Webb’s Depth of Knowledge
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EDUC1015 Evaluation Rubric for Educational Apps.pdf - 5 views
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21st Century Skills: Does the app require users to engage “21st Century” skills, which includes the ability to collaborate, make data-driven decisions, and solve complex problems?
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Connections to Future Learning: Does the app’s content build users’ literacy or numeracy skills so they are more prepared to engage future content area learning and are on track to become “college and career” ready?
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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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NOTE - happy - happy is good. Happy kids want to learn or are more likely to learn.
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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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NOTE - a little digital citizenship too mixed in with online fund raising.
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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 was able to use the treehouse as a key part of her lessons.
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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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Kids need connection, he said. “I think they’re starving for conversation,” including with adults.
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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.
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NOTE - picture references a complete teacher set up of a large screen and standing desk. Sure, she's video editing yet the concept carries to teaching class too.
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Numerous creative examples to how educators promoted learning on line and worked to build engagement.
https://tier1performance.com/wp-content/uploads/2020/01/Technology-Evaluation-Checklist... - 16 views
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More Students Report Talking With Their Professors Outside of Class. Here's Why That Ma... - 16 views
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You're reading the latest issue of Teaching, a weekly newsletter from a team of Chronicle journalists. Sign up here to get it in your inbox on Thursdays. This week: I point to some key findings in the newest annual National Survey of Student Engagement. I share readers' feedback on how they have reformed their gateway courses. I ask whether your college or department has developed alternatives to teaching evaluations.
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(32) (PDF) Gamification in Education: A Systematic Mapping Study | Gennady Agre - Acade... - 11 views
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"While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"
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(PDF) Treatment of music performance anxiety - 1 views
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A study that evaluated the relative efficacy of four types of treatment for people with comorbid diagnoses showed that conclu-sions about the efficacy of the different therapeutic approaches changed depending on the nature of the outcome measure used.
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Cognitive behavioral therapy is underpinned by the proposition that emotions and behavior are influenced by cognitions
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We began with the ‘classical’ psychoanalytic psychotherapies, moving to some recent developments, such as the relational and attachment-based psychotherapies, and intensive short-term dynamic psychotherapy (ISTDP), followed by the behavioral, cognitive, and cognitive behavioral therapies, including the ‘new wave’ of therapies such as mindfulness-based therapies, acceptance and commitment therapy (ACT) and dialectical behavior therapy (DBT).
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medication in the treatment of music performance anxiety. I considered a range of prescribed substances, including beta-blockers,
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Kenny, D.T. (2011). The Psychology of Music Performance Anxiety. Oxford: Oxford University Press
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Three groups of therapies—behavioral, cognitive, and cognitive behavioral—are all based on the same principles, but use the available therapeutic techniques in different amounts.
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These researchers identified six techniques/interventions that are unique to CBT when compared with the spectrum of psychodynamic-interpersonal psycho-therapies, as follows
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Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views
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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.
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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
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The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
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and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
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Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
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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
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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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Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views
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music performance anxiety (MPA)
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The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
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Anxiety is generally regarded as having an antithetical relationship with flow
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The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
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Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
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There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
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Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
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“when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
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Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
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However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
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Csikszentmihalyi’s nine dimensions of flow as follows
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Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
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Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
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These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
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Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
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This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
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Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
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The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
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Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
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“Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
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Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
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Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Arts teacher evaluation: How did we get here?: Arts Education Policy Review: Vol 117, No 1 - 4 views
Feedback loops and the longer-term: towards feedback spirals: Assessment & Evaluation i... - 7 views
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shared by Nigel Coutts on 03 Mar 19
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Aligning assessments with the purposes of our teaching - The Learner's Way - 12 views
thelearnersway.net/...h-the-purposes-of-our-teaching
assessments purposes teaching learning education
shared by Nigel Coutts on 03 Mar 19
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We rely on an assessment measure without taking a close look at what it is measuring and we obfuscate the information we need to evaluate the utility of these measures by reducing the results to numerical values.
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shared by mrshathaway on 15 Aug 18
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Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views
webliteracy.pressbooks.com/...te-or-publications-reliability
website_reliability information_literacy
shared by mrshathaway on 15 Aug 18
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most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
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Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
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defined by process, aim, and expertise.
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fact-checkers of all political stripes are happy to be able to track a fact down to one of these publications since they have reputations for a high degree of accuracy, and issue corrections when they get facts wrong.
