This deck contains the expert testimony given to the New Mexico Science, Technology & Telecommunications Committee on Sept 9, 2013 by Dr. Vanessa Svihla, University of New Mexico. Dr. Svihla provided testimony about K-12 STEM education, focusing on effective instruction and the need for professional development for teachers.
From novice to expert: A critical evaluation of direct instructionChristian Bokhove
Direct instruction is a hot topic in school, but discussions about it often end up with people talking past each other, as the term can mean several things. In this talk I will look at different ways of conceptualising 'direct instruction', for example as scripted Direct Instruction (in capitals) from the seminal Project Follow Through, lecturing and more interactive teaching like Rosenshine's 'explicit instruction' and 'active learning'. I will also highlight strengths and limitations of their respective evidence bases. I will frame these more generally as a 'guidance dilemma': what amount of guidance do we use in teaching and learning in learners' journey from novice towards more expert. I will finish with some concrete recommendations.
Fostering Students’ Creativity and Critical Thinking Skills: What it Means in...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Five things every teacher needs to know about researchChristian Bokhove
Christian Bokhove gave a presentation on "Five Things Every Teacher Needs to Know About Research". He discussed how education research creates a "softer" form of knowledge than natural sciences due to human unpredictability. He explained challenges with determining cause-and-effect and how single studies don't define fields. Bokhove also emphasized accounting for context and definitions when measuring concepts. The key takeaways are that education research has its own strengths; correlation doesn't imply causation; one study doesn't negate others; context is important; and measurement requires understanding what is being measured.
This document discusses widening participation in physics. It summarizes data showing socioeconomic status (SES) and gender strongly influence who studies physics. Students from lower SES backgrounds are less likely to take physics A-levels and attend university. Fewer females than males take physics. For gender, outreach events don't impact course choices but building confidence and relationships could help. For SES, most influence occurs before age 11, so long-term work with schools is needed rather than one-off events.
This document summarizes research into the Block Model used for first-year STEM subjects at Victoria University (VU). Through quantitative analysis and interviews, the research sought to understand how the Block Model improved outcomes for STEM students, especially those from equity groups. The Block Model involved teaching subjects intensively over four-week blocks rather than traditional semesters. The research found the Block Model improved engagement and outcomes through: 1) Increased time-on-task and purposeful learning in focused blocks, 2) Stronger student and staff relationships through shared block-based learning, and 3) Use of data to continuously improve learning based on student needs.
STEM beliefs and self-efficacy 2015 (provo peaks)Peter Rich
Presentation Given at the annual meeting of the Association for Educational Communication and Technology in Indianapolis, IN. This is a report of a year of professional development with helping elementary teachers to learn how to incorporate engineering and computing into their curriculum.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
From novice to expert: A critical evaluation of direct instructionChristian Bokhove
Direct instruction is a hot topic in school, but discussions about it often end up with people talking past each other, as the term can mean several things. In this talk I will look at different ways of conceptualising 'direct instruction', for example as scripted Direct Instruction (in capitals) from the seminal Project Follow Through, lecturing and more interactive teaching like Rosenshine's 'explicit instruction' and 'active learning'. I will also highlight strengths and limitations of their respective evidence bases. I will frame these more generally as a 'guidance dilemma': what amount of guidance do we use in teaching and learning in learners' journey from novice towards more expert. I will finish with some concrete recommendations.
Fostering Students’ Creativity and Critical Thinking Skills: What it Means in...EduSkills OECD
This presentation was given by Stéphan Vincent-Lancrin at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Five things every teacher needs to know about researchChristian Bokhove
Christian Bokhove gave a presentation on "Five Things Every Teacher Needs to Know About Research". He discussed how education research creates a "softer" form of knowledge than natural sciences due to human unpredictability. He explained challenges with determining cause-and-effect and how single studies don't define fields. Bokhove also emphasized accounting for context and definitions when measuring concepts. The key takeaways are that education research has its own strengths; correlation doesn't imply causation; one study doesn't negate others; context is important; and measurement requires understanding what is being measured.
