Skip to main content

Home/ educators/ Group items tagged concepts between

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Martin Burrett

Self-concepts of ability in maths and reading predict later attainment - 2 views

ukedchat.com/...self-concepts-ability

research maths math reading

shared by Martin Burrett on 20 Sep 17 - No Cached
  • Martin Burrett on 20 Sep 17
     
    "Educational and developmental psychologists have tried to understand how skills and motivation are linked to academic achievement. While research supports ties between individuals' concepts of their abilities and their achievement, we lack a complete picture of how these relations develop from childhood to adolescence. A new longitudinal study looked at how youths' self-concepts are linked to their actual academic achievement in maths and reading from middle childhood to adolescence. The study found that students' self-concepts of their abilities in these two academic domains play an important role in motivating their achievements over time and across levels of achievement."
Adrienne Michetti

Digital Web Magazine - The Principles of Design - 11 views

www.digital-web.com/...principles_of_design

deign bestpractices usability reference web webdesign principles balance art

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • concepts that can that make any project stronger without interfering in the more technical considerations later on
  • one of many disciplines within the larger field of design
  • a discipline within the field of art
  • ...37 more annotations...
  • the basic tenets of design into two categories: principles and elements
  • the principles of design are the overarching truths of the profession
  • the elements of design are the components of design themselves, the objects to be arranged.
  • principles
  • Balance Rhythm Proportion Dominance Unity
  • Balance is an equilibrium
  • visual weight within a composition
  • Symmetrical balance
  • When symmetry occurs with similar, but not identical, forms it is called approximate symmetry
  • Symmetrical balance is also known as formal balance.
  • ntral axis.
  • Asymmetrical balance
  • tend to have a greater sense of visual tension. Asymmetrical balance is also known as informal balance.
  • Rhythm is the repetition or alternation of elements
  • Regular
  • Flowing
  • Progressive
  • three stages of dominance
  • Proportion is the comparison of dimensions or distribution of forms.
  • Dominance relates to varying degrees of emphasis in design
  • visual weight
  • relationship in scale between one element and another,
  • Dominant
  • Sub-dominant
  • Subordinate
  • unity describes the relationship between the individual parts and the whole of a composition
  • Gestalt theories of visual perception and psychology, specifically those dealing with how the human brain organizes visual information into categories, or groups
  • Closure is the idea that the brain tends to fill in missing information when it perceives an object is missing some of its pieces.
  • Continuance is the idea that once you begin looking in one direction, you will continue to do so until something more significant catches your attention
  • Items of similar size, shape and color tend to be grouped together by the brain, and a semantic relationship between the items is formed.
  • In addition, items in close proximity to or aligned with one another tend to be grouped in a similar way.
  • Contrast addresses the notion of dynamic tensionÔthe degree of conflict that exists within a given design between the visual elements in the composition.
  • The objects in the environment represent the positive space, and the environment itself is the negative space.
  • The rule of thirds is a compositional tool that makes use of the notion that the most interesting compositions are those in which the primary element is off center.
  • The visual center of any page is just slightly above and to the right of the actual (mathematical) center.
  • sometimes referred to as museum height.
  • The principles of design are the guiding truths of our profession, the basic concepts of balance, rhythm, proportion, dominance and unity. Successful use of these core ideas insures a solid foundation upon which any design can thrive.
  • Adrienne Michetti on 01 Feb 10
     
    These principles of design can be applied to almost anything, I believe.
David Wetzel

12 Expert Twitter Tips for the Classroom: Social Networking Classroom Activities That E... - 15 views

teachingtechnology.suite101.com/...twitter_tips_for_the_classroom

witter education technology tips for the classroom social networking online resources teaching and learning activities making connections between concepts

shared by David Wetzel on 30 Mar 10 - Cached
  • David Wetzel on 30 Mar 10
     
    A dozen activities are presented for using an online education technology tool to engage students in classroom activities to develop a better understanding of concepts.
Vicki Davis