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a reliable source for facts should have a process in place for encouraging accuracy, verifying facts, and correcting mistakes
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Process
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researchers and certain classes of professionals have expertise, and their usefulness is defined by that expertise
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Expertise
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while we often think researchers are more knowledgeable than professionals, this is not always the case
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Reporters, on the other hand, often have no domain expertise
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Aim
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Aim is defined by what the publication, author, or media source is attempting to accomplish
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One way to think about aim is to ask what incentives an article or author has to get things right
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In general, you want to choose a publication that has strong incentives to get things right, as shown by both authorial intent and business model, reputational incentives, and history
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UKEdMag: Schools, be patient by @HDHSenglish - 1 views
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"A lot of schools have jumped on buzz words such as metacognition, mindfulness, mindset etc. There is obviously great merit in all these strategies, however as Carol Dweck has emphasised, in a lot of cases these methods are not always understood by school leaders leading to them not being integrated effectively and sustained. These theories are not fads but in many schools, they don't give these methods the planning, time and evaluation that is required for success of any strategies that will benefit learning. Schools are looking for a quick fix and so latch on to 'new, exciting and popular theories'."
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Want to improve literacy in your school? Here's how | eSchool News - 23 views
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the district adopted the McGraw Hill curriculum for ELA.
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we teach students how to build an argument and develop critical-thinking skills using five steps: Claims, Evidence, Reasoning, Counterarguments, and Audience.
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To evaluate the effectiveness of our school-wide initiative, we now administer quarterly writing assessments for each content area. We analyze student writing samples at the end of each quarter and include norming as a department, using the district writing rubric to determine strengths and areas requiring improvement.
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“I agree with what ___ said about ___, but disagree that ___.”
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Much of what our students learn is told to them, so it is critical that they develop listening comprehension.
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We started with a baseline assessment in September and will compare those results to a final writing sample at the end of the year.
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shared by afager212 on 26 Feb 18
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Using Social Bookmarking in Schools and with your Students- Part Two | Silvia Tolisano-... - 17 views
langwitches.org/...nd-with-your-students-part-two
b social bookmarking education bookmarking socialbookmarking social students web2.0 Technology
shared by afager212 on 26 Feb 18
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Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
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need to evaluate and interpret information tag bookmarks (their own and/or the ones collected by their teacher) summarize bookmarks (their own and/or the ones shared by teacher) take advantage of “experts in the field” (by subscribing to their RSS for specific tags) learn to search for relevant information beyond “googling” collaborate with other members of a study group (local or global)
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a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.
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Handout_SocialBookmarkingRoles.pdf
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How building design changed after 9/11 - 6 views
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When exposed to the high temperatures created by burning airplane fuel, steel columns in both towers lost strength, putting too much load on other structural supports.
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Proof for claim the the building's structure could not actually maintain its integrity.
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When exposed to the high temperatures created by burning airplane fuel, steel columns in both towers lost strength, putting too much load on other structural supports.
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Center towers lost strength rapidly when the fire reached 400 degrees Fahrenheit. Concrete heated to that temperature, though, doesn’t undergo significant physical or chemical changes; it maintains most of its mechanical properties. In other words, concrete is virtually fireproof.
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Supports other article that explains the difference between temperature and heat.
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The World Trade Center: Statistics and History - 8 views
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Faced with the difficulties of building to unprecedented heights, the engineers employed an innovative structural model: a rigid "hollow tube" of closely spaced steel columns with floor trusses extended across to a central core. The columns, finished with a silver-colored aluminum alloy, were 18 3/4" wide and set only 22" apart, making the towers appear from afar to have no windows at all.
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shared by anonymous on 24 Feb 12
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Bloomin' Apps - Kathy Schrock's Guide to Everything - 201 views
www.schrockguide.net/bloomin-apps.html
bloomstaxonomy apps ipad googleapps creating evaluating analyzing Applying Understanding
shared by anonymous on 24 Feb 12
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Amazing! Bloom updated for the 21st century with a comprehensive toolkit of apps that help encourage and foster each cog of cognition. Great for problem/inquiry based investigations and collaborations. -
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This page gathers all of the Bloomin' Apps projects in one place! Each of the images has clickable hotspots and includes suggestions for iPad, Google, Android, and Web 2.0 applications to support each of the levels of Bloom's Revised Taxonomy. -
Each image has clickable hotspots and includes suggestions for iPad, Android, Google and Web 2.0 applications to support each of the levels of Bloom's Revised Taxonomy.
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Big History Project - 45 views
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Our students have been doing BHP for over a year. We have started with our second cohort this year. The scope and support for practical days is fantastic. The students love it and so do our teachers. When staff and students finish a practical day they are so elated with their work, that nobody leaves on the bell...everyone is still evaluating the day.