The central paradox of the machines that have made our lives so much brighter, quicker, longer and healthier is that they cannot teach us how to make the best use of them; the information revolution came without an instruction manual.
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The Joy of Quiet - NYTimes.com - 4 views
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The only way to do justice to our onscreen lives is by summoning exactly the emotional and moral clarity that can’t be found on any screen.
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MAYBE that’s why more and more people I know, even if they have no religious commitment, seem to be turning to yoga, or meditation, or tai chi; these aren’t New Age fads so much as ways to connect with what could be called the wisdom of old age.
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Other friends try to go on long walks every Sunday, or to “forget” their cellphones at home. A series of tests in recent years has shown, Mr. Carr points out, that after spending time in quiet rural settings, subjects “exhibit greater attentiveness, stronger memory and generally improved cognition. Their brains become both calmer and sharper.”
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I noticed that all their talk was of sailing — or riding or bridge: anything that would allow them to get out of radio contact for a few hours.
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empathy, as well as deep thought, depends (as neuroscientists like Antonio Damasio have found) on neural processes that are “inherently slow.” The very ones our high-speed lives have little time for.
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I’ve yet to use a cellphone and I’ve never Tweeted or entered Facebook. I try not to go online till my day’s writing is finished, and I moved from Manhattan to rural Japan in part so I could more easily survive for long stretches entirely on foot, and every trip to the movies would be an event.
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Nothing makes me feel better — calmer, clearer and happier — than being in one place, absorbed in a book, a conversation, a piece of music.
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For more than 20 years, therefore, I’ve been going several times a year — often for no longer than three days — to a Benedictine hermitage, 40 minutes down the road, as it happens, from the Post Ranch Inn. I don’t attend services when I’m there, and I’ve never meditated, there or anywhere; I just take walks and read and lose myself in the stillness, recalling that it’s only by stepping briefly away from my wife and bosses and friends that I’ll have anything useful to bring to them.
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Eric Sheninger: Common Misunderstandings of Educators Who Fear Technology - 113 views
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Don't let fear based on misconception prevent you from creating a more student-centered, innovative learning culture. Rest assured, everything else will fall into place.
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The fear of not being able to meet national and state standards, as well as mandates, leaves no time in the minds of many educators to either work technology into lessons, the will to do so, or the desire to learn how to. Current reform efforts placing an obscene emphasis on standardized tests are expounding the situation
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With budget cuts across the country putting a strain on the financial resources of districts and schools, decision makers have become fearful of allocating funds to purchase and maintain current infrastructure
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Many teachers and administrators alike often fear how students can be appropriately assessed in technology-rich learning environments. This fear has been established as a result of a reliance on transitional methods of assessment as the only valid means to measure learning
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For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students. The issue of giving up control seems to always raise the fear level, even amongst many of the best teachers, as schools have been rooted in structures to maintain it at all costs
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With the integration of technology comes change. With change comes the inevitable need to provide quality professional development. Many educators fear technology as they feel there is not, or will not be, the appropriate level of training to support implementation
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"Even as we are seeing more schools and educators transform the way they teach and learn with technology, many more are not. Technology is often viewed either as a frill or a tool not worth its weight in gold. Opinions vary on the merits of educational technology, but common themes seem to have emerged. Some of the reasons for not embracing technology have to do with several misconceptions revolving around fear."
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Reading Comprehension: Paper or Screen? | DMLcentral - 61 views
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What makes for effective reading, then? Before trying to answer this question, one has to acknowledge that the answer is complicated and depends on individual users' familiarity with the reading tools that they are using and the purpose for which they are reading. With that in mind, these studies suggest at least a few features. Readers should be able to clearly see the text, and the more text that can be placed within their field of vision at a time, the better. They should have a means for accessing their current place within the text, as well as the ability to quickly move through the text to find information. Finally, they should be familiar with the reading technology, so they can ignore it and simply read.
