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Anne Bubnic

A Teachers Guide Video Conferencing - 0 views

www.wmnet.org.uk/...homepage.html

video_conference digital_learning bestpractices

shared by Anne Bubnic on 29 Apr 09 - Cached
  • Anne Bubnic on 29 Apr 09
     
    Video Conferencing is one tool that can be used to extend and enhance the impact on * Curriculum Content and delivery * The Professional Development of school staff * The quality of leadership within schools Video Conferencing enables learners to do things that are hard or impossible to do by other means. * Collaborate easily and regularly * Be in more than one place at once * Link directly to places and resources
anonymous

SAS� Curriculum Pathways� Home Page - 0 views

www.sascurriculumpathways.com

curriculum resources

shared by anonymous on 10 Aug 09 - Cached
  • anonymous on 10 Aug 09
     
    Now offered free to educators, this site has a TON of resources, curriculum enhancing content, activities, and lots more. Watch the demo first to get an idea of what's in the site.
Nelly Cardinale

WingClips - Free Inspirational Movie Clips for Sermon Illustrations and Teaching - 0 views

www.wingclips.com

wingclips inspiration Powerpoint insert_movie_clip all_teachers

shared by Nelly Cardinale on 08 Jun 09 - Cached
  • Nelly Cardinale on 08 Jun 09
     
    Use for enhancing PowerpOint presentation
Ted Sakshaug

smarthistory - 0 views

smarthistory.org

Art arts education art history

shared by Ted Sakshaug on 07 May 09 - Cached
  • Ted Sakshaug on 07 May 09
     
    Smarthistory.org is a free multi-media web-book designed as a dynamic enhancement (or even substitute) for the traditional art history textbook.
Jeff Johnson

Not Enough Time in the Library - Chronicle.com - 0 views

chronicle.com/...email2.php

shared by Jeff Johnson on 17 May 09 - Cached
  • Jeff Johnson on 17 May 09
     
    As an academic librarian, I hear an awful lot of hype about using technology to enhance instruction in colleges and universities. While the very word "technology" - not to mention the jargon that crops up around it, like "interactive whiteboards" and "smart classrooms" - sounds exciting and impressive, what it boils down to is really just a set of tools. They're useful tools, but they don't offer content beyond what the users put into them.
Julie Lindsay

Computers in Education Group of South Australia - Edublogs - 5 views

cegsa.editme.com/edet3302blogging

blogging Web2.0 web2ib acrossmydesk jul bestpractices

shared by Julie Lindsay on 10 Oct 09 - Cached
  • Julie Lindsay on 10 Oct 09
     
    "Edublogs is a blogging tool which is allows students and teachers to create online journals/diaries to share their thoughts and ideas with others. They can include text, audio, images and videos. Blogging allows students to engage in 21st century learning within their classroom and beyond. There are many blogging sites available to use. This page focuses on Edublogs and how it can be used by teachers and students to enhance learning."
John Marr

Recovering from the Need to Achieve - HBS Working Knowledge - 2 views

hbswk.hbs.edu/...6690.html

iste11 educators knowledge working HBS professionaldevelopment

shared by John Marr on 29 Jun 11 - No Cached
  • e is an HNAP, or a high-need-for-achievement professional, according to Harvard Business
  • DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
  • So is there relief for HNAPs from all this obsessive comparing and competing?
  • ...4 more annotations...
  • Copyright © 2011 President and Fellows of Harvard College
  • I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
  • Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
    • John Marr
      John Marr on 29 Jun 11
       
      Do you know any students that are high-need-for-achievement?
  • John Marr on 29 Jun 11
     
    Harvard Business School Blog about high need for achievement professionals. Can this be applied to some of our students?
Vicki Davis

Drawing to Learn | Learning Sciences Research Institute - 1 views

www.lsri.nottingham.ac.uk/...drawingtolearn

education sketchnoting sketchnotes learning all_teachers bestpractices edu_news edu_trends

shared by Vicki Davis on 29 Sep 15 - No Cached
  • Vicki Davis on 29 Sep 15
     
    "Ainsworth, Prain and Tyler  (2011) in a paper in Science argue that  drawing  can play a number of  important roles in learning:, namely: Drawing to enhance engagement - surveys have shown than when students draw to explain they are more motivated to learn compared to traditional teaching of science. Drawing to learn to represent in science - the process of producing visual representations  helps learners understand how scientific representations work. Drawing to reason in science - student learn to reason like scientists as they select specific features to focus on in their drawings, aligning it with observation, measurement and/or emerging ideas Drawing as a learning strategy - if learners read a text and then draw it, the process of making their understanding visible and explicit helps them to overcome limitations in presented material, organise and integrate their knowledge and ultimately can be transformative. Drawing to communicate - discussing their drawings with their students provides teachers with windows into students' thinking as well being a way that the peers can share knowledge, discovery and understanding."
Martin Burrett

https://ukedchat.com/2018/12/13/develop-tech-classroom - 1 views

ukedchat.com/...develop-tech-classroom

shared by Martin Burrett on 20 Dec 18 - No Cached
  • Martin Burrett on 20 Dec 18
     
