The document summarizes several studies that examined the effects of multitasking on learning and task performance. One study found that students who texted during a lecture scored lower on a quiz compared to students who did not text. Another study found that students who used instant messaging while reading a passage took significantly longer to read it than students who did not multitask. The studies suggest that multitasking hinders performance and learning due to the problem of continuous partial attention. It is difficult for the brain to focus on multiple tasks simultaneously.
To explore the perception of madrassas’ teacher regarding the learning of English language.
To analyse the attitudes of madrassas’ teachers towards English language.
The Case for Teaching Mandarin Chinese in HISDHarvin Moore
Houston ISD Trustee Harvin Moore explains the case for opening a full school, dual language immersion program in Mandarin Chinese, to join HISD's highly successful Spanish dual language programs.
AUC students were required to present test on general knowledge issues. Researchers tried calculating varying degrees of mood change among participants.
To explore the perception of madrassas’ teacher regarding the learning of English language.
To analyse the attitudes of madrassas’ teachers towards English language.
The Case for Teaching Mandarin Chinese in HISDHarvin Moore
Houston ISD Trustee Harvin Moore explains the case for opening a full school, dual language immersion program in Mandarin Chinese, to join HISD's highly successful Spanish dual language programs.
AUC students were required to present test on general knowledge issues. Researchers tried calculating varying degrees of mood change among participants.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
Your Name; I pledge.” My Personal Philosophy PaperStuden.docxodiliagilby
Your Name; “I pledge.”
My Personal Philosophy Paper
Students I Desire to Serve
The students I desire to serve are elementary school age students with learning disabilities. In most cases, students who have difficulty with reading and math skills feel isolated, miss instruction, and often fall behind in their academics. From personal experience, I know how important it is for students with disabilities to have the same educational opportunities as anyone else. My great-aunt was withdrawn from school when she first started. After consulting a doctor, it was determined she had a disability. The school felt it would be better if she were home-schooled since the personnel could not provide the services she needed. Her parents tried their best to instruct her, but she never held a job and was not able to stay by herself. After her parents died, her sisters took care of her until she died. The family does not talk about any aspect of her life to this day. Therefore, I have often wondered what her life would have been like if she would have received an appropriate public education (Murdick, Gartin, & Crabtree, 2007).
Instructional Strategies
Students with learning disabilities often have difficulties with vocabulary. McGear, McFloyd, Dichalek, and Bobzien (2012) presented an instructional strategy called Olympic Hurdles to address problems reading sight words in third grade students with learning disabilities in a resource room. Each of the participants in the study had a card with a hurdle track. The track contained twenty-eight cells complete with hurdlers and a flag to show the beginning and ending line. Sight words came from a high frequency word list, written on flashcards, and positioned on the track randomly. A timer began for one minute when each student started. When told to stop, the total number of words correct determined the total number of words each student could correctly read per minute. The total number of words stated correctly or self-corrected was on the data sheets as recorded by the data collectors. After each trial, the students graphed their own performance. Each student averaged 20 words per minute on the first trial. During the second trial, each student’s average words per minute decreased since new words were on the track. During the third trial, there were more words known than unknown, creating an increase in each student’s words per minute averages. It was found that the more times the track with the same words repeated, the higher the success rate in this case on average 40 words per minute for each student. The reading racetracks helped the students increase their fluency and phonics skills. By breaking down unknown words into simpler parts, students were able to sound out unknown words more effectively by looking for phonics patterns (McGear et al., 2012).
Students with learning disabilities may also respond well to computer-based interventions. Nordstrom, Haverty, and Volkswagen (201 ...
The Do-Re-Mi's of A&P: teaching interactively with content-rich jinglesGreg Crowther
Slides for my workshop at a regional meeting of the Human Anatomy and Physiology Society (HAPS) at Wor-Wic Community College in Salisbury, MD on October 3, 2015.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
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Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
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1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
How Cognitive Science Can Help You Through SchoolJim Davies
Study tips that are backed up by science (education, psychology, cognitive science) plus some personal advice that is not backed up by science. Yet.
The second half is about learning disabilities, with some specific to Carleton University.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Slideshow for students studying IB Biology, contains links to animations and videos and practice questions for calculating actual size from a scale bar.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. What does science say
about multi-tasking?
http://www.flickr.com/photos/seandreilinger/3065778845
2. In an experiment involving
62 undergraduate students
taking an accounting
course, half of the group
was allowed to text during a
lecture and half had their
phones turned off…
These studies and more from:
http://www.biz.colostate.edu/mti/tips/pages/Students-ThinkThey-Can-Multitask---Here's-Proof-They-Can't.aspx
3. After the lecture both
groups took the same
quiz and the students
who texted scored
significantly lower on
the quiz.
Ellis, Y., Daniels, W. and Jauregui, A. (2010). The effect of multitasking on
the grade performance of business students. Research in Higher Education
Journal, 8http://www.aabri.com/manuscripts/10498.pdf
4. Students taking a general psychology
course were asked to read on a
computer a 3,828 word passage.
One group used instant messaging
before they started reading, another
group used instant messaging while
they were reading and a third group
read without instant messaging.
5. The group that used instant messaging while they
read took between 22 and 59% longer to read the
passage than students in the other two groups…
…and that was after the time spent instant
messaging was subtracted from the reading times.
Bowman, L. L., Levine, L. E., Waite, B. M. and Dendron, M. (2010). Can students
really multitask? An experimental study of instant messaging while reading.
Computers & Education, 54, 927-931.
6. A name has been coined for this problem:
Continuous Partial Attention Syndrome
http://www.flickr.com/photos/verbeeldingskr8/3520847455
7. Yes, sadly, this applies to listening to music
while you study
http://www.mindthesciencegap.org/2012/10/08/does-music-help-you-study/
8. Students were given a test in five different scenarios–
1. A quiet environment
2. With “steady state” speech. This means a single word (in this case,
“three”) was repeated for the duration of the test
3. With “changing state” speech. This means a variety of words (in
this case, random digits from 1-9) were played during the test
4. With “liked” music, meaning a song of the students choice (such as
Lady Gaga, Rihanna, or Arcade Fire). Students brought in their own
music, the only requirement was that it had to have vocals
5. With “disliked” music, which in this case was a metal song called
“Thrashers” by Death Angel (all students in the study disliked metal)
9. The results found no significant difference between test
scores with liked music, disliked music, and changing
state speech.
In other words, whether students enjoyed the music or
not, having it on while they worked was just as
distracting as hearing someone talk.
Scores were significantly higher for tests taken in a
quiet environment or with steady-state speech.
10. The brains of the students listening to the steadystate speech were able to tune it out in the same
way that your brain can tune out the whir of an
air-conditioner or the hum of traffic.
11. As a student, how can you stop
your attention from being divided
while doing homework?
Think!
12. 1) Turn off the TV
while you study
Have separate TV time
13. 2) Nominate your
study block of time
each night and leave
your phone with
someone else* while
you study.
*Locked! Of Course!
http://visitmobile.com.au/blog/wp-content/uploads/2013/10/locked-phone.jpg
14. 3) No Music!
You’re not really listening to it
properly anyway.
If you are, you aren’t working and
everything will take longer.
15. 4) If you don’t need the internet for your
work, pull the cable, or turn off your WiFi
to remove temptation.
If you do need the internet, allocate 5
minutes every half hour for FB, Tumblr,
whatever. Be tough on yourself and make
it routine.