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meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Shelley Hull

Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views

    • Shelley Hull
       
      " Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
  • Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
  • 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.
  • Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
  • 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
  • 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
  • Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
  • 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
Allison Mimms

Differentiating Instruction with Technology - 111 views

  • instructionalstrategies
  • 1.Recognizing similarities and differences
  • Graphic organizers such as the Venn diagram and Comparison matrix
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  • Represent similarities and differences in graphic or symbolic form
  • Sorting, classifying, using metaphors and analogies
  • Word processing tables (Word software)
  • Web-based/downloadable graphic organizers
  • Inspiration and Kidspiration software
  • Beginning, middle, end
  • Clarifying information
  • Teacher-prepared and student-prepared comments
  • Webbing
  • Cornell Note-taking Forms
  • Inspiration and Kidspiration software
  • NoteStar
  • Read•Write•Think Notetaker
  • Word processing notes (Word software
  • 5.Nonlinguistic representations:
  • Creating graphic representations
  • Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models
  • Digital camerasGraph Club softwareInspiration and Kidspiration softwareKid Pix software
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    This is from a website that explains why differentiating instruction is important. It also includes ways to incorporate technology in the classroom to help differentiate lessons.
anonymous

WW_SpaceThinkMath.pdf - 37 views

  • Asking good questions and encouraging students to build on one another’s thinking gives students voice and enables them to become more critical thinkers in mathematics.
    • anonymous
       
      Good strategy for use in any content area classroom!
  • students move into pairs to write their ideas, solutions, and strategies. A variety of materials, such as linking cubes and two-colour counters, are available for students to choose from when constructing mathematical models, making conjectures, and connecting their ideas.
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    • anonymous
       
      Wouldn't it be great to use mobile devices to document their manipulatives and narrate their thinking out loud using an app such as Educreations? 
  • Scaffolding students’ exploration of a rich task too early can take away students’ opportunities to explore and build confidence with solving problems in their own way.
    • anonymous
       
      May need some opportunities to fail to make the learning richer and more personal.
  • Following each presentation, students are invited to paraphrase what the presenters have shared, to ask questions for clarification, to elab-orate on the presentation, and perhaps to challenge the presenters with a possible correction or alternative approach.
    • anonymous
       
      Reflective learning!
Christopher Carlson

Microsoft Word - 121192.doc - 121192.pdf - 76 views

  • Not only do they cheat, but they justify their behavior as business as usual’
    • Christopher Carlson
       
      More discussion on ethics is needed as technology is used to assess student learning. I believe the use of the letter grade system exacerbated the problem.
  • However, ‘academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays
    • Christopher Carlson
       
      Parts of an essay can be quoted in a Google search in order to trace "cut & paste" plagiarism.
  • However, where calculators make it easy for students and adults to make quick calculations, they are ‘becoming a mental crutch for students, rather than a tool that promotes higher order learning’
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  • survey
    • Christopher Carlson
       
      It can be difficult to have complete faith in surveys but most true cases of cheating go unnoticed.
Martin Burrett

Transformation Golf - 67 views

  •  
    Use your knowledge of coordinates and shape transformation to keep on par with this transformation golf whiteboard reasource. http://ictmagic.wikispaces.com/Maths
Bob Rowan

Weblogg-ed - 2 views

  • no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
    • C Clausen
       
      Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
  • In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
    • Michelle Ohanian
       
      My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
  • thin walls
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  • thin walls
  •  
    Education Speech
  •  
    Education Speech
  •  
    Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
kfeldhau

Transformation in Education - 12 views

  •  
    "What Is Transformational In Your Educational Vision?      Part of the challenge in educational reform is that not everyone defines learning or education the same way.  Sure, we all refer to things such as literacy, college and career ready, 21st century skills, etc.        However, what is the core purpose of one's education?  Beyond specifics related to employment skills, literacy skills and standards mastery, I offer up this idea: Education is meant to transform one's life.  In other words, education has to dramatically, or even radically, transform the person into a new, improved person that is more emotionally, socially, and intellectually ready for any challenge the world has to offer."
Mark Gleeson

7 Ways to Transform Your Classroom « David Truss :: Pair-a-dimes for Your Thoughts - 80 views

  •  
     the Inquiry Hub has deconstructed the school day, getting rid of class blocks and it also provides online blended learning opportunities that most schools simply could not duplicate. That said, much of what we are doing can be done in any classroom. So here are seven key aspects we are exploring at the Inquiry Hub that can help transform any classroom into a more engaging, and student-empowered learning space.
psmiley

- From the Principal's Office: Transforming Our Schools by Changing Mindsets Not by Buying More Technology - 111 views

