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Using Multimedia Tools to Help Students Learn Science - 83 views

www.cited.org/index.aspx multimedia science tools learning
shared by Gerald Carey on 29 Apr 11 - Cached
  • This Research in Brief article describes some of the ways that classroom teachers can use multimedia technologies to enhance science instruction and develop students’ scientific inquiry skills.
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Collecting the evidence - 44 views

smartblogs.com/...ssment-collecting-the-evidence assessment
shared by Marsha Ratzel on 10 Jan 15 - No Cached
  • Marsha Ratzel on 10 Jan 15
     
    "Too many teachers are totally absorbed in the process of teaching, by which is meant the 'delivery of information,' and are barely concerned with the process of learning. Teaching is NOT the goal of education, learning is! ... Our major concern must shift from teaching to learning to achieve our goals."
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Sobering Finds in Most Comprehensive Study Ever on Antarctic Ice Loss - 7 views

blogs.discovermagazine.com/...ntarctic-ice-melt-rate-tripled Global Warming Environment
shared by piemann39 on 05 Jul 18 - No Cached
  • Scientists are calling it the most complete picture ever of ice loss on the southern continent.
    • piemann39
      piemann39 on 05 Jul 18
       
      With the heat in the last wee, it is time for business to start accepting this new reality and take the necessary steps to reduce emissions
  • Antarctica was melting at a steady rate — one-fifth of a millimeter per year — before 2012, when the rate suddenly tripled and stayed at that pace. The current melt rate is now faster than at any time over the past quarter century.
    • piemann39
      piemann39 on 05 Jul 18
       
      Polar Bear starved a few months ago because the the glaciers were no longer stocked with seals.
  • Their findings showed that the decisions we make over the next decade will determine whether or not Earth is locked into an additional 3 feet of sea level rise.
    • piemann39
      piemann39 on 05 Jul 18
       
      Watch an Inconvenient Truth (Al Gore)
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Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views

journals.sagepub.com/...0305735618755000 world Music
shared by meghankelly492 on 21 Aug 19 - No Cached
  • Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
  • Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
  • The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
  • ...4 more annotations...
  • and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
  • Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
  • On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
  • Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
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Exceptional Learners Brief Synopsis of Accommodations - 12 views

padlet.com/...ExceptionalLearners Adaptations 3780 student work sample IEP 504 exceptional
shared by Siri Anderson on 13 Dec 21 - No Cached
  • Siri Anderson on 13 Dec 21
     
    Work by undergraduate students in the online DLiTE program at Bemidji State University.
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A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

www.scotthyoung.com/...learn-faster-and-better learning learningmanagement studyskills study criticalskills critical_thinking
shared by trisha_poole on 13 Jan 11 - No Cached
  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
  • ...16 more annotations...
  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  • trisha_poole on 13 Jan 11
     
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
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