Positive school climate boosts test scores, study says | EdSource Today - 8 views

www.edsource.org/...31043

education encouragement teaching test scores tumblr

shared by Vicki Davis on 14 Sep 13 - No Cached
  • Vicki Davis on 14 Sep 13
     
    If you want plants to grow add rain, sunshine and warmth. The same works with children. A warm, caring environment where students and teachers have positive relationships, where they feel safe and have supports to help them succeed improves test scores. This is no surprise to good teachers. Those who put inordinate stress on teachers in ways that causes stress and harshness are likely hurting test scores and having the opposite effect, if one is to interpret this. Take a read and take action - on my blog I and many commenters have been discussing getting along with colleagues and having warm relationships with students. It isn't fluff but rather, is the stuff that test scores are made of. "It's the million-dollar question or, given the size of the California education budget, the $50-billion-dollar question: What makes extraordinarily successful schools different from other schools? The answer: school climate, according to a new study from WestEd, a San Francisco-based research agency. In recent years, the concept of school climate has gained increasing currency in education reform circles and the California Department of Education has received federal grants to evaluate school climate in 170 schools, as well as Safe and Supportive Schools grants to fund programs that enhance school climate. As defined by the WestEd study, a positive school climate includes caring relationships between teachers and students, physical and emotional safety, and academic and emotional supports that help students succeed. The goal of a positive school climate is "a sense of belonging, competence and autonomy" for both students and staff, the report said."
carlos villalobos

CmapTools - Home Page Cmap.html - 8 views

cmap.ihmc.us/conceptmap.html

all_teachers mindmap mindmapping tools visualization web2.0

shared by carlos villalobos on 25 Feb 10 - Cached
  • yc c on 25 Feb 10
     
    CmapTools is a free program used by colleges around the world for creating concept maps: graphical tools for organizing and representing our knowledge about a particular issue or system. In CmapTools, concepts (boxes or nouns) are linked together by propositions (lines or verbs) to form a network that visually demonstrates connections between issue components. By creating a visual map of what we know, one can open up new ways of understanding how that system functions and how its components interrelate; this is what distinguishes CmapTools from more traditional (e.g., verbal) modes of thinking and communication. also check http://cmapskm.ihmc.us/servlet/
Ed Webb

Helicopter parents not doing enough to let children fail - 14 views

www.smh.com.au/...ildren-fail-20100402-rjxy.html

education learning failure generations generationY millennials

shared by Ed Webb on 03 Apr 10 - Cached
  • children who were becoming less resilient and unable to cope with failure
  • someone invented the concept of self-esteem,'' Dr Kefford said. ''In some ways it has been the most damaging educational concept that has ever been conceived.
  • That is when we stopped our proper work in the character formation in young people. If we are serious about building resilience, we have to let them fail. It is only through our failings in the learning process that we learn anything
  • ...2 more annotations...
  • Generation Y or the ''millennials'' (born between 1982 and 1999) are entering the workforce overconfident and with a sense of entitlement
  • Feeling special often means the expectation of special treatment
John Marr

Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html

learning Pedagogy

shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
  • ...6 more annotations...
  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
Ed Webb