This document discusses widening participation in physics. It summarizes data showing socioeconomic status (SES) and gender strongly influence who studies physics. Students from lower SES backgrounds are less likely to take physics A-levels and attend university. Fewer females than males take physics. For gender, outreach events don't impact course choices but building confidence and relationships could help. For SES, most influence occurs before age 11, so long-term work with schools is needed rather than one-off events.
This document summarizes research into the Block Model used for first-year STEM subjects at Victoria University (VU). Through quantitative analysis and interviews, the research sought to understand how the Block Model improved outcomes for STEM students, especially those from equity groups. The Block Model involved teaching subjects intensively over four-week blocks rather than traditional semesters. The research found the Block Model improved engagement and outcomes through: 1) Increased time-on-task and purposeful learning in focused blocks, 2) Stronger student and staff relationships through shared block-based learning, and 3) Use of data to continuously improve learning based on student needs.
STEM beliefs and self-efficacy 2015 (provo peaks)Peter Rich
Presentation Given at the annual meeting of the Association for Educational Communication and Technology in Indianapolis, IN. This is a report of a year of professional development with helping elementary teachers to learn how to incorporate engineering and computing into their curriculum.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Program outcome 4 artifact key assessment 2-nsNihal Senlik
Analyze student data and apply research to adapt instruction and to select appropriate materials to improve student performance and enhance inquiry and critical thinking.
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
Kathleen Norris - Study and Organizational Skills for Students with OCDIOCDF
The document discusses study skills and organizational strategies for students with OCD. It explains that scientific research has shown deficits in planning, strategic processing, and episodic memory for those with OCD. However, students can learn compensatory tools and techniques to help with organization, time management, and completing assignments. Suggested tools include a planner, study cards, project cards, time pacing sheets, and reward charts. The document emphasizes establishing routines and consistency to promote student compliance and academic success for those with OCD.
This lesson plan uses technology to help students see how math applies to potential careers by having them research areas of interest and consider how math will relate to their futures. Students connect math concepts to real world examples, explore career options using technology, and learn with teacher enthusiasm to address fears and make math relevant beyond the classroom.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
The document discusses the Next Generation Science Standards (NGSS) for K-12 science education. It provides background on the development of the NGSS including timelines and conceptual shifts represented in the standards. The NGSS integrate science and engineering practices, crosscutting concepts, and core disciplinary ideas. Key features include performance expectations for students, coherence across grades, focusing on deeper understanding and application of content, and integrating science and engineering.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
This presentation outline covers competency-based education and the Next Generation Science Standards. It includes:
- A definition of competency as having the necessary behaviors, knowledge, skills and abilities to demonstrate understanding.
- Details on New Hampshire's minimum standards for school approval regarding competency-based credits and graduation requirements.
- An overview of the conceptual shifts, structure, and components of the Next Generation Science Standards, including science practices, crosscutting concepts, and disciplinary core ideas.
- Examples of performance expectations combining the three dimensions and connections to common core standards.
- Discussion of effective science teaching practices aligned with common core and how the standards emphasize reasoning with evidence.
The document discusses gathering evidence for assessing students' achievement of mathematics standards in New Zealand. It emphasizes using a range of evidence from classroom observations, student work, assessments, and learning conversations, rather than relying on any single source. Effective assessment also involves moderation, where teachers discuss student work and expectations to improve consistency. Sample mathematics tasks should be meaningful, complex, and part of regular classroom work rather than separate tests.
