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Beth Still

Model, Empower and Analyze a Growth Mindset - Teach Better

“Now more than ever, we must model and empower a #GrowthMindset amongst educators and students. Teachers can empower a growth mindset by discussing examples, modeling the language in questions and feedback, and by doing activities that include growth mind

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Beth Still

Twitter

“Now more than ever, we must model and empower a #GrowthMindset amongst educators and students. Teachers can empower a growth mindset by discussing examples, modeling the language in questions and feedback, and by doing activities that include growt…

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Beth Still

Twitter

Thanks ⁦@BethStill⁩ for the stickers and socks. Sock pictures yet to come. #yourock ⁦@hapara_team⁩ pic.twitter.com/vueyqsvdS3

— Otis Pierce (@odiep77) July 8, 2020

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Beth Still

mobile.twitter.com

♥️ https://t.co/IrcOzzIU1a

— Craig Badura (@mrbadura) July 8, 2020

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Beth Still

Login • Instagram

Student agency gives students voice and often, choice, in how they learn. It empowers students to influence their own path to mastery. https://t.co/pt1kL4GZLc

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Beth Still

Twitter

Student agency gives students voice and often, choice, in how they learn. It empowers students to influence their own path to mastery. https://t.co/pt1kL4GZLc

— Amber McGrath (@amberleemcgrath) July 8, 2020

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Julie Lindsay

Oh FFS ! I live on the border ... am not...

Oh FFS ! I live on the border ... am not that fussed about staying out of NSW but now I feel like I want to take on that swimming challenge

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Julie Lindsay

My top tips for using social media for professional networking and more | katedavis.info

Excellent blog post about how to manage social media as a professional. Valuable advice includes keeping profile pics and bios up to date and use of different tools for distribution, retweeting etc.

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Julie Lindsay

An Affinity for Asynchronous Learning

There are two misconceptions that we think hinder teachers’ creativity when thinking about teaching online. The first is a tendency to think of ways of approximating their face-to-face teaching into an online format as much as possible — instead of considering the possibilities afforded by the new medium, with the diverse opportunities for engagement and communication. The (problematic) assumptions behind this include a belief that text is less personal, that immediacy is inherently more valuable, and that approximating face-to-face is beneficial. The second, which relates to the first, is the belief (as Kolowich suggests) that increasing the “human” element of an online course is best done by either showing the face/voice of the teacher (e.g., as in pre-recorded lectures used in many xMOOCs), approximating a non-interactive lecture-based face-to-face class, or interacting synchronously (as in Google Hangouts), approximating a discussion-based face-to-face class.

An automatic preference for synchronous (usually audiovisual) interaction with students is often a “mistake”. It would, teachers imagine, be just like a face-to-face class, only online. Right? Actually, usually not. Maha has had experiences facilitating web-based video dialogue, and even though she sees it could have enormous potential when it works well, very often it does not. When we learn online, we are not together in one room, and we need to recognize not only the limitations of that, but the openness of its possibilities.

The strengths of online learning, especially in massive courses such as MOOCs, and especially for adult learners, might lie in their asynchronous interactive components.

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Beth Still

Recognizing the Critical Importance of Metacognition https...

Recognizing the Critical Importance of Metacognition https://t.co/cAOfeZ5HvQ https://t.co/ol1GPEPz7p

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