Peru's ambitious laptop program gets mixed grades - Yahoo! News - 0 views

news.yahoo.com/ts-mixed-grades-071038397.html

development computers literacy education technology

shared by Ed Webb on 03 Jul 12 - No Cached
  • what we did was deliver the computers without preparing the teachers
  • the missteps may have actually widened the gap between children able to benefit from the computers and those ill-equipped to do so
  • Inter-American Development Bank researchers were less polite."There is little solid evidence regarding the effectiveness of this program," they said in a study sharply critical of the overall OLPC initiative that was based on a 15-month study at 319 schools in small, rural Peruvian communities that got laptops."The magical thinking that mere technology is enough to spur change, to improve learning, is what this study categorically disproves," co-author Eugenio Severin of Chile told The Associated Press
  • ...10 more annotations...
  • OLPC laptops, which are rugged and energy efficient and run an open-source variant of the Linux operating system, are in Ethiopia, Rwanda, Mongolia and Haiti, and even in the United States and Australia. Uruguay, a compact South American nation of 3.5 million people, is the only country that has fully embraced the concept and given every elementary school child and teacher an XO laptop
  • no increased math or language skills, no improvement in classroom instruction quality, no boost in time spent on homework, no improvement in reading habits
  • On the positive side, the "dramatic increase in access to computers" accelerated by about six months students' abstract reasoning, verbal fluency and speed in processing information
  • "We knew from the start that it wouldn't be possible to improve the teachers," he said, citing a 2007 census of 180,000 Peruvian teachers that showed more than 90 percent lacked basic math skills while three in five could not read above sixth-grade level.
  • Each teacher was supposed to get 40 hours of OLPC training. That hardly helped in schools where teachers had never so much as booted up a computer. In Patzer's experience "most of them barely knew how to interact with the computers at all."
  • In the higher grades, Martinez said, children's use of the machines is mostly social
  • "For them, the laptop is more for playing than for learning,"
  • Negroponte thinks the main goal of technology educators should be simply getting computers into poor kids' hands.His proposal last year to parachute tablet computers from helicopters, limiting the involvement of adults and "educators," caused some colleagues to wince. But Negroponte is dead serious, and has begun a pilot project in two Ethiopian villages to test whether tablets alone, loaded with the right software, can teach children to read.
  • The OLPC team always considered Internet connectivity part of the recipe for success. They also insisted that each child be given a laptop and be permitted to take it home.Uruguay, a small, flat country with a far higher standard of living and ubiquitous Internet, has honored those requirementsPeru did not
  • Some schools didn't have enough electricity to power the machines.And then there was the Internet. Less than 1 percent of the schools studied had it.
Ed Webb

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 3 views

www.nytimes.com/...07mind.html

learning cognition neuroscience education testing psychology

shared by Ed Webb on 06 Sep 10 - No Cached
  • instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing. “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”
  • The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.
  • Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out. “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”
  • ...6 more annotations...
  • cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.
  • “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
  • An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.
  • “Testing not only measures knowledge but changes it,” he says — and, happily, in the direction of more certainty, not less.
  • “Testing has such bad connotation; people think of standardized testing or teaching to the test,” Dr. Roediger said. “Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”
  • The harder it is to remember something, the harder it is to later forget. This effect, which researchers call “desirable difficulty,”
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: The Reason Why Most Rese... - 0 views

clarkaldrich.blogspot.com/...ost-research-for-business.html

research Second Life modelling business model

shared by Eloise Pasteur on 16 Nov 08 - Cached
  • Why is most research on business issues so useless? Why doesn't it drive the results that businesses require? Organizations may have commissioned reports on new markets, or Second Life, or Web 2.0, or outsourcing or re-insourcing, but why don't the reports have a richer impact?
  • I have come to the fairly unambiguous conclusion: most business research sits unused on shelves. It is thus a valid question to ask, especially in tightening budgets, why is that so? Is that inevitable? And, to a lesser degree, who's fault is that?
  • The big problem is that most business research relies on the same faulty intellectual constructs as other forms of linear content - it relies on linear analysis, case studies, and inspirational examples. And like with movies and magazines, they impress us with their cleverness but don't actually enable effective action (or any action, except more presentations), because they ar not designed to. The reports focus on knowing, not doing. The people at the receiving end of such research seldom turn the concepts into productive actions, because the research does not help them enough in doing so. At best, most research I have studied only takes the reader on 20% of the journey.
  • ...1 more annotation...
  • The content model advocated on this blog is that of actions, systems, and results. And, there is a multiplier effect between them. If you do not have all three you really don't have anything.
  • Eloise Pasteur on 16 Nov 08
     
    Discussion of business research, why it's not so great and how it could be improved
kim tufts

Looking for people to share their web 2.0 teaching experience - 151 views

Hi - I use diigo for my classroom. I teach 6-8 computer studies and we work on Public Service Announcements for a media literacy project. I make lists of the websites I would like the students to ...

web2.0 pedagogy design

started by Iain Robertson on 22 Nov 08 2 follow-ups, last by kim tufts on 24 Nov 08
1 - 11 of 11
Showing 20▼ items per page