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I argue that the differences revealed in these studies are not between paper and screen, as Jabr suggests, or even between print and digital. Rather, these differences in reading comprehension seem to be a product of how readers interface with these print and electronic technologies and the affordances that each provides to these readers.
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shared by Christophe Gigon on 09 Dec 08
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct. -
Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way. -
With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged. -
Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Information development was slow.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Informal learning is a significant aspect of our learning experience.
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Learning is a continual process, lasting for a lifetime.
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Technology is altering (rewiring) our brains.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Principles of connectivism:
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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The organization and the individual are both learning organisms.
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Classrooms which emulate the “fuzziness”
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So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
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If new learning approaches are required, then why are we still being evaluated in a linear way?
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Knowledge is growing exponentially
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amount of knowledge
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is doubling every 18 months
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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(the understanding of where to find knowledge needed).
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know-where
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learning
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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knowledge is no longer acquired in the linear manner
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What is the impact of chaos as a complex pattern recognition process on learning
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An entirely new approach is needed.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Meaning-making and forming connections between specialized communities are important activities.
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Chaos, as a science, recognizes the connection of everything to everything.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Connections between disparate ideas and fields can create new innovations.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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decisions are based on rapidly altering foundations
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The ability to draw distinctions between important and unimportant information is vital.
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
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learning is no longer an internal, individualistic activity
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learning is no longer an internal, individualistic activity
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Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views
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"Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids." -
"Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
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"Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
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All of these skills mentioned above are exactly what are essential in the 21st century workplace.
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"this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
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"Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
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"Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
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"Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
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Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
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"One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
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"Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
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"Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
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"It's a myth that tech will be the great equilizer in society. At least not for now." Why?
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This was shared previously, but I've added many annotations I think teachers will find interesting.
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Education World ® : Curriculum: You've Got E-Mail -- But Can You Make It Real... - 1 views
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"Before you begin a telecollaborative project," she said, "Look at the plan critically and decide whether it's worth it in terms of learning outcomes. Ask yourself these questions: Does this use of the Internet allow students to do something that can't be done in another way? Does this use of the Internet allow students to do something in a better way? "If the answer to either of those questions is yes," said Harris, "then your project is probably worth doing." "As teachers, we need to do what is our art and our craft -- which is teaching, not technology."
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Judi Harris has been this champion for years...she long ago convinced me that you shouldn't use tech just for the sake of using tech. Her statements gives the compelling questions we should all ask ourselves before embarking on the use of precious time. What's your return on investment????
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An activity structure, according to Harris, is simply a description of what students do in an activity, without reference to content or grade level. For example, kindergarten students mixing paints, elementary students forming compound words, and high-school students creating chemical compounds are all using an activity structure that involves combining existing elements to form new elements. The content and grade level are strikingly different, but the basic activity, the structure of the activity, is the same. Existing activity structures, said Harris, are usually supported best by existing instructional tools. If Internet tools are going to be used to enable students to do something they haven't been able to do, or do as well, before, new activity structures, structures that are best supported by new instructional tools, must be identified and implemented.
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Develop a project plan that's specific and logistically manageable.
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Establish a clear schedule, set interim deadlines, and send out reminders as deadlines approach
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Be sure students have regular access to computers. Once a week in a computer lab is not enough time. For students to get the most out of a telecomputing project, they must be able to participate at least two or three times a week.
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Focus on the use of the tools, not on the tools
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Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views
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IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
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Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
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faculty need to know how students learn with technology and what students can create or do because of it.3
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the most effective collaborations come from a common sense of purpose and goals.
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In the spirit of building relationships and sharing knowledge, IT staff could sit in classes to observe the teaching and learning process and to see how technology is — or could be — used. Faculty could attend academic technology conferences alongside IT staff. And when a technology solution is warranted, IT staff could provide faculty with a vetted set of instructional technology tools to explore and choose from. In return, faculty can invest in becoming tech-savvy enough to assess, and ultimately use, those tools. Faculty won't be blindly "window shopping" for technology tools, and IT staff won't be proposing solutions in a vacuum; instead, they will be sharing in goals and challenges.