    It has changed the very essence of daily life and revolutionised the way we work, play and interact. But has technology reached its full learning potential in the classroom? The picture seems mixed. While there is no doubt that technology has changed the admin of teaching, in lessons, technology is often still seen as an add-on or a simple replacement for traditional methods, rather than enhancing learning. But integrating technology into your teaching has so much more to offer.
Martin Burrett

Building Students Thoughts by @ApraRalli - 1 views

ukedchat.com/...thoughts-%ef%bb%bfby-apraralli

thinking thinking skills

shared by Martin Burrett on 11 Mar 19 - No Cached
  • Martin Burrett on 11 Mar 19
     
    "When we set out to create and encourage critical thinkers and problem solvers. We need to look at various aspects. How people will respond and adapt to the change. We need to further establish what our students need, do they need constant attention or space? Decoding a teenage brain, is it really difficult to understand teenagers?  I took workshops this year to enhance my understanding and sharing my know how with others.  I have realised that I always look for what's going to push the student, egg them on to ask questions, to look at themselves as stakeholders in their learning process and something that adds value to their existing experience of learning. "
Martin Burrett

Strategies for Reading - 1 views

ukedchat.com/...strategies-reading

reading

shared by Martin Burrett on 25 Feb 19 - No Cached
  • Martin Burrett on 25 Feb 19
     
    "Many people know the benefits of reading, as whole new worlds, opportunities and adventures can open up to help enhance knowledge of the world around us, but getting some young people to read quality can be like extracting teeth!"
Martin Burrett

When Technology and Classrooms Collide…by @JMcKay1972 - UKEdChat - 1 views

ukedchat.com/...technology-classrooms-collide

edtech

shared by Martin Burrett on 22 Feb 18 - No Cached
  • Martin Burrett on 22 Feb 18
     
    "Development of technology within the classroom can aide the identification of contextual factors that may or may not contribute to effective use of technology in enhancing quality learning experiences. Factors such as organisational culture, teacher self-efficacy and their confidence and experience in utilising technology, resources and learner engagement all have to be considered to allow for an integrated approach."
Ted Sakshaug

Home - 0 views

facstaff.uww.edu/games

games education

shared by Ted Sakshaug on 04 Apr 08 - Cached
lolaemam liked it
  • Erin Remple on 04 Apr 08
     
    The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
  • Ted Sakshaug on 29 Apr 09
     
    The Parade of Games web site was created to provide educators and trainers with easy-to- assemble educational games in a technology- enhanced environment to support key learning points.   The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning.
Martin Burrett

Seizing SEND - 1 views

ukedchat.com/...seizing-send

shared by Martin Burrett on 28 Sep 17 - No Cached
  • Martin Burrett on 28 Sep 17
     
    "SEND: Supporting and enhancing the learning of children with a special educational need, or living with a disability, can be one of the most rewarding aspects of teaching. Yet, with rules, guidance and legislation also impacting on provisions that need to be met, ensuring that all students receive a good educational experience can be challenging to schools, teachers and leaders."
Martin Burrett

Adverbs - @UKEdResources - UKEdChat - 1 views

ukedchat.com/...adverbs-ukedresources

English Adverbs

shared by Martin Burrett on 11 Dec 17 - No Cached
  • Martin Burrett on 11 Dec 17
     
    "Using adverbs to enhance writing and create a picture for the reader."
Martin Burrett

Potion Instructional Writing - 3 views

ukedchat.com/...uctional-writing-ukedresources

instructional writing literacy English writing

shared by Martin Burrett on 12 Dec 17 - No Cached
  • Martin Burrett on 12 Dec 17
     
    "Editable example of instructional writing - Making a Learning Enhancing Potion"
Martin Burrett

Humour in Education - 2 views

ukedchat.com/...humour-education

shared by Martin Burrett on 17 Sep 19 - No Cached
  • Martin Burrett on 17 Sep 19
     
    "It can be a funny old game this teaching lark and many of us survive the day-to-day stresses by laughing, rather than crying. As a social species, humour is a fundamental part of developing group cohesion, yet I have never seen it mentioned in teaching or in insets, although perhaps I don't get invited to that kind of party! But can a teacher 'learn' humour or is it something innate, and how can humour be deployed to enhance relationships and learning?"
Duane Sharrock

Metacognition: An Overview - 7 views

gse.buffalo.edu/...metacog.htm

thinking about thinking Cognitive Strategy Instruction Flavell regulation planning strategy metacognition mindfulness infotention learning sternberg CSI

shared by Duane Sharrock on 12 Oct 12 - Cached
  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
  • "Metacognition" is often simply defined as "thinking about thinking."
  • While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
  • ...14 more annotations...
  • Most definitions of metacognition include both knowledge and strategy components
  • According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
  • These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • What is the difference between a cognitive and a metacognitive strategy?
  • Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
  • Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
  • Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
  • Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
  • Cognitive Strategy Instruction
  • Cognitive Strategy Instruction
  • Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors.
  • CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
  • Duane Sharrock on 12 Oct 12
     
    "According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
  • Duane Sharrock on 12 Oct 12
     
    Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
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