A summary of Alfie Kohn's book "The Homework Myth" with some reflections and questions about its practicality. In general this power point summarizes the books. It is a highly recommended book.
A summary of Alfie Kohn's book "The Homework Myth" with some reflections and questions about its practicality. In general this power point summarizes the books. It is a highly recommended book.
This powerpoint summarizes the results of a Collaborative Action Research Project that I and several classmates coordinated as a part of our MAT Program. In order to become an effective teacher, researching skills should be developed and used (whether consciously or unconsciously). This assignment helped us work out our researching and statistics skills.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY
Search
Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
LOGIN >
http://w ...
A short primer to allow pupils to think & reflect on the recent storms & floods to hit the UK. The slides were culled from a wider range of resources that I have been creating.
Any feedback, as always, would be really really useful.
Thanks
Simon
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
This powerpoint summarizes the results of a Collaborative Action Research Project that I and several classmates coordinated as a part of our MAT Program. In order to become an effective teacher, researching skills should be developed and used (whether consciously or unconsciously). This assignment helped us work out our researching and statistics skills.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY
Search
Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
LOGIN >
http://w ...
A short primer to allow pupils to think & reflect on the recent storms & floods to hit the UK. The slides were culled from a wider range of resources that I have been creating.
Any feedback, as always, would be really really useful.
Thanks
Simon
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
5. Feedback: Corrections and Misconceptions
The problem with feedback
Marking has evolved into an unhelpful burden for teachers, when
the time it takes is not repaid in positive impact on pupils’ progress.
This is frequently because it is serving a different purpose such as
demonstrating teacher performance or to satisfy the requirements of
other, mainly adult, audiences. Too often, it is the marking itself
which is being monitored and commented on by leaders rather than
pupil outcomes and progress as a result of quality feedback.
From the DfE report Eliminating unnecessary workload around marking
6. Feedback: Corrections and Misconceptions
The problem with feedback – discuss
Revision questions?
- In the build up to exams, what are the
‘healthy behaviours?’
- Are there things you find yourself
correcting time and again in pupil’s work?
- Are there any that are common across
subjects?
- Are there ones that are subject specific?
7. Feedback: Corrections and Misconceptions
Planning for misconceptions
There are things we know that we know. There are known unknowns. That
is to say there are things that we now know we don't know. But there are
also unknown unknowns. There are things we do not know we don't know.
Donald Rumsfeld (2002)
8. Feedback: Corrections and Misconceptions
Planning for misconceptions
The problem with misconceptions is we don’t know we have
them. Pupils can’t correct them as they think they are right.
Misconceptions often come from Folk Knowledge (Geary, 2003)
and are very hard to remove once embedded.
What folk knowledge appears in your subject, which leads to
misconceptions and drives you crazy!
9. Feedback: Corrections and Misconceptions
Planning for misconceptions
We can deal with misconceptions by:
1. Identifying them in advance in SoW and
planning to address them head on.
2. Drawing them out through questioning,
unpicking them and replacing them.
3. Identifying them in our pupil’s work and
addressing them.
10. Feedback: Corrections and Misconceptions
Planning for misconceptions – discuss
What misconceptions exist in your subject?
What do pupils arrive to your class believing to
be true?
Where do you think these misconceptions stem
from?
Looking towards the next SoL….What are the
common misconceptions?
11. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions in geography
The equator is hot because it is closer to the sun
Global warming is caused by a hole in the ozone layer
Rivers have a faster velocity near their source
Rivers start at the sea
People migrate due to tourist attractions
12. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and questioning
Embrace closed questions.
Why did Boscastle Flood?
Vs
What are the valley sides like near Boscastle?
What do steep sides do to surface run off?
Why is surface run off significant in terms of flooding?
13. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and questioning
Use hinge questions.
Why did Boscastle flood? Pick the best answer.
a) There was heavy rain
b) The steep valley sides meant the lag time was short and the
river couldn’t contain the water.
c) The river had been artificially straightened up stream.
d) Deforestation had led to soil erosion that made the river channel
too shallow to contain the water.
