After many years of positive anecdotal evidence of the success of the TeamMastermind Curriculum, we implemented a program evaluation during the 2007-2008 academic year. This first evaluation revealed significant improvements in critical thinking & teamwork skills. Results from 2007-2008 evaluation used to strengthen the curriculum and another evaluation was performed in 2008-2009 to determine whether the educational goals of TeamMastermind® were met. The goals included increasing student skills in cognitive challenge, collaborative learning, and metacognitive awareness. A sample of 150 4th grade students who completed TeamMastermind® curriculum once a week during the 2008-2009 academic year displayed significant increases in student cognitive challenge skills (e.g., critical thinking, problem-solving collaborative learning, and meta cognition).
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www.hand2mind.com/ccss
The Common Core State Standards bring an unprecedented opportunity for the education community to work together to positively impact student learning outcomes. It’s an exciting time!
Understanding, activating, and correlating YOUR teaching practices and classroom curriculum to Common Core can seem daunting. Explore our solutions that can make immediate impact on your teaching this year.
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Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-learning developers, and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research. Based on a bestselling book "The Gamifi, this session introduces, defines, and describes the concepts of gamification and games for learning.
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1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
www.hand2mind.com/ccss
The Common Core State Standards bring an unprecedented opportunity for the education community to work together to positively impact student learning outcomes. It’s an exciting time!
Understanding, activating, and correlating YOUR teaching practices and classroom curriculum to Common Core can seem daunting. Explore our solutions that can make immediate impact on your teaching this year.
Stereotype Threats’ Influence on Elementary Pre-service Teachers\' Attitude T...lilsnickr
I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
Upstanders for the Win! Game-based education to prevent digital abuse and dat...Kate Reilly
The Start Strong Rhode Island project at Sojourner House is working with E-line Media to develop a video game that will help teens prevent digital and dating abuse in their communities. Check out the presentation and go to www.girlvsgame.tumblr.com for more information!
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
20110816 learning files questioning the questionslievle
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Biological screening of herbal drugs: Introduction and Need for
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Program Evaluation History
• After many years of positive anecdotal
evidence of the success of the
TeamMastermind Curriculum, we
implemented a program evaluation
during the 2007-2008 academic year
• First evaluation revealed significant
improvements in critical thinking &
teamwork skills
• Results from 2007-2008 evaluation used
to strengthen curriculum
3. Study Goals
• Evaluate whether the educational goals
of TeamMastermind® were met during
the 2008-2009 academic year
• Goals included increasing student skills
in cognitive challenge, collaborative
learning, and metacognitive awareness
4. Participants
! Fourth Grade students (N = 150)
• ages 7-10
• enrolled in eight classes from three
FUSD schools
! Socioeconomic status and ethnically
diverse
! 48% male, 51% female, 1%
unidentified
! Evaluation of the program was
approved by the principals and teachers
involved in the program as a means of
assessing on-going educational efforts.
5. Overview
! Development of Critical Thinking
Skills
• Cognitive Challenge
• Collaborative Learning
• Meta-Cognitive Awareness
! Measured Outcomes
• Pre- and post-test
• Objective data and self-report
5
6. Cognitive Challenge
! Two open-ended questions addressed the issue of cognitive
challenge.
• Pre- and post-test problem solving (rope activity)
• One item “Please describe how humor can help you or others
be more creative."
• In the second item students were asked to name as many
problem-solving strategies as they could.
Using Humor # of Problem Solving Strategies
Answers needed to belong to strategies
Answers that suggest
taught in TeamMastermind® curriculum
Good humor improves affect,
(e.g., thinking backwards, breaking rules to
Articulation repairs mood, or increases
solve problems, thinking creatively,
open-mindedness
working in the round).
Answers include “it can Answers were coded as "satisfactory” if
Satisfactory help you think of a funny they were less specific (e.g., “think” or
Articulation picture” and other similar “try”).
generic responses
Unsatisfactory All vague and unrelated answers
7. Rope Activity
2500
2000 1878.37
1500
(Inches)
1000
688.90
500
Pre
0
273%
Post
! Students were placed in groups and were
asked to construct a continuous “rope”
using the given materials.
! By post-test, significant increases!!!