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faculty need technology that helps them to be better professors and that helps students become more sophisticated learners.
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Faculty can start by identifying specific teaching and learning challenges they are trying to resolve, as individuals and as a faculty body, and can then challenge themselves and IT staff to find creative ways to solve them.
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February 15, 2011 : The Daily Papert - 22 views
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past, well what else would you do with the computer except put it in there? But why is there no discussion about whether school could be very different, and how different it could be?
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ion about w
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But why is there no discussion about whether school could be very different, and how different it could be?
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And so it is oxymoronic — not to mention just plain moronic — to think that the role of the computer should be to get in there and improve a system which exists as a result of the technological limitations of a previous epoch.”
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Thoreau - Walking - Webtext - 41 views
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When I go out of the house for a walk, uncertain as yet whither I will bend my steps, and submit myself to my instinct to decide for me, I find, strange and whimsical as it may seem, that I finally and inevitably settle south-west, toward some particular wood or meadow or deserted pasture or hill in that direction. My needle is slow to settle—varies a few degrees, and does not always point due south-west, it is true, and it has good authority for this variation, but it always settles between west and south-south-west. The future lies that way to me, and the earth seems more unexhausted and richer on that side. The outline which would bound my walks, would be, not a circle, but a parabola, or rather like one of those cometary orbits, which have been thought to be non-returning curves, in this case opening westward, in which my house occupies the place of the sun. I turn round and round irresolute sometimes for a quarter of an hour, until I decide for the thousandth time, that I will walk into the south-west or west. Eastward I go only by force; but westward I go free.
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West = new + free, East = old + constrained Not a reference to world history, but to the American context (West = frontier). The Americas were the West (to Europe) and the West was America (as Turner/Billington argue).
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I must walk toward Oregon, and not toward Europe. And that way the nation is moving, and I may say that mankind progress from east to west.
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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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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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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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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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technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
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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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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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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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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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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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reduce the gap between school and workplace learning
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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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shared by Sharin Tebo on 20 Nov 14
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Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding
Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research
shared by Sharin Tebo on 20 Nov 14
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Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
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The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
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They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
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To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
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"Can't We Just Change the Words?": EBSCOhost - 1 views
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The idea of wanting to be true to the music of a culture, to the people of that culture, and to one's students in teaching is at the heart of the discussion of authenticity.
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However, teaching music without attention to its cultural context is a problem in several respects: it risks misrepresenting the musical practice being studied, it fails to take advantage of the potential benefits of culturally infused music teaching, and it promotes a conception of music as isolated sonic events rather than meaningful human practices.2 Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity
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The definitions of authenticity represented in the music education literature fall into four models: the continuum model; the twofold historical/personal model; the threefold reproduction, reality, and relevance model; and the moving-beyond-authenticity model.
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how does each author use authenticity as a strategy for making or justifying decisions in music education?
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authenticity enhances an aesthetic experience; for others, authentic musical encounters enhance student motivation
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since the original loses some of its essential qualities in a simplification.5
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His view of historical authenticity calls for knowing the intentions of the composer, the performance practice of the time, using period instruments, and being musically creative within the boundaries of the composer's intentions
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Peter Kivy's twofold model of authenticity. Focusing on historical authenticity in performance, Kivy explores two main aspects of authenticity: historical (attention to the intent, sound, and practice of the original) and personal (interpretation and expression of the performer).
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Swanwick writes: "'Authentic' musical experience occurs when individuals make and take music as meaningful or relevant for them"
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Swanwick's emphasis on the importance of personal relevance yields different choices for a music teacher than Palmer's position does.
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Another example is found in the work of music educator and researcher Kay Edwards, who also reached the conclusion that attention to authenticity increases student response to learning. In her qualitative study of the response of children to a unit on Native American music, she found that the group using instruments of the Navajo, Hopi, Apache, and Yaqui peoples generated more journal responses overall (her criterion measure) and more responses about instrument playing than the groups with the inauthentic (traditional music room) instruments.
