(1) Motivation Education presents strategies for engaging students in learning through creative, hands-on activities that motivate students and align with academic standards.
(2) The presentation describes three steps for generating student motivation: thinking like a child to understand their perspective, telling true stories to spark interest, and making learning an intellectual challenge through play.
(3) Several examples of "motivator maps" are provided, including simulations of animal husbandry, marine biology, and mountaineering that connect students to authentic experts in those fields.
Blue Sky Thinking to Inspire Young People in Science (Part 1 of 2)Scott Heimlich
Imagine no limits whatsoever. If you could do one thing to interest more young people in science, what would that be?? Click through to read some compelling thoughts from others. And add your own answer!
iNaturalist presentation to Master NaturalistsSam Kieschnick
This document discusses iNaturalist, a platform for documenting biodiversity through observations of species. It encourages using iNaturalist to train naturalists by having users submit observations with details of what, when, where, and evidence of species. Some benefits are learning from experts, contributing to knowledge, and interacting with others. Potential criticisms addressed are lack of expertise, privacy, inaccurate photos, and identification delays. The document promotes participating to gain knowledge and share naturalist experiences with others, especially the next generation. It announces upcoming local iNaturalist bio blitz events open to all.
Explain the perspectives of children's play and development through Gopnik, Maria Montessori values, and research by Mari Riojas-Cortez. I provide three ways in which parents can interact with their children to increase their curiosity and develop skills.
Museum Experience as defined by John Falk & Lynn Dierking 2013Reinwardt Academie
This document discusses factors that influence a museum visitor's experience from three contexts: personal, social, and physical.
The personal context includes the visitor's motivations, interests, prior knowledge, and emotional connection to the content. The social context considers how learning is often a social process, and how interactions with other visitors and museum staff shape the experience.
The physical context examines elements of the museum environment like signage, wayfinding, exhibition design, interactive elements, and amenities that affect the visitor's experience from their initial planning to interacting with the exhibits and other areas of the museum.
The document provides instructions for teachers to assign students origin stories from seven cultures to compare in a worksheet. It outlines having students read their assigned story in groups, then fill out a worksheet individually comparing the different stories. Finally, it prompts discussion on any similarities or differences between the stories, and what insights they provide into why people create origin stories.
The document discusses how curiosity can be inspired. It notes that in the past, pursuing curiosity was difficult as resources were hard to access, but now curious people have an advantage in the information age. Certain environments, like middle-income families, naturally foster more curiosity in children. The document proposes a "curiosity spiral" where learning leads to more questions and perceptions, fueling further curiosity. It suggests designing environments that lower the costs and barriers to exploring information, so that pursuing curiosity is simple and ubiquitous. The goal is for the world to work like Wikipedia, where there is "zero cost" to exploring deeper information at every turn.
A presentation given during the Teaching the Hudson Valley 2010 Summer Institute. Jill Leinung and Linda Kaminski shared their strategies for using scientific models of inquiry to explore different disciplines. They used their own classroom experiences at Green Meadow Elementary School in Castleton, NY, including a collaboration with museum educators from Albany, as examples.
(1) Motivation Education presents strategies for engaging students in learning through creative, hands-on activities that motivate students and align with academic standards.
(2) The presentation describes three steps for generating student motivation: thinking like a child to understand their perspective, telling true stories to spark interest, and making learning an intellectual challenge through play.
(3) Several examples of "motivator maps" are provided, including simulations of animal husbandry, marine biology, and mountaineering that connect students to authentic experts in those fields.
Blue Sky Thinking to Inspire Young People in Science (Part 1 of 2)Scott Heimlich
Imagine no limits whatsoever. If you could do one thing to interest more young people in science, what would that be?? Click through to read some compelling thoughts from others. And add your own answer!
iNaturalist presentation to Master NaturalistsSam Kieschnick
This document discusses iNaturalist, a platform for documenting biodiversity through observations of species. It encourages using iNaturalist to train naturalists by having users submit observations with details of what, when, where, and evidence of species. Some benefits are learning from experts, contributing to knowledge, and interacting with others. Potential criticisms addressed are lack of expertise, privacy, inaccurate photos, and identification delays. The document promotes participating to gain knowledge and share naturalist experiences with others, especially the next generation. It announces upcoming local iNaturalist bio blitz events open to all.
