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izz aty

5 Tips on Spoken Word | Power Poetry - 0 views

www.powerpoetry.org/...5-tips-spoken-word

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • Choose a subject and have attitude. No attitude, no poem! Feelings and opinions give poetry its “richness.” Each poet has a unique perspective and view of the world that no one else has. It is important that a spoken word poem embodies the courage necessary to share one’s self with the rest of the world. The key here is to build confidence. We must acknowledge ourselves as writers and understand what we have to say is important. Practice. Practice. Practice.  
  • Pick your poetic devices. Poems that get attention are ones that incorporate simple, but powerful poetic elements. Repetition is a device that can help a writer generate exciting poems with just repeating a key phrase or image. Rhyming can enrich your diction and performance. (Check out other poetic devices while you’re at it.)
  • Performance. Spoken word poems are written to be performed. After your poem is written, practice performing the poem with the elements of good stage presence in mind.  It is important to maintain Eye Contact – Don’t stare at the floor, or hide behind a piece of paper/phone. From time to time, look into the eyes of people in the audience to capture their attention. Projection  is also crucial, so remember to speak loudly and clearly so that your voice can be heard from a distance. Enunciation helps the listeners to hear exactly what you say. Don’t mumble. Speak clearly and distinctly so that the audience can understand what you are saying. Facial Expressions  help animate your poem. You’re not a statue: smile if you’re reading something happy. Look angry if your poem is about anger. This might sound silly, but using the appropriate facial expressions help express various emotions in your performance. Gestures such as hand motions and body movements emphasize different elements of your performance. Choose the right gestures for your poem.
  • ...2 more annotations...
  • Memorization. Once you’ve memorized your spoken word piece, you can devote more time to your performance. Memorization allows you to be truly in touch with the meaning and the emotional content of your poem, even if you forget a word or a line you can improvise (freestyle), which is one of the most important elements of spoken word.
  • Power Poetry. Spoken word must be, well, spoken. To create an online performance (so that you can share it on Power Poetry, of course) check out our multimedia tip guide to bring your work to life.
  • izz aty on 10 Aug 14
     
    "Spoken Word is writing that is meant to be read out loud. Some examples of spoken word you might be familiar with are stories, poems, monologues, slam poetry, rap and even stand-up comedy. Spoken word is written on a page but performed for an audience and since it is performed, this poetry demonstrates a heavy use of rhythm, improvisation, rhymes, word play, and slang. It is more animated than more traditional forms of poetry. When writing a spoken word piece use words and phrases that project onto the minds of the listeners like vivid images, sounds, actions and other sensations. If your poem is rich with imagery, your listeners will see, smell, feel and maybe even taste what you're telling them. Here are some spoken word poems from our Power Poets."
izz aty

Integrating the 16 Habits of Mind | Edutopia - 0 views

www.edutopia.org/...habits-of-mind-terrell-heick

references habits of mind education school learning resources reference teaching

shared by izz aty on 24 Jan 13 - No Cached
  • izz aty on 24 Jan 13
     
    "In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." However, in a 21st century learning environment -- one often inundated with information, stimulation and connectivity -- there may be a newfound context for their application. And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn."
izz aty

Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism

romanticism philosophy europe european history history world history literature arts art poetry

shared by izz aty on 11 May 14 - Cached
  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
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  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • elevated folk art and ancient custom to a noble status
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
izz aty

Job hunting over 50? Nine ways to make yourself employable and marketable - 0 views

