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Martin Burrett

10 Tips to Keep Pupils' Attention - 1 views

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    "Sometimes, it is just necessary to stand in front a group of children and speak to them. It's not the strongest tool in a teacher's box of tricks, but speaking to groups of pupils is hinged with one notable problem - keeping their attention - especially if you are trying to get key points across to help their learning.  However, these ideas - adapted from spring.org.uk, can easily be amended for classroom situations, and are worth exploration in ensuring attention is kept by the majority of pupils"
Ruth Howard

attention | Scoop.it - 10 views

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    Harold Rheingolds curated "Attention" resources in a tool called Scoop It
Vicki Davis

Distracted to Learn? | Psych Central News - 6 views

  • It was as if those who were denied the same degree of distraction during testing as they experienced during learning suffered a disadvantage.
  • In the end it didn’t seem to matter what the distraction was during recall as long as subjects had had a distraction during learning. Everybody who had been distracted in both learning and recall performed better than those who were distracted while learning but undistracted during recall.
  • There just had to be the same degree of distraction at both times.
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  • Another task is to figure out what might be going on in the brain to allow divided attention to be a boost for recall, rather than a hindrance for learning
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    Surprising new research may rewrite learning theory as Brown University scientists contend that distractions do not necessarily impede the learning process of a motor task. Investigators discovered that if attention was as divided during recall of a motor task as it was during learning the task, people performed as if there were no distractions at either stage. Thus, the real issue is that inconsistent distraction can impair our recollection of the task. As long as our attention is as divided when we have to recall a motor skill as it was when we learned it, we'll do just fine, say the researchers.
Vicki Davis

How Pearson Cheats on State Tests | Diane Ravitch's blog - 16 views

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    Diane Ravitch calls it. Read her blog post on this major ethical issue. I think we need an independent testing company. Isn't there a conflict of interest here when a company creates textbooks and the test? "I am an 8th grade teacher in Xxxx, NY. On Day 1 of the NYS ELA 8 Exam, I discovered what I believe to be a huge ethical flaw in the State test. The state test included a passage on why leaves change color that is included in the Pearson-generated NYS ELA 8 text. I taught it in my class just last week. In a test with 6 passages and questions to complete in 90 minutes, it was a huge advantage to students fortunate enough to use a Pearson text and not that of a rival publisher. It may very well have an impact on student test scores. This has not yet received any attention in the press. Could you help me bring this to the attention of the public?"
C CC

Video Games help Children's Attention, Multi-tasking and Eyesight | UKEdChat.com - Supp... - 5 views

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    Interesting Research
Maggie Verster

Brain Games & Brain Training - Lumosity - 11 views

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    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
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    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
Vicki Davis

Past Issues - UI Design Newsletter - 0 views

  • You can ask them what they noticed, but self reporting of this sort is notoriously inaccurate – if you ask people to point to what they look at, and meld that with an eyetracking overlay of where their eyes actually went there is a startling gap.
  • applied eyetracking methodologies to measure the attention-drawing effects of new and newly modified elements of search results pages.
  • there is a strong correlation where people look and where they click on search results pages
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  • They look a bit like hurricane maps. People get most excited about findings where the gaze patterns are highly organized... and look a bit like a well-formed hurricane.
  • The visual design works!"
  • So, the visual design objective of a website is to draw your attention to move around the page.
  • longest looking times may not. In fact, longest looking times can, in some cases, reflect multiple lookbacks and dwell time indicating confusion or uncertainty about a next step, a label or an interaction.
  • If there is no fixation we cannot possibly process the content. If there is no fixation we can't be influenced. Amazing, but the part we should pay attention to in our eyetracking results is probably the area that is NOT highlighted!!
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    Article about how people look at web pages.
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    As you design web pages for use with your students -- do you wonder why they don't sometimes SEE what you're putting in front of them -- it is because of eye movement. It is design!!! This paper writes about the effect of website design on eye movement. Those who are desigining online curriculum need to understand this. My sister, Sarah, has been an onlien professor for Savannah College of Art and Design for a while, ,and this is something she talks about in her courses and shares with me. This is why I emphasize wiki layout and design w/ my students (like having a table of contents and white space.) If it is not attractive, it just doesn't exist, because it IS NOT READ! Educators will do well to remember that!
Ed Webb

Does Your Language Shape How You Think? - NYTimes.com - 13 views

  • Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
  • When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant. With objects like mountains or chairs, which are “he” in German but “she” in Spanish, the effect was reversed.
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  • once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to
  • one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so
  • if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant
  • our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue
  • some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?
  • The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.
Vicki Davis

A flat world - Flat Classroom Project - 11 views

  • Everyone has different views, different things they are good at, and different things they know. In a classroom, the teacher used to stand in front of the students, and lecture all day long. Now many of those teachers have started to teach "horizontally". This means that the teacher doesn't necessarily stand in front of her class and lecture, but works with the class, not only teaching them, but allowing them to teach her new things as well.
  • I personally do not learn well by having someone lecture me, it is very easy to get distracted, and by learning horizontally, I can interact with my teacher and classmates, and I feel like I learn so much more, because not only do I pay attention, but the fact that I am interacting, and experiencing what she is teaching helps out a lot.
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    I love these views from my student and her use of the term "horizontal" teaching - I think she has inadevertently hit on a very important concept for us teachers to understand. "Everyone has different views, different things they are good at, and different things they know. In a classroom, the teacher used to stand in front of the students, and lecture all day long. Now many of those teachers have started to teach "horizontally". This means that the teacher doesn't necessarily stand in front of her class and lecture, but works with the class, not only teaching them, but allowing them to teach her new things as well. This video gave me different opinions and opened my mind to a flattened world. I agree in many ways with Mr Friedman, because I personally do not learn well by having someone lecture me, it is very easy to get distracted, and by learning horizontally, I can interact with my teacher and classmates, and I feel like I learn so much more, because not only do I pay attention, but the fact that I am interacting, and experiencing what she is teaching helps out a lot."
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    Love this phrase "horizontal learning"
Brian C. Smith

