The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
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The Creativity Crisis - Newsweek - 15 views
www.newsweek.com/...the-creativity-crisis.html
creativity education learning article innovation psychology
shared by Brian C. Smith on 11 Jul 10
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If you've ever seen or heard Raif Esquith speak then you know how much he values music with young children. Watch this clip: http://www.tubechop.com/watch/79846
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
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The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
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“As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
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In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
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C And C++ - Trouble With Eof() Function | DreamInCode.net - 0 views
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Yes that's right. EOF is a flag which is set after a failed read attempt to read past the end of a file. the "While not EOF" idiom doesn't quite work in C or C++ - Instead its usually suggested that you use the idiom of "read while there is data to be read"; for example, while ( getline(file, my_string) ) 0r while( file >> x ) Author thanked 50 times
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ASCD - 0 views
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first 60 seconds of your presentation is
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Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
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the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
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There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
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half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
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“People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
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developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
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The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
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The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
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Let me tell you how to answer this one
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Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
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a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
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students are given a complex, multi-step problem that is different from any they've seen in the past
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ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
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. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
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I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
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College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
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I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
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“First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
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This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
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“I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
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Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
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how to engage customers
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Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
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the world of work has changed profoundly.
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Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
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I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
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risk aversion
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He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
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Footprints in the Digital Age - 0 views
www.ascd.org/...JnWmcWLY1mVcyLJ7JtJ!-633203459
PLN students engagement socialnetworking digitalcitizenship
shared by Caroline Bucky-Beaver on 31 Oct 08
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It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
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A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
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By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
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The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
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Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
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More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
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Get Started! Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
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Messaging Shakespeare | Classroom Examples | - 0 views
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Brown's class was discussing some of the whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out their cell phones and did the math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with the many functions included in their phones. She took a quick poll and found that all her students either had a cell phone or easy access to one. In fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.
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Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of the most powerful skills students can cultivate. It provides students with tools for identifying the most important aspects of what they are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).
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To manage the learning project, Brown asked a tech-savvy colleague to help her build a simple weblog. Once it was set up, it took Brown and her students 10 minutes in the school's computer lab to learn how to post entries. The weblog was intentionally basic. The only entries were selected passages from text of Richard III and Brown's six narrative-framing questions. Her questions deliberately focused students' attention on key passages. If students could understand these passages well enough to summarize them, Brown knew that their comprehension of the play would increase.
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Text messaging is a real-world example of summarizing—to communicate information in a few words the user must identify key ideas. Brown saw that she could use a technique students had already mastered, within the context of literature study.
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Brown told students to use their phones or e-mail to send text messages to fellow group members of their responses to the first six questions of the narrative frame. Once this was completed, groups met to discuss the seventh question, regarding the resolution for each section of the text. Brown told them to post this group answer on the weblog.
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30 fast mental math Tricks : EasyCal Secrets of Mental Math techniques - 0 views
www.glad2teach.co.uk/t_maths_calculation_tricks.htm
calculation easycal education mathematics mentalmath
shared by Dean Mantz on 11 Sep 08
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http://landmark-project.com/rubric_builder/index.php - 0 views
Resource: Learning Math: Patterns, Functions, and Algebra - 0 views
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NASSP - Shifting Ground - 14 views
www.principals.org/...sec.asp
filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy
shared by Darren Kuropatwa on 06 Dec 09
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Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
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I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
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I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
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The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
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Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
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The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
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But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
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Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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Learning style inventory functions for teachers, instructors and other group managers - 12 views
www.learning-styles-online.com/...instructor-info.asp
learning_styles education online assessment free resources
shared by Melinda Waffle on 03 Feb 10
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Universal Design in Education: Principles and Applications - 11 views
www.washington.edu/...ud_edu.html
design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum
shared by Adrienne Michetti on 01 Feb 10
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include
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the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
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diversity and inclusiveness
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applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
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UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
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it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
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institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
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UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
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curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
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Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
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Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
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Teaching Algebra - Making Real World Connections - 19 views
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Study Shows Students Are Addicted to Social Media | News | Communications of the ACM - 4 views
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most college students are not just unwilling, but functionally unable to be without their media links to the world. "I clearly am addicted and the dependency is sickening," says one person in the study. "I feel like most people these days are in a similar situation, for between having a Blackberry, a laptop, a television, and an iPod, people have become unable to shed their media skin."