8. Using Humor
100% Please describe how humor can help you
or others be more creative:
Ex. “Humor can help others by helping
36.7% them lighten up”
75%
77.3% Unsatisfactory
8.0% Satisfactory Articulation
50% Good Articulation
25% 51.3%
13.3%
8.7%
0%
Pre Post
10. Problem-Solving Strategies: % of Students with
"Good Articulation of Answer“ *
One or More
4%
Pre Post
One or More
27%
None
73%
None
96%
One or More
None
11. Cognitive Challenge
! Significant improvement in actual
problem-solving skill! (rope activity)
! Significant improvement in how many
problem-solving strategies students
could name at the end of the year
! Students were significantly more
creative in their use of humor to solve
problems
12. Collaborative Learning
! Two open-ended questions assessed how collaborative
learning takes place.
• The first item asked students to “Describe the features of a
team that works well together.”
Features of a Team Trust
Answers included those that Answers were sufficiently well
described ideas about reasoned answers that were specific
selflessness, sacrifice, listening, to the question that included, but were
Good
share blame or punishment or not limited to, answers about
Articulation
reward, participation, reliability, responsibility, confidence in
communication and other team members, and positive group
important aspects of teamwork. output.
Answers included student
responses such as “working
Answers included “You have to trust
together,” “do not fight,” and other
Satisfactory each other” and other generic
generic answers that may be
Articulation responses.
practical but not definitive of what
features helps teams work
together.
Unsatisfactory All vague and unrelated answers
13. Total Features of a Team
Named Per Student*
Includes “Good” and “Satisfactory” answers by students
Ex. “Cooperation, agreement, always working together”
Pre Post
5%
22% 20%
16%
54%
25%
27% 32%
None
1
2
3+
14. Features of a Team:
"Good Articulation of Answer“ *
One or More Pre Post
21%
None
One or More 46%
54%
None
79%
None
One or More
15. Trust*
100%
How is trust related to homework?
Ex. “By believing in them. Building
them up.”
75% 37.3%
81.4% Unsatisfactory
Satisfactory Articulation
50% Good Articulation
27.3%
25%
30.0%
12.0%
0% 5.4%
Pre Post
16. Collaborative Learning
! Significant increases in student
understanding of teamwork and trust
in others over the course of the
school year.
17. Meta-Cognitive Awareness
! Two open-ended questions assessed how aware students
were about their own thinking processes in terms of self
evaluation and self compassion.
• The first item asked students to describe their "thoughts and
feelings" when they made a mistake.
• The second item asked “What does it mean to take personal
Students’ Thoughts and Feelings After
Actions
Mistakes
1 Sad/Bad Responses included answers
Good referring to personal
2 Anxious/Fear Articulation accountability, restitution, and
3 Guilt owning up to mistakes.
4 Learn From It Responses included “don’t lie”
Satisfactory and “tell the truth” and other
5 Self-Acceptance
Articulation practical examples of personal
6 Self Critical responsibility.
7 Apathy
Unsatisfactory All vague and unrelated answers
8 Unclear or Vague
18. After a mistake....
Student thoughts and feelings" Before After
when they made a mistake TeamMastermind® TeamMastermind®
Sad/Bad 32% 26%
Anxious/Fear 10% 10%
Guilt 6% 9%
Learn From It 5% 13%
Self-Acceptance 12% 21%
Self Critical 14% 10%
Apathy 5% 2%
Unclear or Vague 16% 9%
19. Actions
100%
What does it mean to take personal
responsibility for your actions?
Ex. “By saying, ‘Yes I did do that.’”
75% 37.3%
73.4% Unsatisfactory
Satisfactory Articulation
50% Good Articulation
27.3%
25%
13.3%
30.0%
12.0%
0%
Pre Post
20. Meta-Cognitive Awareness
! Students reported significant increases in
their ability to learn from their mistakes
! Students reported a significant increase in
self-acceptance after making a mistake.
! Students were significantly more likely to
take responsibility for their actions at year’s
end
21. Conclusion
• Sample of 150 4th grade students who
completed TeamMastermind®
curriculum once a week during the
2008-2009 academic year
• Significant increases in student skills
were observed in cognitive challenge
(e.g., critical thinking, problem-solving)
collaborative learning, and meta-
22. According to teachers, administrators, and
students, the TeamMastermind curriculum is
an outstanding opportunity to develop
critical thinking and teamwork skills.