Explain the perspectives of children's play and development through Gopnik, Maria Montessori values, and research by Mari Riojas-Cortez. I provide three ways in which parents can interact with their children to increase their curiosity and develop skills.
Museum Experience as defined by John Falk & Lynn Dierking 2013Reinwardt Academie
This document discusses factors that influence a museum visitor's experience from three contexts: personal, social, and physical.
The personal context includes the visitor's motivations, interests, prior knowledge, and emotional connection to the content. The social context considers how learning is often a social process, and how interactions with other visitors and museum staff shape the experience.
The physical context examines elements of the museum environment like signage, wayfinding, exhibition design, interactive elements, and amenities that affect the visitor's experience from their initial planning to interacting with the exhibits and other areas of the museum.
The document provides instructions for teachers to assign students origin stories from seven cultures to compare in a worksheet. It outlines having students read their assigned story in groups, then fill out a worksheet individually comparing the different stories. Finally, it prompts discussion on any similarities or differences between the stories, and what insights they provide into why people create origin stories.
The document discusses how curiosity can be inspired. It notes that in the past, pursuing curiosity was difficult as resources were hard to access, but now curious people have an advantage in the information age. Certain environments, like middle-income families, naturally foster more curiosity in children. The document proposes a "curiosity spiral" where learning leads to more questions and perceptions, fueling further curiosity. It suggests designing environments that lower the costs and barriers to exploring information, so that pursuing curiosity is simple and ubiquitous. The goal is for the world to work like Wikipedia, where there is "zero cost" to exploring deeper information at every turn.
A presentation given during the Teaching the Hudson Valley 2010 Summer Institute. Jill Leinung and Linda Kaminski shared their strategies for using scientific models of inquiry to explore different disciplines. They used their own classroom experiences at Green Meadow Elementary School in Castleton, NY, including a collaboration with museum educators from Albany, as examples.
STEM Storytime: Preschool Fun with Science, Technology, Engineering, and MathWesterville Library
The document discusses a preschool STEM program offered at libraries. The program explores science, technology, engineering, and math concepts through picture books, games, hands-on activities, and technology. It aims to introduce preschoolers to key concepts and prepare them for kindergarten standards like the Common Core. The program incorporates interactive storytimes, hands-on activities, and take-home projects to promote skills like inquiry and problem-solving.
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During the project, the educator asked open-ended questions to engage the children and ensure their continued interest. The educator also informed parents of the project to enhance the children's learning, keeping the children's needs and interests at the center.
Science and the Young Child
This is a resource about how Neurology and Play are incorporated into developmentally appropriate science activities utilizing the essential questioning skills of scientific inquiry in young children.
The document discusses how ideas form and evolve. It explains that understanding how ideas are developed can help with creativity and problem solving. It describes seven steps for generating ideas, including gathering information, finding connections between facts, incubating ideas unconsciously, and getting feedback to further develop ideas. The document also discusses how ideas can spread and evolve over time, noting factors like diversity, collaboration, and flexibility that allow ideas to adapt, as well as how ideas can be hindered from evolving.
This dynamic presentation serves to boost the educator’s motivation and ability to engage students of all ages in behavior that is respectful to non-humans (i.e. plants, animals, insects etc.)
This document provides instructions for completing an assignment through an online writing service. It outlines a 5-step process: 1) Create an account and provide contact details. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, and the service guarantees original work or a refund.
Content Jam 2014 - Andy Crestodina - Brain Science and Web MarketingOrbit Media Studios
Call it neuromarketing. Call it behavioral economics. Call it Jedi mind tricks. Whatever you call it: brain science and marketing go together. And anyone can learn how to do it.
In this session, Andy will review the research and then show how to create web marketing that works with natural, human behavioral tendencies.
Social proof: herds, halos and credibility
Fear, Loss and calls-to-action
How to write for busy minds
Context, contrast and the power of "anchors"
He'll reveal secrets of marketing masters with specific actions and outcomes based on brain science and behavioral marketing research. If there are humans in your target audience, this presentation is for you.
