Skip to main content

Home/ educators/ Group items tagged mind

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Megan Black

YouTube - THE NEW DORK - Entrepreneur State of Mind (Jay-Z ft Alicia Keys Spoof) | gras... - 15 views

www.youtube.com/watch

web2.0

shared by Megan Black on 24 Jul 10 - Cached
  • Megan Black on 24 Jul 10
     
    I got this from kylepace@tomwhitby on Twitter. This is a very funny video that can be used to inspire a love of all things techy.
Kim Yaris

On Our Minds @ Scholastic: 5 Questions with Suzanne Collins: author of the Hunger Games... - 4 views

onourmindsatscholastic.blogspot.com/...th-suzanne-collins-author.html

Hunger Games author

shared by Kim Yaris on 20 Aug 10 - Cached
  • Kim Yaris on 20 Aug 10
     
    If you teach kids who are fans of The Hunger Games, they will appreciate this video featuring the author Suzanne Collins as she talks about her upcoming book Mockingjay
Ed Webb

What's Wrong With the American University System - Culture - The Atlantic - 6 views

www.theatlantic.com/...60458

teaching education US USA opinion analysis college university

shared by Ed Webb on 29 Jul 10 - Cached
  • it's awfully difficult to say, "Here's knowledge we don't need!" It sounds like book burning, doesn't it? What we'd say is that on the scale of priorities, we find undergraduate teaching to be more important than all the research being done.
  • Those people were teachers, in the true sense of the word. They were just as knowledgeable about their fields as anyone, but they had playful, imaginative minds. They could go on TV—Carl Sagan could talk about science, John Kenneth Galbraith could talk about economics. They weren't dumbing down their subjects. In fact, they were actually using their brains. The more you rely on lingo—"regressive discourses," "performativity"—the less you have to really think. You can just throw terms around and say, "Look, Ma, I'm a theorist!"
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated. I mean, you took the SAT! It's multiple choice, a minute and quarter per question. What does it really test? It tests how good you are at taking tests! At a big university like Berkeley, where there are going to be 30,000 applications, here's what they do. On top of each folder, without even reading through it, they write your SAT score. That's the first winnowing. So the 1600s get looked at first, and then down from there.
  • ...2 more annotations...
  • One of the things that I find scariest at the moment is that so many bright people have no conception at all of life for any people but those in the upper middle class and above. They live a sheltered suburban life, go to college with other sheltered suburban kids, and assume that everyone's life has been like theirs. Some years ago a relative of mine graduated from Cambridge. I asked what his classmates would be doing after graduation and he said "management consulting." These were very bright people with zero experience in the business world who had spent the last three years barely able to manage their binge drinking, let alone manage any business. I'd trust the high school grad who rose through the ranks way more than these bright young things.
  • www.highereducationquestionmark.com
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,”
Michael Walker

A framework for teaching with Twitter - Mind Dump - 8 views

www.minddump.org/work-for-teaching-with-twitter

framework teaching twitter

shared by Michael Walker on 07 Sep 10 - No Cached
  • Michael Walker on 07 Sep 10
     
    Scott McLeod created this framework for teaching with Twitter.
Kelly Faulkner

Collaborative Online Diagram Software - Try it Free | Creately - 11 views

creately.com

web2.0 diagrams flowchart infographic maker collaboration tools

shared by Kelly Faulkner on 02 Oct 10 - Cached
  • Ben Rimes on 02 Oct 10
     
    Online collaborative thinking map and diagrams. Great for students working in a 1:1 environment that need to work on mind mapping with a small group.
  • Kelly Faulkner on 11 Oct 10
     
    make your own infographics
Jackie Gerstein

Tucson Schools Enhance Learning with the Arts | Edutopia - 0 views

www.edutopia.org/arts-opening-minds-integration

edutopia curriculum

shared by Jackie Gerstein on 25 Feb 09 - Cached
  • Jackie Gerstein on 25 Feb 09
     
    Brain-based research supports an effort to improve student achievement through an interdisciplinary curriculum that combines creative pursuits and academic subjects.
Dave Truss

Mind Map: Best Online Collaboration Tools Robin Good's Open Collaborative Map for Learn... - 0 views

www.mindmeister.com/...12213323

mindmap Tools newliteracy collaboration

shared by Dave Truss on 07 Mar 09 - Cached
  • Dave Truss on 07 Mar 09
     
    Collaboration tools well categorized with a Mindmeister web
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Keith Hamon

Weekend Watching: Complete Aurora Future Browser Concept Video Series - 0 views

lifehacker.com/...e-browser-concept-video-series

aurora browser digital_citizenship handheld techintegrator technology web 2.0 web3d

shared by Keith Hamon on 10 Aug 08 - Cached
  • Keith Hamon on 10 Aug 08
     
    A nice forecast of what the next generation web browsing experience might be like. Of interest to those mindful of web security in schools is the prominent role of handheld devices that will neatly flow around the school's security apparatus.
Keith Hamon

5 Great Science Books to Expand Your Mind - ReadWriteWeb - 0 views

www.readwriteweb.com/...5_great_science_books.php

complex patterns science systems technology

shared by Keith Hamon on 02 Oct 08 - Cached
  • Keith Hamon on 02 Oct 08
     
    This list of books about science has much to say about how patterns recur throughout all of human experience. Something all educators innately understand, I think.
Angela Maiers

Developing Minds Inc - 0 views

www.developingmindsinc.com

Brain Based Learning

shared by Angela Maiers on 24 Oct 08 - Cached
  • Angela Maiers on 24 Oct 08
     
    Great resources for Active learning
Maggie Verster

All In The Mind: Computers and your head - 0 views

blogs.abc.net.au/...computers-and-y.html

school2.0 digitalnatives

shared by Maggie Verster on 24 Feb 09 - Cached
  • Maggie Verster on 24 Feb 09
     
    Are our ubiquitous interactions with computers radically changing our brains? The way we think? The way we see the world? Do digital natives think significantly differently to digital immigrants?
« First ‹ Previous 141 - 160 of 196 Next › Last »
Showing 20▼ items per page