Group items tagged students - educators

shared by Fred Delventhal on 15 Nov 12 - No Cached

shared by Vicki Davis on 05 Jul 17 -

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shared by Martin Burrett on 09 Jun 18 - No Cached

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shared by Ed Webb on 11 Dec 20 - No Cached

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- Ed Webb on 11 Dec 20
  
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learn to be comfortable with discomfort
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The nowness of now rut occurs when students seek relief right now from anything that makes them feel uncomfortable when they should be doing an assignment, going to a class, meeting people to work on a project, etc.
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If you aren’t sleeping, eating well, and generally taking care of yourself, then learning is negatively affected. If you are completely dependent on a parent/caregiver to set your goals and coach you through the action, then your chances of independence diminish greatly
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adulthood requires finding a balance in this independence trifecta: 1) establish a work or career path, 2) seek and maintain relationships, and 3) pursue leisure activities simply for leisure. The tricky part is balance. If one’s leisure activities, for example, gaming, overtake work or homework/studying, then one may not be considered capable of living independently
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doing the preliminary work outlined in these 10 levels will help prepare them to succeed in the transition to adulthood on whichever route—university or work life—is traveled
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shared by Ed Webb on 20 Oct 19 - No Cached

while the learning style theory—that individual students might have a style that helps them learn better—may be complete bunk, presenting material in a variety of ways does have a lot of merit.
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just because a person learns one item of information according to a certain style doesn’t mean they can only learn through that style, or that that style is their best learning tool.
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important not to conflate preferential learning styles with diagnosable learning disabilities. Someone who is dyslexic doesn’t have an aural learning style, they have a reading disorder that hinders them from being able to process textual information rapidly. Similar can be said of learners with visual or auditory impairments. They will need to access your content through a variety of different methods, not because they prefer one style over another, but because they are unable to consume certain kinds of content.
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you shouldn’t try to optimize material for one kind of learning style over another, but rather, you should present course materials in a range of learning styles so that all learners can engage with it on multiple fronts.
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shared by Dave Truss on 17 Aug 10 - Cached

And what counts as “writing,” or “composition?” Is a tweet a text, or a piece of a larger text?3  Is a rambling audio podcast, recorded from the driver’s seat of my car, a composition on par with a Master’s thesis, or an essay? So long as a test or assessment or evaluation of a text occurs within a limited finition of what counts as writing, are these other forms valid? How do we who is a “good” writer?  What is “good” writing?
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That we now have more tools for making marks, and that we have new kinds of marks – photographs, videos, complex visualizations – doesn’t make the essential task of making meaning any easier. In some ways, as our options for composition increase, it gets harder to decide, to choose which way of making marks will get the point that we wish to make across.  Harder, too, is what we must do in classrooms to convey the power of language and to help make our students critical participants in the literacies and literatures of our/their/our futures/our pasts.
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