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Amita L

education policy analysis archives - 0 views

epaa.asu.edu/ojs

education research policy analysis journal peer review independent

shared by Amita L on 20 Jun 11 - Cached
  • Amita L on 20 Jun 11
     
    An archive of scholarly articles on education policy from the Teachers College at Arizona State University.
Maria Mahon

46 States and D.C. to Pursue Common Education Standards - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009053102339.html

shared by Maria Mahon on 03 Jun 09 - Cached
  • Maria Mahon on 03 Jun 09
     
    Attempts are being made to unify education standards nationally - "a step toward a uniform definition of success".
Devia Rajput

In The World Top 10 Dangerous Countries - 0 views

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Unsafe dangerous State World

shared by Devia Rajput on 27 Feb 16 - No Cached
  • Devia Rajput on 27 Feb 16
     
    Here i explain you about the most dangerous and unsafe countries.You defiantly didn't want to go there.Now we have a list of Top 10 most dangerous countries which has the maximum peace index achieve ranks lowly in Global peace index ranking.
openad

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shared by openad on 21 Jun 17 - No Cached
  • openad on 21 Jun 17
     
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openad

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shared by openad on 23 Jun 17 - No Cached
  • openad on 23 Jun 17
     
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shared by codeavail on 20 Apr 19 - No Cached
  • codeavail on 20 Apr 19
     
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sontimalonti

Revealed: new teaching methods that are producing dramatic results - Telegraph - 3 views

www.telegraph.co.uk/...roducing-dramatic-results.html

work education teaching learning innovation schools methods

shared by sontimalonti on 22 Apr 09 - Cached
  • According to studies carried out at the National Institute for Child Health and Development in the United States, connections between developing brain cells form most effectively when the brain is given regular breaks, hence the spaces between lessons are every bit as crucial as the content of the lessons themselves;
  • the teacher gives a quickfire Powerpoint presentation, of about three slides a minute, and the pupils listen and read the screen, effectively taking in the information twice. After a gap, the same presentation is run, but there are missing spaces where the children have to fill in the missing words and repeat them aloud, which keeps their minds active and thinking. At this point they can also ask questions. After a second break, a similar presentation takes place.
  • Theoretically you could do half the year's syllabus in a couple of hours, leaving you with lots of time to do the exciting, practical stuff. But whether it would work for every single pupil in every single subject, I don't know
  • ...14 more annotations...
  • In some ways, spaced learning is simply a modern twist on a very old-fashioned approach, that of rote learning.
  • Kids have higher expectations these days and they can multi-task and access new technology to a degree – and at a speed – that adults can only dream of, so if education is to remain relevant to them, we have to adapt, whether we like it or not.'
  • Over the past five years we've moved from an education system of very tightly regulated structure, curriculum and assessment to one where there's more freedom around the curriculum and much more freedom in the way schools organise themselves
  • In the classroom, pupils need continuity, not constant change and adoption of new fads. There's no substitute for an inspiring teacher passionate about their subject giving a well-planned lesson.'
  • Every child at the school has had some spaced learning lessons. The information that is compressed deals not only with key facts, but also with the fundamental principles of the subject, such as mathematical formulae, and gives examples of how to apply these. Some subjects, such as English, are harder to compress, but it can be done.
  • I find this new way of learning far more interesting than sitting with a textbook, and after every lesson I feel I've really learnt something, and I do remember it for a long time afterwards, too.'
  • Theoretically you could do half the year's syllabus in a couple of hours, leaving you with lots of time to do the exciting, practical stuff. But whether it would work for every single pupil in every single subject, I don't know,'
    • sontimalonti
      sontimalonti on 28 Apr 09
       
      but surely this is crucial?
  • But the kids are on board and we're seeing the results. I suppose the thing that finally convinced me that we were on to something was when I sat in on one of our lessons and afterwards I discovered I knew chapter and verse on hormones – and had still retained the information months later.'
  • Rowena Coxon, a parent with two children at the school, Jenny, 16, and 14-year-old Elanor, admits that she had her doubts about spaced learning. 'I was sceptical at first, because it seemed to me that the students were spending a lot of time not actually learning, but what I found most striking was how much my daughters enjoyed it – far more than conventional cramming.
  • At Leasowes Community College in Dudley, outside Birmingham, the absolute antithesis of the eight-minute lesson is being hailed as the way forward. Here, classes can last up to five or six days. Students are immersed in a single subject, allowing them to complete practice, theory and coursework in a single block, and – so the theory goes – gain a deeper, more fundamental understanding of the topic. The corridors of this 1,200-roll school are papered with signs bearing stirring mottos such as success is a journey, not a destination, and Albert Camus's dictum you cannot create experience, you must undergo it.
  • 'We are combining the traditional with the innovative; we still teach languages, which is becoming increasingly rare, but we also recognise that part of our job is to prepare children to be successful in the world, so our aspirations are higher than getting them to pass a few exams. The sort of personal development we seek to promote doesn't fit into the culture of rigid one-hour lessons.'
    • sontimalonti
      sontimalonti on 28 Apr 09
       
      as practised in waldorf schools for decades.
  • In the classroom, pupils need continuity, not constant change and adoption of new fads. There's no substitute for an inspiring teacher passionate about their subject giving a well-planned lesson.'
  • 'We have no bells here because they create a herd mentality. We want to foster personal responsibility; students can go to the loo when they want or fetch themselves a drink of water without asking permission. The teachers give them a break when they feel the kids need one.'
  • Traditionalists, brought up in the never-did-me-any-harm system of obedience – verging on obeisance – towards authority may find the modern vogue for individualism wholly at odds with their own school experience. Yet personal development has become the new clarion call across all areas of secondary education. Whether that can be achieved in tandem with outstanding exam results remains to be seen.
  • sontimalonti on 28 Apr 09
     
    article on new teaching methods; new approach to learning - partnership with cambridge uni & microsoft education
  • ...1 more comment...
  • sontimalonti on 28 Apr 09
     
    most crucial aspect seems to me revisiting students and testing recall after a long period. Also, does this only apply to "fact learning", or does this also engage critical faculty?
  • أطيب الكتب on 18 May 22
     
    The scientific method in education is concerned with giving the student breaks from lessons in order to help him focus more ..Greetings to all and happy to communicate with you. أطيب
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