Write My Paper - Printable First Grade Writing Paper - 2Kristen Wilson
1. The document discusses the process of requesting writing assistance from HelpWriting.net, which involves creating an account, completing an order form with instructions and deadlines, and reviewing bids from writers before selecting one and authorizing payment.
2. Users can request revisions to ensure satisfaction, and the site promises original, high-quality content with refunds for plagiarism.
3. The 5-step process outlines how to obtain writing help by setting up an account, providing a paper request, reviewing writer bids, revising the paper, and choosing to work with writers for multiple revisions.
Blue Sky Thinking to Inspire Young People in Science (Part 2 of 2)Scott Heimlich
Imagine no limits whatsoever. If you could do ONE THING to interest more young people in SCIENCE, what would that be? Click through to read some compelling ideas from others…
Seeking the Meaning of the School Library Dr. Ross Todd, chef för Center for international Scholarship in School Libraries vid Rutgers University, New Jersey
This document discusses the Molecular Frontiers Inquiry Prize (MFIP), which rewards questions rather than answers in order to recognize the importance of curiosity in scientific progress. The MFIP is directed by Andreas Mershin and selects ten winning children each year who submit the most insightful scientific questions. Mershin emphasizes that asking the right questions is critical for finding answers, as exemplified by influential thinkers he cited like Albert Einstein and Vanessa Redgrave.
The document discusses cultivating creativity in children through authentic engagement and applying first principles of instruction. It provides examples of real-world questions students may ask and how those questions could be explored through various subjects like music, language arts, art, science and more. The document also addresses potential challenges like standardized testing and outlines theories and research that support allowing students to pursue their own questions to increase motivation and creativity. It concludes by inviting the reader to an upcoming conference on transforming school library services for students.
The document discusses key topics relevant to understanding students and effective teaching. It addresses student motivation through Maslow's hierarchy of needs, noting physiological and safety needs come before esteem and self-actualization for adolescents. It also discusses intrinsic vs extrinsic motivation and their impact. Learning and transfer theory are explained through examples like a cat learning to escape a box, a fish learning about land, and children throwing darts underwater. The importance of understanding one's own learning style through assessments and applying that knowledge to help students learn is also covered. The overall message is that considering student needs, strengths, and how they learn best supports positive learning outcomes.
This document summarizes research on early childhood science learning. It finds that young children have remarkable abilities to learn science informally by observing, questioning, predicting, and explaining the natural world. However, early science education is often misaligned with this research and focuses on concrete activities rather than sustained inquiry. The document provides principles for early science education, including asking meaningful questions to drive inquiry, asking "why" to encourage theorizing, allowing theory revision, and representing ideas in multiple ways. Aligning early education practices with what is known about how children learn science best could help engage more students in STEM fields later on.
1) Libraries play an important role in fueling curiosity, creativity, collaboration, and innovation in their communities by providing access to resources, tools, and spaces for learning and play.
2) True innovation comes from combining existing ideas ("the known") with new concepts and approaches ("the unknown"). Libraries support this process by helping people engage with knowledge in new ways.
3) Lifelong learning is supported by lifelong play. Libraries should promote play for both children and adults to encourage experimentation and the development of new ideas.
Museums can, and should, play a more active role in the education ecosystem for young children. At the Smithsonian Early Enrichment Center we do just that for 135 children from 2 months through Kindergarten.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
STEM Storytime: Preschool Fun with Science, Technology, Engineering, and MathWesterville Library
The document discusses a preschool STEM program offered at libraries. The program explores science, technology, engineering, and math concepts through picture books, games, hands-on activities, and technology. It aims to introduce preschoolers to key concepts and prepare them for kindergarten standards like the Common Core. The program incorporates interactive storytimes, hands-on activities, and take-home projects to promote skills like inquiry and problem-solving.
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During the project, the educator asked open-ended questions to engage the children and ensure their continued interest. The educator also informed parents of the project to enhance the children's learning, keeping the children's needs and interests at the center.
Science and the Young Child
This is a resource about how Neurology and Play are incorporated into developmentally appropriate science activities utilizing the essential questioning skills of scientific inquiry in young children.