www.high50.com/...ployable-even-if-youre-over-50

shared by izz aty on 12 Jun 15 - No Cached
  • turn yourself into a marketable prospect 
  • when you have decades of experience under your belt it can be easy to get stuck in an employment rut.
  • sit down and understand which of the skills you’ve acquired have a value, and which may even command a premium in today’s market.
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  • have you stagnated, using well-honed skills on a repeated basis but without adding more personal value within the workplace?
  • Six tips for success at job interviews
  • Identify your marketable skills
  • Break down the elements that have enabled you to be successful. Highlight your key strengths in your current or most recent role.
  • Update your skills for the job
  • take the courses that you need to bring your skills up to speed
  • skills needed to actually perform the functions of the job
  • Keep your professional accreditations current
  • Attend industry conferences to understand what is driving your sector, and how your skills might need to be adapted to play a role in the future.
  • Are you up to date with the tools and techniques that are being used by the forward-thinking firms winning the business?
  • Be honest in your assessment and identify both your strengths and any gaps that need to be addressed.
  • Know your industry/domain
  • Be clear about if and how the sector is growing and whether your expert knowledge is in demand or could even command a premium.
  • Have an understanding of how competitors do things, as this could be used to good effect in a new role (taking into account any non-disclosure agreements, of course).
  • Build your contacts
  • Strengthen communication skills
  • In many industries there is now a need to demonstrate expertise with a strong online presence
  • How to build your personal brand online 
  • Use technology to your advantage
  • Smart use of technology has become a major part of roles at all levels of an organisation. You should be able to demonstrate that this is an area you are comfortable with and can use to advantage in your role
  • Be a cultural and team fit
  • Demonstrate your key achievements
  • Achievements are as important as skills. Having yours off pat is essential, as is being able to demonstrate how you could repeat your success.
  • Understand which skills have value
  • Look at all the elements you have broken down, and take an honest look at which are transferable to a new role and have the greatest value in today’s job market. It is these that you should be prioritising on your CV during your job search or highlighting on your LinkedIn profile.
  • a key component of your job search: whether you should be focusing on roles where the likelihood of success is based your technical skills, or if you should be targeting employers where your sector and competitor knowledge is of greater interest.
izz aty

Advice to writers by Vonnegut: How to Write With Style - 0 views

peterstekel.com/...ut%20advice%20to%20writers.htm

writing style literacy writing learning reference language learning teaching resources

shared by izz aty on 06 Aug 11 - Cached
  • In Sum: 1. Find a subject you care about 2. Do not ramble, though 3. Keep it simple 4. Have guts to cut 5. Sound like yourself 6. Say what you mean 7. Pity the readers
  • izz aty on 06 Aug 11
     
    Newspaper reporters and technical writers are trained to reveal almost nothing about themselves in their writings. This makes them freaks in the world of writers, since almost all of the other ink-stained wretches in that world reveal a lot about themselves to readers. We call these revelations, accidental and intentional, elements of style. These revelations tell us as readers what sort of person it is with whom we are spending time. Does the writer sound ignorant or informed, stupid or bright, crooked or honest, humorless or playful --- ? And on and on. Why should you examine your writing style with the idea of improving it? Do so as a mark of respect for your readers, whatever you're writing. If you scribble your thoughts any which way, your readers will surely feel that you care nothing about them. They will mark you down as an egomaniac or a chowderhead --- or, worse, they will stop reading you. The most damning revelation you can make about yourself is that you do not know what is interesting and what is not. Don't you yourself like or dislike writers mainly for what they choose to show you or make you think about? Did you ever admire an emptyheaded writer for his or her mastery of the language? No. So your own winning style must begin with ideas in your head.
izz aty

Lesson Plans: Using pictures - 0 views

teachers.net/...1479.html

pictures images ideas lessons activities writing grammar vocab education learning resources teaching reference language learning language english

shared by izz aty on 15 Aug 11 - Cached
  • save every picture from every magazine, calendar, and newspaper. I have my student aide cut them out and then I laminate them. I sort them into big manila envelopes into 1. people 2. animals 3.landscape scenes 4. single objects 5. situational scenes in whichpeople may be talking or laughing or crying..... (can't think of the others). Then I use them for EVERYTHING.
  • Materials Required: pictures cut from calendars, magazines, newspapers
  • izz aty on 15 Aug 11
     
    1. Kids get into groups and are given a stack of pictures into which I have put pictures from each of the above category. I usually put around 15-20 in each stack. When we do nouns.... I will place big signs on the board with "common" "proper" "abstract" "concrete" "plural" and any others we are studying. Their group has to go through their stack and find one to correspond with each topic AND they have to have a justification for each. 2. When I do prepositions, I give each student a situation picture and have them list as many preps. as they can find in each picture. I give a prize for the most found. 3. When we study characterization, I give each student one picture from the "people" envelope and have them write a brief character sketch based on what they perceive. 4. When I do verbs, I will give each row ONE picture. I tell the students in the first seat of each row to take out one piece of paper. When I say "GO", the first person looks at his picture and comes up with one action verb. Then very quickly writes it down and passes it back. The next person has to write down another action verb and pass it back to the next. It just keeps going. The person in the back runs the picture up to the front person. I usually start another picture back as soon as the first person passes it to the next. In about 4-5 minutes, I stop and the row with the most and the most accurate verb list gets a prize or pig points. 5. When we do short stories, I give each person an envelope in which I have put 2-3 people (characters), 1 place picture (setting) and 1 picture from the situational. After we have discussed the "elements",they begin to write their own short story based on what they have in front of them. 6. When I teach a vocabulary word that is a little more difficult, I always go to my stack to find one that illustrates it. For example, I found a perfect picture of a clear blue lake with not one ripple to show them "placid". They never forgot that word. 7.
izz aty

Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
izz aty

Quotation Marks: Where Do the Periods and Commas Go--And Why? - 0 views

grammartips.homestead.com/inside.html

quotation marks punctuation grammar sentence english language language learning reference learning

shared by izz aty on 09 Apr 12 - No Cached
  • use a question mark or an exclamation point with a sentence that ends in a quotation, we follow the dictates of logic in determining where the question mark or exclamation point goes
  • part of the quotation itself, we put it inside the quotation marks, and if it governs the sentence as a whole but not the material being quoted, we put it outside the quotation marks
  • Universal American usage places commas and periods inside the quotation marks, regardless of logic.
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  • rule applies even when the unit enclosed at the end of the sentence is just a single word rather than an actual quotation
  • British don't do it that way.  They are inclined to place commas and periods logically rather than conventionally, depending on whether the punctuation belongs to the quotation or to the sentence that contains the quotation, just as we do with question marks and exclamation points.
  • if another set of words or a parenthetical citation gets between the quoted material and the end of a sentence, then the comma or period will follow the intervening elements
  • this comma and period inside the quotation marks business is strictly American usage
  • when that last little item enclosed in quotation marks is just a letter or a number, in which case the period or comma will go outside the closing quotation marks
  • even more important is the matter of consistency
  • if you are an American, you need to keep your commas and periods inside your closing quotation marks
  • only American printers were more attached to convenience than logic, since British printers continued to risk the misalignment of their periods and commas
izz aty

Double standards in sentencing - Story | The Star Online - 0 views

thestar.com.my/...story.asp

news malaysia politics sports discrimination crime rape court

shared by izz aty on 22 Aug 12 - Cached
  • even if one were to believe that the sanctity of the courts is so fragile that a punitively deterrent punishment is required for the flinging of footwear, it is impossible to ignore the incongruous disparity in the punishments meted out to these two men for crimes of such vastly different seriousness.
  • Much has been said about the judge’s unbelievable comment when sentencing Noor Afizal. Apparently being a national bowler with a bright future is enough to let you escape jail time for rape.
  • what is this “bright future” the judge is thinking about? The man is a child rapist; he confessed to it. He should not be allowed to represent the country in anything at all.
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  • It does not matter in the slightest that children mature at different rates; what matters is that in general, this society believes that girls under the age of 16 are not yet ready to make decisions regarding their own sexual activity.
  • There are mental, psychological and also physiological elements to this need for protection.
  • The sexual act by itself could have implications for a child’s well-being, but a child from our society would surely be traumatised in the event that she got pregnant and had to face either childbirth or abortion. Furthermore in immature bodies, the experience can also be seriously harmful physically.
  • izz aty on 22 Aug 12
     
    HOSLAN Hussein gets one year in jail for inaccurately chucking (he missed) his slippers at a judge. Noor Afizal Azizan gets a fine and zero jail time for raping a 13-year-old girl. It boggles the mind. Hoslan's sentence, in my view, was very harsh and over the top.
izz aty

How to Write Killer Copy for Your Website - 0 views

www.weebly.com/...e-killer-copy-for-your-website

writing language copywriting writing style language learning

shared by izz aty on 29 May 15 - No Cached
  • Here are some ways to write effective copy without pulling out your hair in the process.
  • Set a Goal
  • Every action or click is a sales pitch to move to the next element
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  • the end result is the same — to “sell" the user on a specific action. Frame every sentence in a way that leads users to this goal.
  • Use Clear, Concise Language
  • Every word on your website should have a purpose.
  • Use simple words, sentence structures and clear language
  • Edit, Edit, Edit!
  • Create a Voice
  • Establish a connection with your copy's tone and voice
  • The voice should match your brand image and remain consistent across channels
  • make a list of 10 words that describe your brand or blog, use those words to frame how you speak to users and use those words and synonyms in your copy
  • Remember, you are speaking to and creating a connection with users; personal pronouns are good option.
  • Avoid phrases that contain jargon or industry-specific terms unless they are necessary
  • Every word needs to be read and reread until it makes perfect sense
  • Replace boring words with those that incite action
  • Remember the basics of sentence structure -- include a subject and action. Hire an editor to help clean up your copy
  • Paint a Picture
  • The language on your website should pair with the visuals for a complete package. Simple descriptors can help show users what you are trying to say quickly.
  • Keep it Simple
  • Avoid things that are strange or overly complicated in introductory copy
  • Simple language is not only easy to understand, but it is also respectful of the user's time
  • Write Actively
  • Think of every sentence as it is actually happening — a subject performs an action (active voice).
  • Use strong active phrases and verbs and write in the active voice
  • There's a fun little trick to help you identify active versus passive voice: If you can add “by zombies" after the verb, and the sentence makes sense, you are writing in the passive voice and should restructure
izz aty

What recruiters look at during the 6 seconds that they spend on your resume/CV | Career... - 0 views

thecareercafe.co.uk/blog

shared by izz aty on 12 Jun 15 - No Cached
  • 30 professional recruiters and monitored their eye movements over a 10 week period, using a scientific technique called’ eye tracking’.
  • recording and analyzing where and how long the recruiter focuses when assessing a CV/Resume for suitability for a job.
  • critical findings from the survey, which may help you to design better resumes/CVs
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  • Recruiters spend only 6 seconds reviewing an individual resume, despite therecruiters reporting that they spend longer.
  • The ‘gaze tracking’ technology used in the survey shows that recruiters spent nearly 80% of their time reviewing the following information. Name Current title/company Previous title/company Previous position start and end dates Current position start and end dates Education
  • Decisions were very much based on these 6 data points (shown above) and the “resume/CV detail and explanatory copy” had “little to no impact on the initial decision making process.
  • recruiters spend about 6 seconds making their initial “fit/no fit”decision.
  • Optimizing Your Resume/CV
  • have an organized layout
  • have a strong visual hierarchy
  • Prepare a tabulated personal data summary for the top of your resume/CV which summarizes the 6 key elements of data
  • Ensure the sections of your resume/CV, e.g. profile, key skills, professional experience and education are well delineated and each heading is in bold so recruiters can easily navigate your resume/CV
  • Ensure that your job titles are clearly highlighted, either in bold or underlined.
izz aty

A Dictionary For 21st Century Teachers: Learning Models - 0 views

www.teachthought.com/...models-learning-theories-index

education

shared by izz aty on 05 Jun 15 - No Cached
  • Purpose: Improving our chance for a common language in discussing existing and emerging learning trends, model, and technology in hopes of innovation in classrooms, and collectively, education at large. Audience: K-12 & higher ed educators, researchers, institutions, and organizations globally. Form: An index of learning models, theories, forms, terminology, technology, and research to help you keep up with the latest trends in 21st century learning. This page was created and is updated by Terry Heick and TeachThought Staff, who you can contact directly with suggestions for terms, improved citations, corrections, or additions to the index. Revisions: Persistently updated. In addition to new definitions, models, and strategies, citations and references will also be added periodically, as will updates, corrections, edits, and revisions. Ed note: As stated, this is an ambitious work in progress that we’re choosing to share as we proof, revise, iterate, and generally improve for wider dissemination. When you find typos, dead links, missing sentences, inconsistencies, or flat out lies, let us know. ; ^ )
  • Blended Learning Blended learning is a learning model that combines digital and face-to-face learning experiences. The Christensen Institute for Disruptive Innovation defines Blended Learning “a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” It is generally accepted that there are four models of blended learning: Rotation, Flex, A La Carte, and Enriched Virtual. The Christensen Institute clarifies that “the Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.” (3) There is some thought that a certain percentage of instruction must be digital to qualify as “blended learning,” but there is no clear industry standard.
  • eLearning Learning expressly through online courses and related digital resources.
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  • Flipped Classroom Stated simply, a flipped classroom is one where students are introduced to content at home through digital tools (usually video), and then practice it at school under the guidance of a teacher. This is the reverse of the traditional pattern, where students are introduced to content at school, and then practice it at home without the guidance of the teacher (i.e., More Knowledgeable Other).
  • Game-Based Learning Learning through games (from physical to digital).
izz aty

Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
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  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
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Arnesen & Lundahl 2006 Still Social and Democratic? Inclusive Education Policies in the... - 0 views

www.tandfonline.com/...00313830600743316

scandinavian education nordic education inclusive education nordic special ed sweden denmark norway finland iceland

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  • In this article, education policy is analysed from a welfare state perspective
  • analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies
  • Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual.
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  • it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance
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Pennington et al 2014 Defining Autism: Variability in State Education Agency Definition... - 0 views

www.hindawi.com/...327271

IDEA american special ed american education autism ASD

shared by izz aty on 10 Nov 14 - No Cached
  • Federal Register, vol. 71, no. 156, 2006, Rules and Regulations, p. 46756 a, 2006.
  • examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism
  • compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004)
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  • also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004
  • many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability
  • The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8], and it is essentially unchanged since 1990.
  • The federal definition is generally compatible with both the category of Pervasive Developmental Disorder (PDD) as described in DSM-IV and Autism Spectrum Disorder as described in DSM-5 [9], but it does not match any specific variety of PDD (see below). Within public school systems, students who have been clinically diagnosed with either a DSM-IV PDD or with DSM-5 Autism Spectrum Disorder are likely to be identified under the federal category of autism for the purpose of receiving special education services
  • In contrast to the IDEA-2004 definition, criteria for autism are more specific in the DSM-IV clinical diagnostic criteria
  • DSM-IV was superseded by DSM-5 [9]. The disorders comprising PDD in DSM-IV are largely addressed in DSM-5 by the Autism Spectrum Disorders category, which—unlike DSM-IV’s PDD—has no subcategories.
  • identification criteria still include substantial social problems (social initiations and responses, nonverbal social communication, and social relationships) and restricted, repetitive behaviors or interests (deviant speech or movements, rituals and resistance to change, preoccupations, and sensory reactivity). State education agencies (SEAs) have not yet incorporated DSM-5 information into their policies, procedures, and practices related to students with autism, and the DSM-5 definition was not involved in the present study.
  • State education agency (SEA) definitions of a disability do not have to match the federal definition but must substantially address its elements or lose federal financial support for special education.
  • No doubt the prevalence of ASD naturally varies somewhat with geography [4] but probably not by such a large factor, greater than tenfold in adjacent states. Conceivably, some state-by-state variation might be attributable to the content of SEA definitions of autism and perhaps the evaluation procedures required to accurately measure the concepts presented in definitions.
  • In a study of SEA definitions of autism, MacFarlane and Kanaya [10] found substantial variation in the eligibility criteria used by different states. By their analysis, 35% of SEAs based autism eligibility solely on the federal definition of autism, while 65% used diverse other criteria including symptoms of autism from the DSM-IV-TR
  • izz aty on 10 Nov 14
     
    "Autism Research and Treatment Volume 2014 (2014), Article ID 327271, 8 pages http://dx.doi.org/10.1155/2014/327271 Research Article Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders Malinda L. Pennington,1 Douglas Cullinan,2 and Louise B. Southern2"
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The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

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  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
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  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
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