Attention Disorder or Not, Children Prescribed Pills to Help in School - NYTimes.com - 7 views

  • characterized by severe inattention and impulsivity,
    • Brian C. Smith
       
      Anyone asking when they do this?  During note taking? Lectures? When they are subject to increasingly frequent class changes never to focus on something by design of the school bell structure?
Vicki Davis

TechSplash 2013 | The University of Virginia's College at Wise - 0 views

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    Excited to be in Virginia on July 17 at TechSplash! Hope you'll join us if you're the area. "The purpose of Tech Splash 2013 is to showcase exemplary examples of technology integration in the K12 classroom as well as focus attention on new and emerging technologies. Date:            July 18, 2013      8-3:30pm Location:     Lebanon High School, Lebanon, Virginia Cost: $25 prepaid, $35 onsite "
Vicki Davis

This Is Why Google Glass Is the Future - 12 views

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    Yes, taking pictures and recording videos are two of the biggest uses of Google glass. I think disclosure is going to be the issue, while you do have to speak to it, does it have a light to show others around you that you are, indeed, filming.  "Once you wake up Google Glass, you see the time (in rather large type) and "Okay Glass" right underneath it. That's your control command. I found that I could yell or whisper this and Google Glass sprang into action. It did have trouble in some noisy areas, but most of the time, I could get Glass' attention and then get something done. The two most obvious options, and the ones you'll likely use the most, are "Take a picture" and "Record a video." The former captures a relatively sharp 5-megapixel image. The second grabs just 10 second of 720 p video (that's the default; you can change it in settings). You can see some of the video I captured with Google Glass below."
Martin Burrett

Using a backchannel by @nikpeachey - 3 views

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    In my first post in this series - Getting students' attention - I mentioned the use of backchannels. This post should give you more information about the use of backchannels within the classroom. If you are working in a classroom where your students have internet connected devices, either through wifi or their mobile phone, using a backchannel can have a transformative impact on the way you can use technology with your students...
Nik Peachey

7 ways you can use technology to engage with students – Resources for English Lan... - 5 views

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    So, if restricting access to these devices isn't the answer, how do we address their presence in the classroom and use these devices to engage rather than disengage students' attention? Here are a few suggestions…
Vicki Davis

Norcross parents upset by slavery in school math worksheet - 7 views

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    This sort of thing strikes fear in the heart of every administrator. So, I let them customize their lessons and they come up with word problems about how many times a slave would be beaten in a minute at a certain rate. It is offensive on so many levels but also because we see an uproar over slavery in words (in this worksheet) but not in deeds. Fact is, there are 29 million slaves in the world today, more than ever in history and they are being beaten and forced to work. We don't see an uproar over that and we should. Both the worksheet and the bigger problems deserve attention.
Vicki Davis

Apple to announce tools, platform to "digitally destroy" textbook publishing - 1 views

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    The announcement from Apple this week concerning textbooks is coming where they say they will announce a "Garage Band" for textbooks app on their platform. If you want to know more, this arstechnica article is the one that seems to be getting the most attention.
Jason Finley

Articles | What Makes Them Click - 13 views

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    What if we applied the psychology of what makes technology attractive to students...to our face-2-face practices in the classroom? Using this idea, instead of using more technology in the classroom, why not design the traditional human / face-to-face classroom experience to be more like what makes technology so engrossing to modern students? Do these principles sound familiar... Deliver information in bite sized chunks, Create mental models, Use short stories to help process information, Learning happens and is remembered through repetition, People are motivated by Progress and Mastery, Sustained attention lasts 10 minutes, and the use of Progressive Disclosure. Progressive Disclosure an interaction design technique often used in human computer interaction to help maintain the focus of a user's attention by reducing clutter, confusion, and cognitive workload. This improves usability by presenting only the minimum data required for the task at hand. Here are 100 little articles that could have big implications in the classroom.
Vicki Davis

Wiffiti - 1 views

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    I've used this site before but as we were talking on my FAcebook page the other day about how to start class, teacher, Donna Browne left this message, "Donna Browne Instead of writing the class agenda on the board, I simply send it as a message to Wifitti. It is easy to do when you are the creator of the screen. I send a message for things I would mention anyway, like upcoming due dates, school events, changes in schedule. The Wifitti screen is projected onto a screen and catches kids eye's as they walk in the door. Since Wifitti only flashes one message at a time, they continue paying attention to see what will pop up next. See one of the screens at http://wiffiti.com/screens/timeline/81606"  Cool idea.
Erin Fitzpatrick

Magic Tricks for Teachers - 3 views

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    Great hooks that will help you grab attention in any classroom, any age! 
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