14. Feedback: Corrections and Misconceptions
Planning for misconceptions – discuss
Think about a lesson you taught today or will be teaching
tomorrow.
What would make a useful hinge question?
Why did Boscastle flood? Pick the best answer.
a) There was heavy rain
b) The steep valley sides meant the lag time was short and the
river couldn’t contain the water.
c) The river had been artificially straightened up stream.
d) Deforestation had led to soil erosion that made the river channel
too shallow to contain the water.
15. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and questioning
Open questions are better for extending understanding than diagnosing
misconceptions.
Teacher: Did heavy rain cause the flooding in Boscastle? Student: Yes.
Firstly, we classify their thinking.
Teacher: What do you know about the role of heavy rain in the cause of this flood?
Student: There was over a months rain in just 24 hours. This went straight into the
river and caused it to burst its banks.
Next we probe assumptions.
Teacher: What would change your answer about the flood being caused by heavy
rain? Student: If there were other places that had as much rain and didn’t flood. Then I
would have to look at other factors. .
Thirdly we demand evidence.
Teacher: Did every village in the area flood? Student: No. It can’t just have been the
heavy rain.
16. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and questioning
Then we ask for alternative viewpoints.
Teacher: So who might disagree that it was just caused by the amount of rain?
Student: People living in Boscastle. They might feel that there were mistakes made in
managing the drainage basin and that this caused the flood.
Then explore implications.
Teacher: What would be the implications of accepting that there might be some
human causes of the flood? Student: It would mean that people could identify these
other factors and then see if they could modify the vulnerability of the area and make
flooding less likely in the future.
And finally question the question.
Teacher: Why do you think we need to ask questions like this? Student: If we accept
that heavy rain alone doesn’t causes flooding then we might be able to prevent a flood
like this happening somewhere else.
17. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and questioning
Other opportunities
While pupils are working
Plenaries – exit tickets etc.
Checklist that encourage the correct terminology
18. Feedback: Corrections and Misconceptions
Making corrections
What percentage of a Year 7 class would be able to identify
the following errors?
She ran Fast.
The largest country in the world is russia.
The cat’s were playing outside.
I don’t know witch cake I want to buy.
19. Feedback: Corrections and Misconceptions
Making corrections
What percentage of a Year 7 class would be able to identify
the following errors?
She ran Fast. 100%
The largest country in the world is russia. 94%
The cat’s were playing outside. 91%
I don’t know witch cake I want to buy. 94%
20.
21. Review your work
Common errors
Capital letters at the start of sentences
The volcano erupted.
Capital letters for names of people and
places.
The eruption of Etna, in Italy, was very
violent.
Check homophones such as
there/their/they’re
which/witch
weather/whether
Apostrophes for possessions not plurals.
The teacher’s annoyance was building.
The teachers gathered for a stiff drink
Key words
Environment
Volcano
Volcanoes
Pyroclastic
Sustainability
Checklist
Written in paragraphs
Each paragraph contains
one idea
Checked common errors
and key word spelling
The conclusion answers the
question
Included economic, social
and environmental factors
Mentioned sustainability
22. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and feedback
The problems with waiting to identify misconceptions in pupil
work are:
They have become embedded
Pupils can’t correct them without new input (“If I knew how
to do that I would”)
It can be hugely time consuming to write written comments
like this.
23. Feedback: Corrections and Misconceptions
Planning for misconceptions
Misconceptions and feedback
Responsive Teaching is a solution.
1. Read the work
2. Identify the misconceptions
3. Teach and build
4. Repeat.
24. Feedback: Corrections and Misconceptions
Key Points
Feedback may be one of the most important elements
of teaching but bad feedback is worse than no feedback.
Feedback becomes poorer when done for an outside
observer.
Pupils should be able to correct errors (e.g. checklists)
Pupils can’t correct misconceptions
We need to explicitly plan for misconceptions and
respond to them when they occur.