We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.
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Mix It Up! Authentic Activities for the World Language Classroom | Edutopia - 46 views
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Why Your Students Forgot Everything On Your PowerPoint Slides | EdSurge News - 31 views
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when you lighten the load, it’s easier for students’ brains to take information in and transform it into memory.
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The duplicated pieces of information--spoken and written--don’t positively reinforce one another; instead, the two effectively flood students’ abilities to handle the information.
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mixing visual cues with auditory explanations (in math and science classrooms, in particular) are essential and effective
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It's Time To Rethink Our Use Of Technology In Schools - 113 views
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Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views
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Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
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Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
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The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
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Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
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his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
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It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
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Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
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One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
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Response: Several Ways to Get the New Year Off to a Good Start -- Part One - Classroom ... - 60 views
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Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
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Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
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choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
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Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.
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shared by Clint Heitz on 23 Nov 15
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
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Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
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Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
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I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
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I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
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I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
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It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
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When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
Symbaloo - Your Bookmarks and favorites in the cloud - 47 views
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The Dangers of Mixing Student Data and Machine Learning - Teach Better - 19 views
Symbaloo - Your Bookmarks and favorites in the cloud - 21 views
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Teach the Seven Strategies of Highly Effective Readers | Adolescent Literacy Topics A-Z... - 35 views
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Activating "Priming the cognitive pump" in order to recall relevent prior knowledge and experiences from long-term memory in order to extract and construct meaning from text Inferring Bringing together what is spoken (written) in the text, what is unspoken (unwritten) in the text, and what is already known by the reader in order to extract and construct meaning from the text Monitoring-Clarifying Thinking about how and what one is reading, both during and after the act of reading, for purposes of determining if one is comprehending the text combined with the ability to clarify and fix up any mix-ups Questioning Engaging in learning dialogues with text (authors), peers, and teachers through self-questioning, question generation, and question answering Searching-Selecting Searching a variety of sources in order to select appropriate information to answer questions, define words and terms, clarify misunderstandings, solve problems, or gather information Summarizing Restating the meaning of text in one's own words — different words from those used in the original text Visualizing-Organizing
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Constructing a mental image or graphic organizer for the purpose of extracting and constructing meaning from the text
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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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Unpacking Medical Students' Mixed Engagement in Health Systems Science Education: Teach... - 2 views
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Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views
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was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
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Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
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Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
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Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
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She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
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He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
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her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
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t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
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She wanted them to create their own composition, their own snowy-day song.
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When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
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In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
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She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
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before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
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So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
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nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
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In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
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With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
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And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”
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Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
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When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.
Podcasting in Education - 80 views
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Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views
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"bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
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According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
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A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
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It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
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combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
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By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
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They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
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from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
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the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
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as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
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a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
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brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
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virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
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the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
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Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
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Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
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the relationships that play-partners have with one another offline are often "leveled" within the online world
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appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
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"In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
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such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
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accessible directly from one's home, making them even more accommodating to individual schedules and preferences
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"What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
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"It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
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As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
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Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
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In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
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Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
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Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
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The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
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Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
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create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
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Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
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Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
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This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
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On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
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shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
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Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
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One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
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While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
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Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
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It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
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It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
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In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
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However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
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Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
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Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
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Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
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In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
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Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
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it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
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shared by trisha_poole on 13 Jan 11
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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
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Roland Gesthuizen and nngocxc06052005 liked it
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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.
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ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
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Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
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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.
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Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
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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.
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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…?
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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.