The document discusses how ideas form and evolve. It explains that understanding how ideas are developed can help with creativity and problem solving. It describes seven steps for generating ideas, including gathering information, finding connections between facts, incubating ideas unconsciously, and getting feedback to further develop ideas. The document also discusses how ideas can spread and evolve over time, noting factors like diversity, collaboration, and flexibility that allow ideas to adapt, as well as how ideas can be hindered from evolving.
This dynamic presentation serves to boost the educator’s motivation and ability to engage students of all ages in behavior that is respectful to non-humans (i.e. plants, animals, insects etc.)
This document provides instructions for completing an assignment through an online writing service. It outlines a 5-step process: 1) Create an account and provide contact details. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, and the service guarantees original work or a refund.
Content Jam 2014 - Andy Crestodina - Brain Science and Web MarketingOrbit Media Studios
Call it neuromarketing. Call it behavioral economics. Call it Jedi mind tricks. Whatever you call it: brain science and marketing go together. And anyone can learn how to do it.
In this session, Andy will review the research and then show how to create web marketing that works with natural, human behavioral tendencies.
Social proof: herds, halos and credibility
Fear, Loss and calls-to-action
How to write for busy minds
Context, contrast and the power of "anchors"
He'll reveal secrets of marketing masters with specific actions and outcomes based on brain science and behavioral marketing research. If there are humans in your target audience, this presentation is for you.
Write My Paper - Printable First Grade Writing Paper - 2Kristen Wilson
1. The document discusses the process of requesting writing assistance from HelpWriting.net, which involves creating an account, completing an order form with instructions and deadlines, and reviewing bids from writers before selecting one and authorizing payment.
2. Users can request revisions to ensure satisfaction, and the site promises original, high-quality content with refunds for plagiarism.
3. The 5-step process outlines how to obtain writing help by setting up an account, providing a paper request, reviewing writer bids, revising the paper, and choosing to work with writers for multiple revisions.
Blue Sky Thinking to Inspire Young People in Science (Part 2 of 2)Scott Heimlich
Imagine no limits whatsoever. If you could do ONE THING to interest more young people in SCIENCE, what would that be? Click through to read some compelling ideas from others…
Seeking the Meaning of the School Library Dr. Ross Todd, chef för Center for international Scholarship in School Libraries vid Rutgers University, New Jersey
This document discusses the Molecular Frontiers Inquiry Prize (MFIP), which rewards questions rather than answers in order to recognize the importance of curiosity in scientific progress. The MFIP is directed by Andreas Mershin and selects ten winning children each year who submit the most insightful scientific questions. Mershin emphasizes that asking the right questions is critical for finding answers, as exemplified by influential thinkers he cited like Albert Einstein and Vanessa Redgrave.
The document discusses cultivating creativity in children through authentic engagement and applying first principles of instruction. It provides examples of real-world questions students may ask and how those questions could be explored through various subjects like music, language arts, art, science and more. The document also addresses potential challenges like standardized testing and outlines theories and research that support allowing students to pursue their own questions to increase motivation and creativity. It concludes by inviting the reader to an upcoming conference on transforming school library services for students.
The document discusses key topics relevant to understanding students and effective teaching. It addresses student motivation through Maslow's hierarchy of needs, noting physiological and safety needs come before esteem and self-actualization for adolescents. It also discusses intrinsic vs extrinsic motivation and their impact. Learning and transfer theory are explained through examples like a cat learning to escape a box, a fish learning about land, and children throwing darts underwater. The importance of understanding one's own learning style through assessments and applying that knowledge to help students learn is also covered. The overall message is that considering student needs, strengths, and how they learn best supports positive learning outcomes.
This document summarizes research on early childhood science learning. It finds that young children have remarkable abilities to learn science informally by observing, questioning, predicting, and explaining the natural world. However, early science education is often misaligned with this research and focuses on concrete activities rather than sustained inquiry. The document provides principles for early science education, including asking meaningful questions to drive inquiry, asking "why" to encourage theorizing, allowing theory revision, and representing ideas in multiple ways. Aligning early education practices with what is known about how children learn science best could help engage more students in STEM fields later on.