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what they wrote at length about was how they hated losing their personal connections. Going without media meant, in their world, going without their friends and family
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"Texting and IM-ing my friends gives me a constant feeling of comfort," wrote one student. "When I did not have those two luxuries, I felt quite alone and secluded from my life. Although I go to a school with thousands of students, the fact that I was not able to communicate with anyone via technology was almost unbearable."
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students' lives are wired together in such ways that opting out of that communication pattern would be tantamount to renouncing a social life
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How did they get the information? In a disaggregated way, and not typically from the news outlet that broke or committed resources to a story.
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Views: Why Grading Is Part of My Job - Inside Higher Ed - 3 views
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Grades serve no pedagogical function at all. (Detailed feedback does, but that's an entirely different matter.) Grading is about nothing more than efficiently communicating to other institutions the level of learning we, the teachers, estimate (and it is only an estimation) each student gained. Unfortunately, students not only want to know about the content of that communication (understandably enough) but, for many, maximizing the grade (rather than the learning itself) has become their primary goal in taking courses. If we had no grades, then students' own personal sense of learning would be all that they got out of taking courses, and they would focus on that instead. (And it would make courses a much more interesting and productive place to be.)
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CHEMystery: Organic Chemistry: Organic Families and Their Functional Groups - 8 views
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Tenured Radical - The Chronicle of Higher Education - 3 views
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there is little to no attention being paid to giving full-time faculty the training to teach students who have a wide range of capacities when it comes to what counts for normal classroom discipline: sitting still for an hour and taking notes, being in crowded rooms where they risk being bumped and touched, overcoming obsessive behavior to get to class or hand in a paper on time, working in small groups with other students, or being in large classes with crowds of strangers. It is also happening in a context in which being full-time faculty is becoming anomalous, and the financial “flexibility” of running higher education on per-course labor makes it unlikely that the vast majority of faculty will be eligible, or open to making unpaid time available, for the training that would make their classrooms accessible to autistic students
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People with autism, Gilman notes, also tend to have disordered sleep, affecting the capacity to function at high-stress times of the semester when we assume that most students are pulling all-nighters. They have difficulty relating to someone they are intimate with (much less an impatient, overworked faculty member who wants all students to act like the adults they appear to be), what they are experiencing and what is wrong, which would make even the most generous office hours not useful. So when we are putting together arguments for hiring full-time faculty in the next round of budget cuts and declarations from foundations that tenure is holding us back, think about adding this one in. The demands on faculty to be well-trained, knowledgeable, creative and flexible teachers are growing — not subsiding — and attention to this will make all the difference in keeping our classrooms truly inclusive
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colleges and universities don't have the infrastructure to replicate what these students have relied upon in high school
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please don't generalize from specific autistic traits to all the students on the spectrum. Our autistic daughter isn't a visual learner, she's a voracious reader. Still, the number of times people have assumed that she learns in a visual or tactile way, in the style of Temple Grandin? Too many to count.
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a good first step would be to listen to autistic undergraduates themselves and to put the needs they express first instead of responding primarily to the perspective of the neurotypical parents of autistic children. The perspective of autistic undergraduates, which seems to me to be the most important on the subject, is entirely missing from this post
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YoYo Games | Game Maker - 1 views
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Do you want to develop computer games without spending countless hours learning how to become a programmer? Then you've come to the right place. Game Maker allows you to make exciting computer games, without the need to write a single line of code. Making games with Game Maker is a lot of fun.
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Using easy to learn drag-and-drop actions, you can create professional looking games within very little time. You can make games with backgrounds, animated graphics, music and sound effects, and even 3D games! And when you've become more experienced, there is a built-in programming language, which gives you the full flexibility of creating games with Game Maker. What is best, is the fact that Game Maker can be used free of charge. You can do anything you want with the games you produce, you can even sell them! Also, if you register your copy of Game Maker, you can unlock extra functions, which extend the capabilities of the program. Game Maker comes preloaded with a collection of freeware images and sounds to get you started.
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21st Century Standards: Code for "Touchy-Feely Mush" - 19 views
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The problem is that education standards and curriculums keep getting written by professional educators whose primary goal is job security.
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Couldn't agree more. The honest questions aren't asked by education officials - indeed, it's impossible to ask them as they're not in the jargon that one must speak to be accepted into the closed ranks of the educrats. The result is a generation of Australian students who are leaving school functionally illiterate and incomprehensive of who they are and how the world works.
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