As Dr. C. Paul Newhouse wrote in 2002, "While it would be convenient to be able to make a direct connection between the use of ICT and learning outcomes, most reputable educational researchers today would agree that there will never be a direct link because learning is mediated through the learning environment and ICT is only one element of that environment."
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FRONTLINE: digital nation: learning: literacy: defenders of the book | PBS - 43 views
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ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views
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Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
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Seat the child with ADD/ADHD away from doors and windows.
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Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
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Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
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The self-esteem of children with ADD/ADHD is often quite fragile
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Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
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written behavior plan is near the student
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consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
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Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
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cross off each item as it is completed.
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run an errand or do a task for you
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play a sport—or at least run around before and after school.
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Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
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do one step and then come back to find out what they should do next
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extremely brief when giving directions
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write directions down in a bold marker or in colored chalk on a blackboard.
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Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
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If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
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With organization
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Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
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Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
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Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
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If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
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Direct Object Pronouns: Part Three - 0 views
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Scroll down for a really important rule about sentences with MORE THAN ONE VERB!
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When a sentence has two verbs, the first verb is conjugated and the second verb remains in the infinitive form.
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Puedo pagar
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prefiere hablar
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In sentences with two verbs, there are two options regarding the placement of the direct object pronoun.
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Here are the two methods side by side. Neither method is "better" than the other.
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These same rules apply for questions and negative statements. ¿Lo debemos comprar? ¿Debemos comprarlo? Should we buy it? Juan no lo necesita lavar. Juan no necesita lavarlo. John doesn't need to wash it.
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Do you get it? Test yourself here: http://www.studyspanish.com/practice/dopro3.htm
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PCN Strategies: Careers | LinkedIn - 21 views
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This video demonstrates how products are being developed using open source and open funding. I am going to show this to teachers in a PD session to discuss how the workplace is changing and why students need to learn how to work in collaborative groups. This is important because workplaces are going in this direction. In our classrooms, teachers need to have students involved in collaborative work where they are using higher order thinking skills to create. This methodology supports Common Core curriculum and teach to the future.
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Nova Fabric of the cosmos The illusion of time full video - YouTube - 48 views
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The Evolution of Time and the Carnot Cycle at the Edge of the Universe
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We are all time travelers... drifting through time at a steady pace, one moment at a time. In what direction are we moving through time? Or does time move through us? How many dimensions of time are there? Though slightly allegorical, three-dimensional time offers physics new parameters, accounting for conventional and exotic physical phenomena, while maintaining the conservation of energy and symmetry groups found in physical law. I began playing with the idea that all of physics could be reduced to just interactions between spatial and temporal coordinates. I wondered if inertia and momentum might be composed strictly of temporal components. This would require extra time dimensions. Could inertia or momentum be used as indicators of multi-dimensional time? What about charge, spin, and other properties of matter? Answers to some of these questions appeared to reside in neutrino research, specifically neutrino flavor oscillation. The universality between Thermodynamics and Temporal Mechanics can reduce the fundamental forces of nature into a single expression, a new equivalence principle, which can be used as the generator for the evolution of time. Once Quantum Mechanics is seen through the lens of three-dimensional time, the EPR paradox looses its mystique. The speed of light may be restricted to a set speed limit within each individual frame of reference, however, frames of reference can undergo periods-of-time at varying rates of the passage-of-time. If the positive side of absolute zero is a state of condensed matter, what is on the negative side of absolute zero? Uncondensed matter? The anti-matter aspect of the Dirac equations may have been misinterpreted. The convention is to assume that "matter" is composed of "particles" distinctly different from "antimatter" composed of "antiparticles". The assumption of one time dimension locks in this interpretation of the Dirac Equations. However, the uniform production of particles and antipa
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L3D Philosophy - 36 views
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uture is not out there to be "discovered": It has to be invented and designed.
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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previous notions of a divided lifetime-education followed by work-are no longer tenable.
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Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
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require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
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current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
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information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
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important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
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We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
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Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
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Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
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ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
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Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
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technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
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challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
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making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
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What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
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reduce the gap between school and workplace learning
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How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
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problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
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teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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Choice Literacy - Articles & Videos - Full Article - 33 views
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New methods of instruction will continue to evolve in direct proportion to who we are, and how much of that we are willing to bring to our teaching.
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Catchvideo: Download Online Youtube Videos - catchvideo.net - 94 views
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Convert Online FLV Youtube Videos direct to PC, iPod, PSP, iPhone, mp3, mp4 and Mobile. -
Is this legal? I thought most YouTube videos were copyrighted and only offered via streaming?