1) Libraries play an important role in fueling curiosity, creativity, collaboration, and innovation in their communities by providing access to resources, tools, and spaces for learning and play.
2) True innovation comes from combining existing ideas ("the known") with new concepts and approaches ("the unknown"). Libraries support this process by helping people engage with knowledge in new ways.
3) Lifelong learning is supported by lifelong play. Libraries should promote play for both children and adults to encourage experimentation and the development of new ideas.
Museums can, and should, play a more active role in the education ecosystem for young children. At the Smithsonian Early Enrichment Center we do just that for 135 children from 2 months through Kindergarten.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
67. 1.
“Visitors rarely come to museums to learn the answer
to a particular question, such as
“How tall was the tallest dinosaur?” Instead, they
look to museums to inspire them to ask
questions they didn’t even know they had...”
68. 2.
“Visitors frequently have questions about the artifacts
at the museum, such as “Where did this come from?
How did they make it? Where did they find it? How did
they get it here?” Sharing more in the way of process
will help bring the artifacts to life for visitors and get
them excited about the process of scientific discovery
and the value of the museum’s work in general.”
72. “New theoretical ideas and
empirical research show that
very young children’s learning
and thinking are strikingly
similar to much learning and
thinking in science.
Preschoolers test hypotheses
against data and
make causal inferences”
— Sciencemag.org
http://science.sciencemag.org/content/337/6102/1623
73. “…toddlers and preschool
children behave like scientists.
They are observant and curious
as they soak in information
about the world. Like little
experimenters, they light up
when unpredictable events
happen and decipher causal
relationships.”
— Ainissa Ramirez
https://www.edutopia.org/blog/a-case-for-curiosity-ainissa-ramirez
74. 1. Children who ask questions become adults who ask questions.
2. Adults who ask questions are the ones that solve the tough
problems.
3. “Asking questions makes us better humans. When we remain
curious and open, we can mitigate fear. Fear makes us
powerless. Curiosity returns our power to us.”
https://www.edutopia.org/blog/a-case-for-curiosity-ainissa-ramirez
75. 1. Curiosity Prepares the
Brain for Learning
“Researchers found that, once the
subjects' curiosity had been piqued by
the right question, they were better at
learning and remembering completely
unrelated information.”
https://www.edutopia.org/blog/why-curiosity-enhances-learning-marianne-stenger
76. 2. Curiosity make subsequent
learning more rewarding
“Researchers found that when the
participants' curiosity had been
sparked, there was not only increased
activity in the hippocampus, which is
the region of the brain involved in the
creation of memories, but also in the
brain circuit that is related to reward
and pleasure”
https://www.edutopia.org/blog/why-curiosity-enhances-learning-marianne-stenger
77. According to Forbes…
Curiosity Fuels Competence
https://www.forbes.com/sites/jeffboss/2016/05/22/embrace-curiosity-4-ways-questioning-makes-you-a-better-leader/#3fe893deb640
78. According to Forbes…
Curiosity Requires Confidence
https://www.forbes.com/sites/jeffboss/2016/05/22/embrace-curiosity-4-ways-questioning-makes-you-a-better-leader/#3fe893deb640
79. According to Forbes…
Curiosity Fuels Growth
(fixed vs. growth mindset)
https://www.forbes.com/sites/jeffboss/2016/05/22/embrace-curiosity-4-ways-questioning-makes-you-a-better-leader/#3fe893deb640
80. According to Forbes…
Curiosity Builds Adaptability
https://www.forbes.com/sites/jeffboss/2016/05/22/embrace-curiosity-4-ways-questioning-makes-you-a-better-leader/#3fe893deb640
81. “I have no special talents. I am
only passionately curious.”
99. — Impacts National Awareness, Attitude & Usage Study
https://www.colleendilen.com/2017/04/26/people-trust-museums-more-than-newspapers-here-is-why-that-matters-right-now-data/
Museums are highly credible sources of information
113. 1. How Can We Measure Curiosity?
2. Can Your Customers’ Curiosity Be of Value To Your Business?
3. How Does Curiosity Move the Needle for The Field Museum?
How Does it Move the Needle for your business?