This document discusses how enrichment activities like sports, music, art, and crafts can be used to enhance formal education. It argues that these activities inherently include elements that promote optimal learning, such as being engaging, interesting, and valuable to students. Specific examples are given of how activities in areas like athletics, games, cooking, crafts, music, and art can teach academic concepts in mathematics, science, history, and language arts by analyzing the processes involved. The document concludes that enrichment should be the foundation of academic studies in order to engage students and allow them to explore their interests.
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Consulting Services in Public & Private PartnerhipsLDK
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These are the slides for a talk I presented at the AWS User Group meeting in Singapore. I talked about a specific application I am developing using Amazon SES, SNS, RDS, EBS and S3
Climate Change Risk Assessment - Second stakeholder eventtheCCCuk
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The complex problems faced in education today need equally elaborate solutions. This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach. Better than neuroeducation, more powerful than cognitive psychology and easier to understand than cognitive neuroscience, MBE is a paradigm shift in our understanding of the teaching profession.
Connections: The Learning Sciences Platform work is focus on:
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This work is complemented with “in situ” accomplaniment and joint research.
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From play to knowledge By Lucy Atkinson.pdfvideosplay360
This article relates my experiences using playful child-centred research techniques whilst
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different ways of gathering and presenting anthropological knowledge. Through play we build
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Running head: GROUND WATER SUSTAINABILITY 1
GROUND WATER SUSTAINABILITY 3
Oscar Hernandez
October 18, 2015
Assignment: SCIE211 Phase 1 Lab Report
Title: Human Impacts on the Sustainability of Groundwater
Purpose
To investigate the effect of human activities on groundwater sustainability
Introduction
According to Environmental and Water Resources Institute (2001), Ground water is the portion of the water cycle system flowing within the voids beneath the surface of the earth. Increase in human activities over the past years has reduced ground water recharge zones, thus, threatens the sustainability of the ground water Mays (012). This paper reports on the impacts of some of human activities on ground water quality and quantity.
Hypothesis
Human activities contribute to decline in both quality and quantity of ground water
Methods
The data were collected by clicking on each of the three time intervals i.e. 1980s, 1990s and 2000s and the influence of each of the five factors affecting the quality and quantity of the ground water recorded as in tabular format.
Results
Time Period
Impact to Forest
Groundwater Levels
Saltwater Intrusion
Farming
Industrial development
Population
1800s
Large forests
Lots of ground water
No salt water intrusion
Small farms
No cities
Limited housing
1900s
Decreased by 50%
Decreased by 50%
Ocean moved into ground water
Farms are larger, but they are fewer
Exceptional growth of cities and industrial development
Substantial increase in housing
2000s
Decreased by 90%
Decreased by 90%
Greater movement of ocean into ground water
Same number of farms but size decreased by 20%
Industrial development decreased by 10-15%
housing development decreased by 10-15%
Discussion
Between 1800- 1900, there was a decline in ground water level as a result of rising human activities and deforestation. Although there was a decrease in other human activities, further decline in area under forests was responsible for the further fall of ground water level between the period of 1900- 2000.These lab results confirm the experimental hypothesis that human activities i.e. agriculture, industrialization, settlement and deforestation threatens ground water sustainability.
References
Environmental and Water Resources Institute (U.S.). (2001). Standard guidelines for artificial recharge
of ground water. Reston, Va: American Society of Civil Engineers.
Mays, L. W., & John Wiley & Sons. (2012). Ground and surface water hydrology. Hoboken: John Wiley
& Sons, Inc.
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grea.
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Enrichment and education upside down
1. This was written by Liz Uelmen.
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Enrichment and Education
Upside-Down Teaching for Optimal Learning
Liz Uelmen
4/10/2011
2. This was written by Liz Uelmen.
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Education and Enrichment: Upside-Down Teaching for Optimal Learning
Sports, music and the other arts, and hobbies like crafts and woodworking
are considered by most to be beneficial and desirable for children to experience;
however, the potential for these activities to serve as instruments of formal
education has been largely overlooked. Decades of research into effective
educational practices have consistently revealed several important elements which
contribute to optimal learning, and enrichment activities contain these elements.
According to learning expert Lloyd Reiber, humans learn best when they believe
that what they are learning is valuable to them; furthermore, when a learning
experience is fun and engaging, it is more successful (1996, p. 12). People find the
highest degree of satisfaction when engaged in learning about what "…they enjoy
(and) find important" (Archambault, Eccles, & Vida, 2010). The very nature of
enrichment activities is that they are appealing, exciting and interesting; and people
who engage in them tend to want to know more about them. This makes
enrichment activities perfect vehicles for learning.
A few examples will give some idea of the potential for fun activities to
provide meaningful learning in the academic disciplines. In practice, one simply
analyses the processes involved in an activity, looking for the ways in which those
processes are related to, and involve the same content as, the subjects taught in
school. Once there is an awareness of this practice, and a desire to find ways to
apply it, the possibilities become endless.
Youth who enjoy sports can improve their skills by understanding the
mathematical and scientific principles behind them. The relationship of sports to
3. This was written by Liz Uelmen.
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math and science has inspired dozens if not hundreds of educational resources,
including Cameron Bauer's 2008 breakthrough textbook Algebra for Athletes, and
the San Francisco Exploratorium's exhibit on the science of baseball. Games in
general and even simple recreational play can be viewed as an educational
enrichment activity, too. Play science expert Dr. Stuart Brown says this about the
power of playing: "It shapes the brain…it fosters empathy and makes possible
complex social groups…play lies at the core of creativity and innovation" (Brown
& Vaughn, 2009, p. 5). Psychology lecturer and teacher educator Susan Engel
claims that play helps people "…acquire higher-order thinking skills, like
generating testable hypotheses, imagining situations from someone else’s
perspective and thinking of alternate solutions." (Engel, 2010).