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Using indigenous instruments, original languages, and involving culture bearers in instruction benefits student involvement and interest as well as helps them develop musical skills. Connecting the story of a piece of music to students' own experiences and encouraging students to create new music in the style of music being studied help facilitate meaningful experiences for students.
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"World music pedagogy concerns itself with how music is taught/transmitted and received/learned within cultures, and how best the processes that are included in significant ways within these cultures can be preserved or at least partially retained in classrooms and rehearsal halls.
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Emerald | The loneliness of the long distance researcher - 1 views
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cross a threshold in their understanding
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being part of a writing group may necessitate a change in how the person thinks about their writing or themselves as a writer
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acilitate a speedy response from a peer audience
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factors of a CoP or CoW is the development of trust
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willingness to share knowledg
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CoW break down the walls of these rooms and provide an open space or arena for collaboration?
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virtual CoPs need to make good use of internet standard technologies and users need to possess ICT skills.
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CoW members would need to develop a sense of belonging
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After initial enthusiasm, where a number of co-authors introduced themselves, things fell quiet, and I myself was as guilty as anybody else in not checking the forum any more after a few weeks of inactivity
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– the collaborative writing of the final chapter – was moved to Google docs,
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used a blog and wiki to write a 1,500 word essay in her discipline online and in real time.
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http://anessayevolves.blogspot.com/
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On the wiki, topic-related material was explored and drafts were constructed
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In the online environment contributions were overwhelmingly supportive, non-hierarchical and candid.
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wiki as a framework to create a comprehensive online knowledge base which covers the entire veterinary curriculum.
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As part of the wiki, students maintain a personal profile which allows them to reflect on the experience
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COPYEDITING-L (https://listserv.indiana.edu/cgi-bin/wa-iub.exe?A0=COPYEDITING-L)
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How would their writing contributions – often practice based – fit in a CoW inhabited by academics writing for scholarly publications?
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. Firstly, the need to find a medium for your CoW that works, that is widely used, and with which the would-be participants are familiar and comfortabl
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ow is a CoW initiated? Can it be self-perpetuating or does it need leaders/mentors to drive it?
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degree of intervention.
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Development of online writing communities, hosted by libraries. Covers emotional aspects of writing as well as technical
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Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views
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treated accordingly.
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Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
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public schools have done away with "tracking"
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deemed low achievers or of low cognitive ability?
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Jonathan Kozol brought accusations against a system they found racist and sadistic.
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He condemns a lot more than the eduction system. His approach to reform is much more like Finland's, holistic.
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to restore equity to
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Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
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-- a practice viewed by many in the education establishment as synonymous with tracking
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Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
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Again, a nasty generalization. Not only that, but the following practices he cites aren't products of heterogeneous grouping.
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In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
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Dallas Independent School District
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Ed research from Texas?? They want to teach evolution in science classes.
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The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
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this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
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Practices do not support this assertion. Upward trajectory is very limited.
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shared by Roland Gesthuizen on 23 Jul 12
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Why are some teachers always late? « one year - 58 views
www.yearinthelifeofanenglishteacher.com/...-are-some-teachers-always-late
truancy tardy late timemanagement psychology
shared by Roland Gesthuizen on 23 Jul 12
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there are too many negatives to chronic lateness for most people to do it deliberately
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the latemonger is actually in need of help and is not receiving it. Psychologist Dr. Linda Sapadin, author of ‘Master Your Fears’, agrees. The consequences of being chronically late run deeper than many people realize.
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"Why can some people never seem to be on time? You probably know such people, perhaps only too well. Indeed, I shouldn't rule out the possibility that if you're reading this that you are one of those people. As I indicated, everybody is late now and then, but I'm talking about those people who habitually show up after a meeting has started, or after the hour that was designated for the meeting to begin."
