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"...being the best requires a lot of time and effort, and few people are willing to dedicate so much of their lives to a single pursuit. So while practice may get some of us close to perfection, for many of us it is an unattainable goal..."

I guite agree with Christian. When I first read the ten thousand hour rule, I felt that this is a hypothetical number that was just used for to emphasize that we need endless effort, hard practice to become good at any field.

As mentioned, the role of talent are still questionable. Also guaranteeing the same amount of hours as a general rule gives me the message of ignoring unique personal factors such as motivation or other internal personal sources.

Here are some ideas for integrating CSCL to language teaching. You can also find practical activities.

This is a useful source for language teachers including benefits, elements and sample activities of CSCL.

İbrahim thanks for sharing this source, I believe we should make use of CSCL while both teaching and learning a language. Especially the role of interaction is really important, as teachers our mission is to make this interaction possible I think and there are some good sources for activities.

This is an online course for educators who want to understand how their students learn by helping them connect brain research into classroom practice. This course sheds light on some current issues related to neuroscience. I recommend you have a look at it :)

Dear Seda, I like this website too much, thank you :)

Its a whole course. Valuable resource for teachers. Similar examples, particularly in Turkey, can bridge the gap between neuroscience findings with the teaching practice.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

They say "No one else does what we do" while mentioning their interdisciplinary approach. They say that "The learning sciences field emerged more than two decades ago after researchers found that what worked in a laboratory simply did not hold up with real children, teachers, classrooms and workplaces. They saw that learning technologies, which held great promise for solving education's problems, were not being transferred to classrooms and schools. Cognitive scientists, educational and instructional psychologists, and computer scientists worked together to put their ideas and knowledge to use to improve the learning outcomes for a diverse group." The institute basically do two things: 1 - They identify the critical challenges in education, literacy, mathematics, science and the social sciences. 2- They work to find solutions. Their main aim is to create learning systems for 21st century classrooms thanks to interdisciplinary research in teaching and learning. They believe that learning is a complex process and so they get benefit from different disciplines (e.g. anthropology, computer science, education, linguistics, psychology and sociology) to share knowledge and best practices on education. At their another webpage, they define learning science as a science which "focuses on how to create new, improved and equitable learning environments for 21st century learners.". In order accomplish this, they focus on four questions: 1- How do people learn? 2- What do we want them to know and be able to do? 3- How can we design learning environments that help them learn? 4- How can we monitor what they are learning? They offer a Ph.D. program to raise future learning scientists.

I have seen this post when I was searching for how can interaction with peers contribute to learning maths. It is written by ROBERT SUN who is the CEO of Suntex International and inventor of First In Math, an online program designed for deep practice in mathematics. The things that are mentioned felt very similar with our country's situation actually, as learners how do we use concepts of maths (or any other courses) except from school? May be the first reason for our students cannot learn and hate maths is behind this question.

"Teachers can encourage their students to express themselves verbally using mathematical terms; even in the early grades, children can be asked to explain what they want or mean using numbers, or relationships between numbers. Anything that encourages them to talk about math and mathematical concepts is beneficial." Social math!. It looks like article emphasizes the importance of language in information exchange. It reminds me Vygotsky's socio-cultural theory in which he also believed that language is important for learning. He also purported that language is culture-dependent so each cultures' learning may be different from each other. In addition, providing opportunity to students to express themselves verbally can give us clues about current mental maps of students as to a specific topic (what is correct, what needs improvement, etc.). In addition, students can transfer their transformed ideas (ideas transformed from scholarly language to level-appropriate language) to their friends which can facilitate their learning.

Yasin, I am curious to hear about some of the contemporary approaches towards teaching Math, a subject generally taught with more traditional methods. Regarding mathphobia, we also need to think about the culture that stimulates that.

"Tell me and I forget, teach me and I may remember, involve me and I learn." ― Benjamin Franklin In the area of adult learning, Ben Franklin turns out to be quite prescient.

That's true. Education is a social-emotional act. As I said in my personal learning theory, teaching humans is not like inserting lines of codes to series of robots to make them behave in a specific way. We all have emotions and our emotions to a specific event may not be same all the time as our point of views to an event are affected by our personal experiences, culture, philosophy, etc. In that sense, for a teacher, it is important to monitor students' feelings to a specific topic and to arrange learning environments in which students have positive feelings about a topic.

"Introduce failure into your learning design." something we appreciate less in our educational system.