Cooking and baking, besides being practical life skills, are popular activities
for enrichment. Not only does baking involve the use of fractions for measuring
ingredients, there are many scientific processes involved in transforming the
individual ingredients into the finished product. The Science of Cooking, by Paul
Barham, describes those processes in great detail (2001).
Many enrichment programs focus on teaching crafts of various types. A
2000 publication co-sponsored by the National Science Foundation and the Office
of Educational Research and Improvement gives detailed descriptions of hundreds
of craft activities, explaining how they relate to literature, history, science and
math. Some activities even include studies in several subject areas, as exemplified
by the extensive quilting projects. Quilting is a craft that can encompass lessons in
history and the language arts as well as geometry. Another group of activities
described includes building a kaleidoscope; the mathematics involved with these
activities, "Cartesian coordinates, 2-D and 3-D geometry, measurement, symmetry,
4. This was written by Liz Uelmen.
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and volume," are all extremely challenging to teach and to learn, using the
traditional instructional model (Carter, C., Cohen, S., Keyes, M., Kusino, P., &
Lunsford, C., 2000. p. 9). Hands-on activities seat the higher math concepts in real-
life applications, making them far more comprehensible (Reiber, 1998, p. 12).
Any program that uses enrichment activities to improve academic
performance should include a major music component. Music is enjoyed by
virtually everyone, providing entertainment as well as a vehicle for expression.
Music instruction is something a lot of parents choose to invest in, but the majority
are unaware of just how beneficial it can be. For example, since the notes and beats
that make up music are expressed in fractions, lessons which use music help in the
teaching of this sometimes difficult math concept (Mosher, S. & Kelly, E., 1999).
Art can help to teach written expression and vocabulary (among other
things). An art program used for teaching academic content should have an art
history and appreciation focus as well as a creative one. A true work of art evokes
thoughts and feelings; it speaks to the observer. Art appreciation involves a
discussion about what each observer feels the work is saying to them. The
challenge of expressing feelings and esoteric concepts stretches language abilities.
Since every observer brings their own perspective and preferences,
discussions about art will reveal that differing opinions can be not only valid but
actually interesting and meaningful. This understanding of how perceptions differ,
and how they can be influenced, is important for effective communication. To
create a satisfying and significant work of art, the artist begins by thinking about
what is important to them. Since a person's interests can provide clues about their
inner self, researching a topic in terms of its artistic possibilities encourages one to
think deeply about how the topic makes them feel and what they want to say about
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it, which in turn gives them personal insight (California State Board of Education,
2001).
It is often necessary to learn quite a lot in order to master a sport or a craft;
but the enjoyment and satisfaction gained motivates this learning, and makes it
some of the most meaningful knowledge one ever acquires. Learning-technology
advisor Lloyd Reiber emphasizes that research bears out the importance of
embedding learning in "authentic situations", adding that activities which are
challenging enough to be stimulating, but intuitive enough to encourage
persistence (like games and artistic pursuits), are the best for learning (1996, p. 12).
Enrichment activities could serve as the foundation for academic studies, instead of
being regarded as an expendable luxury. American students are intellectually
impoverished; which is the predictable result of a school system that treats
enrichment as something they can do without. The solution to making American
education better is to flip it upside-down, allowing young people to explore what
they find interesting about the world. When they are interested, then they can be
truly taught.
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References
Archambault, I., Eccles, J. S., & Vida, M. N. (2010). Ability Self-Concepts and
Subjective Value in Literacy: Joint Trajectories from Grades 1 through 12
(paragraph 2). Journal of Educational Psychology, 102(4), 804-816.
Retrieved March 2011 from Kaplan Library ERIC.
Barham, P. (2001). The science of cooking. Berlin: Springer-Verlag.
Bauer, C. (2008). Algebra for athletes. Hauppage, N.Y.: Nova Science Publishers.
Brown, S. & Vaughn, C. (2009). Play – How it shapes the brain, opens the
imagination, and invigorates the soul (p. 5). New York: Penguin Group.
Carter, C., Cohen, S., Keyes, M., Kusino, P., & Lunsford, C. (2000). Uncommon
knowledge: Projects that help middle-school-age youth discover the science
and mathematics in everyday life (p. 9). Charlestown, W.V.: ERIC
Clearinghouse on Rural Education and Small Schools. Retrieved March
2011from Kaplan Library.
Engel, S. (2010, February 1). Playing to learn (op-ed.). Retrieved April 2011 from
http://www.nytimes.com/2010/02/02/opinion/02engel.html?scp=1&sq=enge
l%20feb%202010&st=cse
7. This was written by Liz Uelmen.
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Mosher, S. & Kelly, E. (1999). Math, fractions, and music. Perry Central Schools.
Retrieved November 2010 from
http://www.p12.nysed.gov/nysatl/Math/Music/html/index.html
California State Board of Education. (2001). Introduction to visual and performing
arts content standards for California public schools prekindergarten through
grade twelve (p. 3). California State Board of Education. Retrieved April
2011 from http://www.cde.ca.gov/be/st/ss
Rieber, L. (1996). Seriously considering play: Designing interactive learning
environments based on the blending of microworlds, simulations, and games
(p. 12). Educational Technology Research and Development Vol. 44(2), p.
43-58. DOI: 10.1007/BF02300540