripted Patterns in Photoshop CS6 CS6 One of the problems with pattern fills in Photoshop is the complete lack of randomness you get in shape, color, and position. Just think about it: a real brick wall isn’t made from perfectly identical bricks; each brick varies in color, texture, and even size. That’s why Adobe added the ability to apply scripts to pattern fills in Photoshop CS6. 0 Continue Reading 2D to 3D in Photoshop CS6 Extended CS6 Stephen Burns shows viewers how to take an image of a 2D object and transform it into a 3D object using depth maps in the new Photoshop CS6 Extended. 1 Continue Reading Corel AfterShot Pro Product Reviews Corel’s first professional photo catalog and RAW editing software, AfterShot Pro, is based on a number of technologies—Bibble Pro, Noise Ninja, and Perfectly Clear—that are widely known and respected in the photography world. It’s available for Mac OS X, Windows, and Linux. 0 Continue Reading Photoshop CS6 Type Styles CS6 http://layersmagazine.com/photoshop-cs6-typ
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17 U.S. Code § 107 - Limitations on exclusive rights: Fair use | LII / Legal ... - 2 views
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Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include— (1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work. The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.
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Was Dickens's Christmas Carol borrowed from Lowell's mill girls? - Ideas - The Boston G... - 15 views
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Dickens had encountered that narrative trope in the stories written by the Lowell mill girls, who typically published either anonymously or under pseudonyms like “Dorothea” or “M.” In one anonymous story called “A Visit from Hope,” the narrator is “seated by the expiring embers of a wood fire” at midnight, when a ghost, an old man with “thin white locks,” appears before him. The ghost takes the narrator back to scenes from his youth, and afterward the narrator promises to “endeavor to profit by the advice he gave me.” Similarly, in “A Christmas Carol,” Scrooge is sitting beside “a very low fire indeed” when Marley’s ghost appears before him. And, later, after Scrooge has been visited by the ghosts of Christmases Past, Present, and Future, he promises, “The spirits of all Three shall strive within me. I will not shut out the lessons that they teach.”
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That’s not how the scholars see it. Literary borrowing, even quite detailed borrowing, was accepted practice at the time—“It was just a different way of looking at things back then,” says Archibald. (“American Notes,” for instance, includes many pages of writing by the famed 19th-century physician Samuel Gridley Howe, all without attribution, and apparently without any thought by Dickens that he was doing something improper.)
Xpert - 47 views
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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.
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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.
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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.
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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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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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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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Classrooms which emulate the “fuzziness”
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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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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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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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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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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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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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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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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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The beauty of unfinished work - The Learner's Way - 34 views
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At times it has been deeply admonished and hidden from view. Individuals who failed were to be shunned or punished. At other times failure was to be avoided by setting the bar for success so low that failure was impossible. The result of this movement was that success became meaningless, achievable by all without risk and through little effort.
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The generation when who were deeply admonished and hidden is older and most are relieved that this is no longer the case. The generation who were shunned or punished seem to still be a part of the mainstream but most have embraced that this is no longer the case. The generation who were part of the low expectations with failure impossible seem to be the predominance of the population now and we are seeing that there is no concept of consequences, no motivation toward high achievement, and an attitude of entitlement.
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This seems like we are evolving but moving more in a cyclical fashion and thinking more like the early innovators in our country - Jefferson, Franklin, Ford, Bell - We see a need for something and strive to create it - marking our failures as a way of knowing, "well that won't work so lets find something that will."
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A culture that accepts failure as a part of the learning process will need to take time to celebrate the steps taken towards learning as much as it celebrates the finished product.
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A digital work of art, of music of writing is never truly finished, it grows and transforms over time.
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mistakes are a sign that the learning is not pitched at a level below the needs of the students; if the students are not making mistakes when they engage with new learning the expectation has been set too low.
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What must be avoided is a belief that mistakes are to be accepted without an equal emphasis on identifying and understanding their causes.
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21 Rules for Social Media Engagement| The Committed Sardine - 30 views
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It’s the devices we employ, the intentions that motivate engagement, and the value we offer that dictate the significance of the brand-specific social graphs we weave. It’s a simple investment in either visibility or presence. In social media, just like in the real world, presence is felt.
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Establish and nurture beneficial relationships online and in the real world as long as doing so is important to your business.
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Online Teaching and Learning: Makin' Whuffie - 1 views
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
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Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
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A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
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Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
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Student Expectations Seen as Causing Grade Disputes - NYTimes.com - 0 views
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“Instead of getting an A, they make an A,” he said. “Similarly, if they make a lesser grade, it is not the teacher’s fault. Attributing the outcome of a failure to someone else is a common problem.”
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if students developed a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place.
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Collaboration Rubric - 140 views
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Grading team work can be made simpler by having team members grade themselves and their team members using this rubric. Teams can take turns grading a weekly discussion throughout the semester and save the instructor time while helping students develop critical thinking skills.
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One has to be very critical with such rubrics. This one implies that argument is a negative trait and that to earn maximum points, one must always agree. The rubric communicates that this is what cooperation is all about. Agreement. Argument or constructive criticism is essential to the collaborative problem-solving process. This category needs to be redesigned or removed altogether. The "makes fair decisions" attribute is much more appropriate.