  •  
    Transforming education by transforming mindsets
Steve Ransom

Would Gandhi Use Social Media?, by Nipun Mehta - 26 views

  • but with a conscious mindfulness of their strengths and weaknesses.
  • What transformation does is shift the pattern of addiction altogether; changing the habits of your heart was the true genius of these social change giants.
  • The Internet, then, is great for spreading awareness and it can be quite powerful in terms of its impact as well.  Where it lacks, though, is the third element -- transformation.
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  • FaceBook's organizing principle is to retain the online attention of its users and monetize it by displaying ads
  • More than half of the world’s population is now on a social networks, and it's increasing everyday
  • If we are to have sustainable revolutions that last for generations, our modern day technologies have to be designed for this element of inner transformation.
  • Each of those legendary service heroes started with changing themselves at the root level, and despite leading vast revolutions, always kept that front and center.
  • When organized, such inner-transformation driven designs work at the intersection of three big circles: outer change, systemic change and personal change.
  • Giftivism: the practice of radically generous acts that change the world.  It works by transforming the heart of the change maker, even more than the impact on its external beneficiaries.  A key metric of giftivism is that it works to uplift the 100%.  It has no enemies.  It is unconditionally kind to everyone.
  •  
    Why change/impact is so hard... it must begin or move to the inner self. Passion-driven action... no tools, policies, initiatives, services,... are ever enough if we don't address the deep-seated ideas and behaviors that need to change.
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  •  
    Good place to look for guidelines about use of media
Maggie Verster

Revolutionizing Education: What We're Learning from Technology-Transformed Schools - 67 views

  •  
    "In this eBook, Project RED - a national research and advocacy effort - shares preliminary results from a survey of technology-rich schools and takes a look at what past research and current observation tells us about the keys to successful technology implementation. What do we know about curriculum reform or the leadership, funding and legislation changes that will allow technology to transform learning and schools, just as it has transformed homes and offices in almost every other segment of our society? "
Tim Adams

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 78 views

  •  
    "A mountain of evidence indicates that educators have been painfully slow to use technology to change and improve the ways they teach." Thoughtful piece examining the reasons for slow transformation.
  •  
    "A mountain of evidence indicates that educators have been painfully slow to use technology to change and improve the ways they teach." Thoughtful piece examining the reasons for slow transformation.
Roland Gesthuizen

What Does It Mean to Be a Connected Educator? | Edutopia - 48 views

  •  
    "For many of us, becoming a connected educator transformed our lives. Suddenly, we had access to networks of experts and peers invested in improving education practices and willing to share their favorite tools, resources, and strategies. .. So share with us: Tell us your stories about being a connected educator. What has it meant for you? How has it transformed student learning in your classroom? What tools and resources do you rely on most?"
Sydney Lacey

What's Possible: Turning Around America's Lowest-Achieving Schools - ED.gov Blog - 7 views

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    Learn about the Title I School Improvement Grant Program and how the communities of Mobile, Alabama; Philadelphia, Pennsylvania; and Chattanooga, Tennessee were successful in implementing turnaround, restart and transformation models to revitalize and transform their lowest performing schools.
Tony Baldasaro

Weblogg-ed » "Tinkering Toward Utopia" - 1 views

  •  
    During Boot Camp last week, Sheryl turned me on to Phillip Schlechty's newish book "Leading for Learning: How to Transform Schools into Learning Organizations" and I had a chance to get through a chunk of it on the cramped, smelly plane(s) to Melbourne. In it, he makes a pretty compelling case that "reform" is really not going to cut it in the face of the disruptions social Web technologies are creating and that we really do have to think more about "transform" when it comes to talking about schools. There are echoes of Sir Ken Robinson here, and I've still got Scott McLeod's NECC presentation riff on Christensen's "Disrupting Class" on my brain as well, especially the "the disruption isn't online learning; it's personalized learning" quote. And while there are others who I could cite here who are trumpeting the idea that this isn't business as usual, I think Schlechty does as good a job as I've seen of breaking down why schools in their current form as "bureaucratic" structures will end up on the "ash heap of history" if we don't get our brains around what's happening.
Jenny Darrow

Facebook's Eroding Privacy Policy: A Timeline | Electronic Frontier Foundation - 41 views

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    Facebook's Eroding Privacy Policy: A Timeline Commentary by Kurt Opsahl Since its incorporation just over five years ago, Facebook has undergone a remarkable transformation. When it started, it was a private space for communication with a group of your choice. Soon, it transformed into a platform where much of your information is public by default. Today, it has become a platform where you have no choice but to make certain information public, and this public information may be shared by Facebook with its partner websites and used to target ads.
Mark Gleeson

David Truss: Transformative or just flashy educational tools? - Teachers with Apps - 72 views

  •  
    There are a couple tools out now that I see bantered around in educational circles that I just hate! And there are some pretty awesome tools out there that are being used in rather old and traditional ways, and I don't hate the tool, but I hate the use of them. Exceptions don't contradict what I'm trying to explain here, but rather prove the point that: A tool is just a tool! I can use a hammer to build a house and I can use the same hammer on a human skull. It's not the tool, but how you use it that matters.
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