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The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 148 views
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The traditional definition of a flipped class is:Where videos take the place of direct instructionThis then allows students to get individual time in class to work with their teacher on key learning activities.It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
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The Flipped Classroom is NOT:
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Great! It's not an "easy" way out of teaching or reducing the workload - it's all about engaging the learners in the process of learning and providing more opportunities (affordances) for this learning to occur.
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The Flipped Classroom IS:
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A blending of direct instruction with constructivist learning.
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This is often overlooked. The content should serve authentic application of skills, not itself.
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A good post about what a flipped classroom is and what it can be. It outlines what it is not, as well. Good basic introduction to flipped classrooms.
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FamilyandConsumerSciencesFINAL9-20-07.pdf (application/pdf Object) - 2 views
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Direct link to the curriculum document (PDF) From Delaware's DOE. Very helpful for Family and Consumer Science teachers updating curriculum in the UbD Framework
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views
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the skills students need in the 21st century are not new.
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Critical thinking and problem solving, for example, have been components of human progress throughout history
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
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some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
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Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
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inally, we need new assessments that can accurately measure richer learning and more complex tasks
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Skills and knowledge are not separate, however, but intertwined.
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In some cases, knowledge helps us recognize the underlying structure of a problem.
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At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
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if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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The importance of content in the development of thinking creates several challenges
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first is the temptation to emphasize advanced, conceptual thinking too early in training
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Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
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But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
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education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
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teachers don't use them.
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Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
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these methods pose classroom management problems for teachers.
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These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
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constant juggling act
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greater collaboration among teachers.
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But where will schools find the release time for such collaboration?
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professional development is a massive undertaking.
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Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
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The first challenge is the cost.
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measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
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When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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Windy - 14 views
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"A mesmerising animated map is weather and other data layers, including winds, wave direction and and height, clouds, CO2 concentration and much more."
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Sound of Text - 24 views
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"Listen or download audio of 100 characters of text in many different languages. Perfect for language students engaged in self-directed study."
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shared by Nigel Coutts on 16 Sep 18
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Why might we want to learn Digital Technologies? - The Learner's Way - 14 views
thelearnersway.net/...-to-learn-digital-technologies
digital technologies learner education collaboration technology
shared by Nigel Coutts on 16 Sep 18
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Understanding the "Why" of any initiative should be a key step prior to implementation. Without a clear understanding of our "Why" how are we to judge the success of what we are implementing. How will we know which steps take us in the right direction if we have no concept of why we are journeying. In our implementation of ICT (Information & Communication Technologies) and now Digital Technologies, a lack of clarity on the matter of "Why" has often been the most significant challenge to success.
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shared by Nigel Coutts on 27 Jan 19
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Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 12 views
thelearnersway.net/...henomenon-that-drives-learning
curiosity edge knowledge learning learner education
shared by Nigel Coutts on 27 Jan 19
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We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.
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shared by Nigel Coutts on 23 Dec 18
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Holiday Reading - Christmas 2019 - The Learner's Way - 10 views
thelearnersway.net/...holiday-reading-christmas-2019
holiday reading education teaching resources learning
shared by Nigel Coutts on 23 Dec 18
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With the Christmas Holiday's finally here this is the perfect opportunity to catch up on some of that reading which has been delayed while more pressing matters are dealt with. Here are the top items on my holiday reading list. With a project underway that explores a conceptual based approach to teaching mathematics there is a bias in that direction.
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10 Things To Make Staff Meetings More Productive - 25 views
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"Drawing from almost 200 scientific studies on workplace meetings, a team of psychological scientists provides recommendations for making the most out of meetings before they start, as they're happening, and after they've concluded. Their report is published in Current Directions in Psychological Science, a journal of the Association for Psychological Science. Meetings are a near-ubiquitous aspect of today's professional workplace and there is abundant trade wisdom and written guidance about how meetings should be run. But, as researchers Joseph Mroz and Joseph Allen (University of Nebraska Omaha) and Dana Verhoeven and Marissa Shuffler (Clemson University) point out, very little of this guidance is informed by the available science."
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Best easy tools and services for fast video creation - 45 views
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Creating a video doesn't have to be expensive or time-consuming. You don't even need to hire a production team. There are plenty of useful tools and services that can help you create a video fast. Good news is many of them are free. Today, we'll be focusing on the ones that are the easiest to use. We'll assume that you haven't used similar tools before, or that you don't have the time to read a thick user manual. Before we get started, though, don't forget that scripting your video can itself speed up the creation process. A script may take a bit of time to create, but it gives you a clear direction.