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shared by Roland Gesthuizen on 23 Jul 12
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Why Are Some People Always Late? (And Other Human Puzzles) | Psychology Today - 30 views
www.psychologytoday.com/...s-late-and-other-human-puzzles
AlfieKohn truancy tardy late timemanagement psychology
shared by Roland Gesthuizen on 23 Jul 12
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Try turning the question around: How do other people usually get where they need to go on time? What steps do they take to avoid being late? First, they check the clock every so often, particularly when they know there's a deadline approaching. They estimate how much time they'll need to get wherever they're going and thus what time they'll need to leave where they are. They pause to figure out how long it will take to finish what they're currently doing and get ready for whatever is coming next. And then they adjust their behavior accordingly
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I suspect that those who chronically show up late don't do these things. Perhaps they have a tendency to lose themselves in whatever they're currently doing and don't discover what time it is until it's too late.
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"why some people never seem to be on time. Surely you know such people, perhaps quite well. Indeed, if you can overcome a rising bubble of defensiveness, you may admit that you are one of those people. Everyone is late now and then, of course, but I'm talking about folks who habitually show up after an event has started.."
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shared by Marc Patton on 10 Feb 09
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JeopardyLabs - Online Jeopardy Template - 30 views
jeopardylabs.com
Teaching_Ideas Language_Arts Social_Studies Science Online_Learning_Environments Fun!
shared by Marc Patton on 10 Feb 09
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Online Jeopardy! Forget using powerpoint! This has already done and make your own jeopardy! It also helps you keep score! -
Have you been using Powerpoint for Jeopardy reviews with your students? Well, you don't have to! Check out this site for Jeopardy templates that you edit and access from anywhere in the world. -
JeopardyLabs allows you to create a customized jeopardy template without PowerPoint. The games you make can be played online from anywhere in the world. Building your own jeopardy template is a piece of cake. Just use our simple editor to get your game up and running. Not interested in building your own jeopardy templates? Well that's cool too. You can browse other jeopardy templates created by other people. It doesn't get any better than this! -
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JeopardyLabs allows you to create a customized jeopardy template without PowerPoint. The games you make can be played online from anywhere in the world.
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BBC News - Why is teaching so stressful? - 115 views
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"When a teacher becomes highly stressed, then their capacity to manage the classroom and relationships is often impaired."
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teaching is the most stressful occupation there is
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About 80% of teachers complain about stress at work and thousands of teachers leave the profession every year - predominantly due to stress
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"In a classroom of 25 to 30 pupils, all with individual needs, you have to be on top of your game - particularly if you have a challenging class."
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"In badly managed schools, head teachers are adding to the stress.
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"Time away from the classroom is sometimes the best way to safeguard the well-being of individual teachers and prevent good teachers from leaving the profession altogether.
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"Sickness absence decreases - and therefore standards of education for pupils improve - when schools implement meaningful policies that protect and enhance teachers' well-being."
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The Discussion Forum is Dead; Long Live the Discussion Forum - Hybrid Pedagogy - 74 views
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There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera.
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as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom
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The point is not to reproduce what occurs in the physical classroom, but to provide support for discussion that takes advantage of the digital environment.
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predetermined variables
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Most online learning platforms make customization slow or difficult enough to deter responsiveness or impulsivity
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I do not agree with this. It would require a well defined criteria to properly compare the flexibility of both environments.
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building community is at the heart of learning
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which would never seem reasonable in our on-ground pedagogy
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That does not mean it does not make sense in the digital environment.
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Students post because they have to, not because they enjoy doing so
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Rather than hacking the system to fit our pedagogy, we can easily become the teachers the LMS wants us to be
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In a classroom, we work diligently to unify our students, to foster a supportive environment, and to encourage cooperation and collaboration
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Too much of an idyllic view of the physical classrom. If what is said here about it where the case in the mayority of cases, the world would be a much better one.
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While some might argue that the 140-character limit doesn’t allow for deep inquiry, we disagree. Twitter, rather, becomes a tool for a collective inquiry, creating depth through the metonymic relationship between tweets and between tweets and what they link to.
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What about the bus stop metaphor? Does it not apply to Twitter as well?
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"There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera."