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general category that combines different sites
Updated on 2009-03-24
Created on 2008-08-19
Category: Schools & Education
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BBC NEWS | Technology | US to back 21st century learning
An articles about the importance of technology in education
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Cambridge Center for Behavioral Studies -- Beyond The Data (Commentary)
DI strategy characterisitics. Sig Engelmann
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Add Sticky Note, Direct Instruction is characterized by tightly scripted lesson plans. The curriculum is field-tested with children until it is executed with a minimum of errors. The teacher is in control of the pacing and direction of instruction, often asking in excess of 300 questions per day.
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12 Brain/Mind Learning Principles in Action – One Author’s Personal Journey
how people learn - rules and principles of teaching
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Gestalt psychology
suggests that everything comes together in the moment of action, and
if we want to know why and how students are learning then we have
to know how they are making sense of a situation – how they
are relating to what is being learned. This was the very opposite
of behaviorism, a theory that was also very popular at the time. Behaviorism
taught that students would learn best if we rewarded them for it (I
can still remember a woman in my class who was outraged because her
little girl loved to learn but was suddenly given "m & m's
" by her teacher for her right answers). Perceptual Psychology,
as this field also became to be known, believed that people could
change themselves through their own understanding and chosen actions,
something that echoed the beliefs I had developed as an adolescent.
My dissertation
demonstrated that when teachers were trained using Dr. Thomas Gordon's
Teacher Effectiveness Training (using "I" messages and
active listening) and actually used it in the classroom, their students
had a higher self-concept and better attitude towards school and teachers
six months after the teacher changed his or her way of communicating
with students. This proved something to me that I believe to this
day and that permeates our new book, namely, that when teachers change
what they actually do in the classroom, change in students follows. -
BRAIN-MIND
LEARNING PRINCIPLES
1. All learning is physiological.
2. The Brain-Mind is social.
3. The search for meaning is innate.
4. The search for meaning occurs through patterning.
5. Emotions are critical to patterning.
6. The Brain-Mind processes parts and wholes simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning always involves conscious and unconscious processes.
9. There are at least two approaches to memory: archiving individual
facts or skills or making sense of experience.
10. Learning is developmental.
11. Complex learning is enhanced by challenge and inhibited by threat
associated with helplessness.
12. Each brain is uniquely organized
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“Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms
case study center examples, PPTs and clicker guidelines
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Clickers in the Classroom
Student response systems and audience response keyboards, or “clickers,” as they are often called, have been commercially available for the past 15 years, although they were preceded by fixed electronic response systems (Judson and Sawada 2002). Made famous by their use in the TV quiz show Who Wants to Be a Millionaire?, clickers are rapidly infiltrating higher education classrooms. They provide instant feedback to students and faculty regardless of the size of the class, and have a clear value in socialization, making impersonal classes more intimate. The technology also seems to resonate with students’ fascination with interactive media.
For years, some instructors have attempted to garner responses to questions by asking students to hold up their hands, say in ConcepTests, as used in Peer Instruction (Mazur 1997). Unfortunately, students regularly alter their votes in front of their peers. This problem is avoided when clickers are used, as they are perceived to be anonymous, making it possible to collect more accurate data in the classroom. If truly anonymous results are desired, the instructor can ask students to switch devices with their neighbor.
Clickers are similar to a TV or stereo remote control, with numbered buttons that students can push to register their votes. Typically students respond to questions framed in a multiple-choice format. Transmitted by either infrared or radio frequency signal, a receiver picks up the answers and then relays them to a classroom computer. The results can be immediately displayed as a chart on the computer screen and projected for the class. The data can be stored and retrieved later, either as an anonymous record or by identification with a personal ID (Greer and Heaney 2004).
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Kagan Online Catalog
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ohnson, Johnson, & Stanne (2000) summarize that cooperative learning strategies
are widely used because they are based on theory, validated by research, and
almost any teacher can find a way to use cooperative learning methods that are
consistent with personal philosophies. In a meta-analysis of 158 studies, Johnson
& Johnson report that current research findings present evidence that cooperative
learning methods are likely to produce positive achievement results. The studies
included eight methods of cooperative learning: Learning Together and Alone,
Constructive Controversy, Jigsaw Procedure, Student teams Achievement Divisions
(STAD), Team Accelerated Instruction (TAI), Cooperative Integrated Reading &
Composition (CIRC), Teams-Games-Tournaments (TGT), and Group Investigation.
No studies were found that specifically investigate Kagan's Cooperative Learning
Structures. In each case, the achievement levels were significantly higher when
cooperative learning methods were used as compared to individualistic or competitive
methods of learning. -
Add Sticky NoteGrouping is essential to cooperative learning. The most widely used team formation
is that of heterogeneous teams, containing a high, two middle, and a low achieving
student and having a mix of gender and ethnic diversity that reflect the classroom
population. The rationale for heterogeneous groups argues that this produces
the greatest opportunities for peer tutoring and support as well as improving
cross-race and cross-sex relations and integration. Occasionally, random or
special interest teams could be formed to maximize student talents or meet a
specific student need (Kagan, 1994). - 2 more annotations...
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What is a Mnemonic?
Definition of a mnemonic
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The type of mnemonic is important because different people find different kinds of information easier to remember. Some people find that a rhyme is most easy to remember, while others find that an association that they make themselves is the best strategy. Other people use whatever has already been created for the particular bit of information that they are trying to remember. The key to using mnemonics is to choose a type of mnemonic that works well for you.
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are rhymes, acronyms, associations, and sentences.
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Search Engine Tutorial by Pandia - a free guide to Web searching
30 minute to figure it out how to search the Internet
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Add Sticky Note
- Introduction to the search engine tutorial
- What is the Internet anyway?
- What kind of search services should you use?
- Internet directories
- Search Engines
- Metasearch Engines
- Search utilities
- The best search engines and directories
- Advanced Internet Searching - as easy as ordering pizza
- Boolean Operators: AND, AND NOT, OR
- "Phrases"
- Proximity: the NEAR-operator
- Case Sensitivity
- Nesting (Brackets)
- Truncation or wildcards
- Search Engine Maths; the easier way
- Field searching
- Error codes
- Menu based searching
- Pandia's 17 Recommendations for Internet Searching
- Internet directories
Search Engine Tutorial Index
- Introduction to the search engine tutorial
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