Theories, Models, and Frameworks of Learning for Educational Research and Practice. This knowledge base features learning theories, models, and frameworks that address how people learn. Each one is summarized and discussed in an easy-to-read, easy-to-understand format. This site is useful for students and scholars of various fields, including educational psychology, instructional design, digital media and learning, and more.

Dr. Darren Kruisselbrink teaches collage students motor development and perceptual motor development by observing and interacting with babies and pre-elementary children. He changes the way he teaches after seeing slides and lectures bore his class and lead no learning. He then looks for ways to link theory with practice and comes up with in-class baby observation and a community service which enables kids to play, parents to relax, university to bond with community, students to learn and observe motor development of pre-elementary children. This is one of the best authentic activity I've ever seen and similarly with Lave's thoughts his class contains community service, group work, and learning by doing. Kruisselbrink says this kind of teaching makes students thirsty for knowledge, creates lots of questions and curiosity, higher participation, and deeper learning.

The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger's notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop's sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport.

It gives you a big opportunity to be in the game when you do sport. You can challenge with yourself by seeing yourself in the real sport field. Also you can improve your performance and learn with enjoyable games.

I agree with you Busra, it is very lightly augmented:) We may say that in time you may learn how to run in which distance and which tempo but that is all for now.

I agree with büşra, it a kind of visual version of runtastic with that form but it can be developed. For example, think about you run at treadmill (maybe upgraded version for VR) and with the VR glasses you can go to the any environment from the list you can choose. I think, it would be fantastic.

This video is about how to integrate technology in PE classroom by using aurasma app. A basketball coach tries to teach three basic basketball skills with augmented reality platform. Also, she shows how this aurasma app is used step by step. Enjoy!

I mentioned at OdtüClass forum abou the flexibility of that Aurasma platform and this video is the good example of it. I think that platform can be fitted to any area with the right design.

Although it is a nice though, it is not very effective for the sport enviroment. While you are practicing, it is really hard to run around with an ipad. But i agree the way of teaching. Maybe they can design a diffirent tool for more effective trainings.

This could be addition to Elanur's "All in the mind?" post. There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle.

It is really impressive TPACK model example that can help students learning geography. By teacher's high CK, students learn similarity and differences between continents and countries. By teacher's high PK, students are seperated groups and they are leaded in order to develop good questions. Also, by teacher's high TK, students are connected to real students in different countries in real time via using techology, so all of the students work collaboratively.

Büşra, I really love it <3 And also ıt is so funny practice to use TPACK model.

I really liked it. It is fun for students but there is more than that I believe. Because in the process they are comparing other students' clues with what they know, reviewing high amount of their information. For example students at the other side of the skype call knew their friends were not in finland, estonia, latvia, belarus, ukraine, etc (neighbors of russia). But still I think they -maybe implicitly- learnt these countries are russia's neighbors. Still, I would love to examine their geography scores to be sure about this method's efficiency.

This link contains a small writing of Roy Pea, learning sciences pioneer. Putting on emphasis on the guidelines of mathematical education it also shares some ideas on how to use technology for mathamatic teaching. I find it interesting that although this is a 31-year-old document, ideas about teaching is quite up-to-date. Article contains ideas on the aim of the mathematical education which is to nurture problem solving skills and suggests softwares should be harmonious with this fact instead of drill and practice softwares.

I really liked the tables organized for different activity types like knowledge building activities, convergent knowledge expression activities and so on. They give big implications for practice.

When I was 1 st year undergraduate student in METU, We were using this online platform at my physic's course. Generally there were 10 problems assigned with sub-layers. It was offering rapid feedback, simulations and we were also graded.

Mustafa, It was really helpful from some aspects but I remember that I was frequently complaining about the software. It gave a chance to practice a lot what I had learnt previous class. It was good to have problems in a large scale of complexity ( from easiest to hardest). And sometimes questions were picturized and there were graphs etc. Mostly, they were for real life situations. We were trying to solve problems which we come face to face everyday.However, there were also drawbacks, for example the answers arranged in a way that they do not accept any other solution computer offers.Our answers had to be exactly same from decimals to points. This could sometimes let a disoppointment and robbed my motivation down.And there were fear of getting bad marks because in the and of the homework we were graded by our performance. All in all, despite its drawbacks, 7 years ago it was nice to have this different kind of method in our classess.

Thank you Ceren for sharing your experiences, you underlined very important points especially the one about answers.