what makes an effective app is one that does what you need it to do. And it's even better if it does it an inexpensive and engaging ways
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Premium - Faculty Focus | Higher Ed Teaching & Learning - 8 views
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Ways to Evaluate Educational Apps - Learning in Hand - 33 views
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shared by Jørgen Mortensen on 05 Mar 12
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Matching Teaching Style to Learning Style May Not Help Students - The Chronicle of High... - 21 views
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More Students Report Talking With Their Professors Outside of Class. Here's Why That Ma... - 16 views
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You're reading the latest issue of Teaching, a weekly newsletter from a team of Chronicle journalists. Sign up here to get it in your inbox on Thursdays. This week: I point to some key findings in the newest annual National Survey of Student Engagement. I share readers' feedback on how they have reformed their gateway courses. I ask whether your college or department has developed alternatives to teaching evaluations.
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Should students be partners in curriculum design? | Times Higher Education (THE) - 35 views
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
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make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
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These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
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first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
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children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
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Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
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3 Strategies For Teaching Digital Wellness In Higher Education - 14 views
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Every semester, professor Dr. Josie Ahlquist challenges her Leadership in the Digital Age students at Florida State University with a unique task. "Unplug from social-based platforms for 7 days," she says to a class of hesitant college students. Allowing room for negotiation, Dr. Ahlquist has seen her challenges run for as few as two days and as many as seven, and she requests that students document their experience throughout. The results showcase a facinating journey of self-discovery and reflection as these students shed social media for the duration of the challenge.
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How to Escape Grading Jail - The Chronicle of Higher Education - 31 views
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F or the first 18 years of my academic career, I ran into the same problem every semester. It happened at about the 13-week mark: I would share a tearful farewell with my family and begin serving my sentence in Grading Jail. In that moment, I would look back on a career of repeat offenses against efficient and timely grading of student work, and see clearly that I had no one to blame but myself. I was a hopeless recidivist.
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Distracted Minds: Why You Should Teach Like a Poet - 4 views
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education higher ed students engagement focus build zoom learning
shared by Martin Leicht on 11 Jan 21
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When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
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same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
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Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
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We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
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Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
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in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
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asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
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For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
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As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
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The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views
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The article describes creative youth development in the larger contexts of arts education and of education reform.
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Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
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Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
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attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
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Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
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Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
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The creative process at the center of CYD programs contributes to profound personal growth for youth participants
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And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
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community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
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hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
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impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
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She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
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Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—
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Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 91 views
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Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 106 views
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we need to ensure that we are implementing a series of factors that elevate our students' focus and level of concern.
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Your odds of keeping your students on task go up when you mix things up and keep the energy feeling fresh.
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Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.
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Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.
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Feedback loops and the longer-term: towards feedback spirals: Assessment & Evaluation i... - 7 views
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How to Be a Better Online Teacher - The Chronicle of Higher Education - 18 views
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hether you've taught online a lot or a little, chances are you didn't enjoy it as much as teaching in person. Maybe you didn't experience that fizz after a particularly invigorating face-to-face class. Indeed, according to a 2017 Educause survey, only 9 percent of academics prefer to teach "in a completely online environment." That means a whopping 91 percent of us don't. And I suspect that a good majority of that 91 percent would prefer to teach anywhere but online.
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Chronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views
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in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
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Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
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A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
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The results were significant. Students with mentors gained nine school days—almost two weeks—during the year. They were more likely to remain in school and maintain their grade point averages than similar students without mentors. The program worked at every K-12 level: elementary, middle, and high school, with the greatest impact on students struggling with poverty and homelessness.
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The mentors had several simple but straightforward responsibilities. They greeted the students every day to let them know they were glad to see them at school. They called home if students were sick to find out what was happening. They connected the students and their families to resources to help address attendance barriers. Mentors participated in school-based teams that analyzed data and shared insights about students. And they also supported schoolwide activities, including assemblies, incentives, and contests, to encourage better attendance for all students.
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Elementary schools set up attendance teams to identify and monitor the students with the worst attendance. Part-time social workers, hired with philanthropic and state dollars, connected with families. Principals and teachers promoted attendance at back-to-school nights, at parent-teacher conferences, and through regular calls home. This work led to a significant drop in absenteeism in all elementary grades, particularly in kindergarten. The percentage of chronically absent kindergartners fell from 30 percent in the 2011-12 school year to 13 percent in 2013-14. And reading scores began to climb.
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Andragogy - Wikipedia, the free encyclopedia - 36 views
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Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
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Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
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Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
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Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
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"Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
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Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
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Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be