Improving Understanding by Introducing a Web-Based Homework Resourcemaj94
This document outlines a study that aims to improve 11th and 12th grade pre-calculus students' understanding of homework by providing them with access to Wolfram Alpha, an online resource that provides immediate feedback. The study will investigate if using Wolfram Alpha improves student achievement and effort as well as their perceptions of homework. Both quantitative data like homework assignments and test scores, and qualitative data from surveys and focus groups will be collected. The researcher expects that providing students with immediate feedback through Wolfram Alpha will lead to more positive views of homework, deeper conceptual understanding, and higher achievement.
The document summarizes a class session on career decisions. It discusses the goals of understanding why career decisions are important and difficult. Key points covered include how career choices influence fulfilling needs and society. Challenges in decision making like inaccurate forecasts of happiness and outside influences are explained. The assignment for next week involves analyzing a case study and answering questions about values and lessons.
The document describes a slow research approach taken with a group of teachers from five primary schools. Over the course of a year, the teachers participated in study days to develop basic research skills like forming research questions, data collection and analysis. This included time for open-ended discussion and exploration of ideas. The research served as a way to systematically reflect on various project-based learning initiatives in the schools. Two examples are described of how teachers used simple narratives and research diaries to capture insights from their work. Overall, the teachers found the process transformative and valued having time and space to discuss, grow ideas and feel a sense of professionalism.
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.
Stephen Phillips - Implementing an inquiry based approach into our schoolSails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
The document discusses feedback from students in the OCC101 course regarding their preferences for learning. Some students felt there was too much content to focus on each week and that it could have been taught through modules or guided notes. The document then discusses Self-Determination Theory and how competence can be achieved through consistent instructions and checklists in PebblePad. It also discusses how relatedness can be developed by having students write a personal statement connecting their life and career journeys and reflecting on their motivation for choosing Occupational Therapy. Students provided feedback that writing the personal statement gave them greater insight into themselves. Relatedness is also developed by connecting with graduate career successes.
Frida Kahlo was a Mexican artist born in 1907 in Coyoacán, Mexico. She had a tragic childhood, becoming ill at a young age and then suffering serious injuries in a bus accident at age 18 that left her unable to walk and in constant pain. As a result of being immobilized after the accident, Kahlo began painting and went on to become a renowned artist known for her self-portraits exploring themes of identity, the female experience, and pain. Her father was German and her mother was of mixed Amerindian and Spanish ancestry. Kahlo grew up surrounded by women in her family home and maintained a close relationship with her father throughout her life.
Edvard Munch was a Norwegian painter born in 1863 in Loten, Norway to a military doctor father and mother who both died of tuberculosis when he was young. He and his siblings were then raised by their father and aunt. Some of Munch's most famous works include The Scream, which features the main colors of orange, blue, and brown, Train Smoke depicting a train next to the sea and trees, and Maddona showing a nude woman with long dark hair.
Program outcome 4 artifact key assessment 2-nsNihal Senlik
Analyze student data and apply research to adapt instruction and to select appropriate materials to improve student performance and enhance inquiry and critical thinking.
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
Kathleen Norris - Study and Organizational Skills for Students with OCDIOCDF
The document discusses study skills and organizational strategies for students with OCD. It explains that scientific research has shown deficits in planning, strategic processing, and episodic memory for those with OCD. However, students can learn compensatory tools and techniques to help with organization, time management, and completing assignments. Suggested tools include a planner, study cards, project cards, time pacing sheets, and reward charts. The document emphasizes establishing routines and consistency to promote student compliance and academic success for those with OCD.
This lesson plan uses technology to help students see how math applies to potential careers by having them research areas of interest and consider how math will relate to their futures. Students connect math concepts to real world examples, explore career options using technology, and learn with teacher enthusiasm to address fears and make math relevant beyond the classroom.
Research ed curriculum as progression model 2021David Didau
The document discusses using the curriculum as a progression model and the challenges with this approach. It argues that specifying curriculum related expectations (CREs) at a granular level can help address issues like: CREs being too vague; assessing content not taught; and lack of clarity on what students have and have not learned. However, CREs need to balance specificity with broadness for different audiences. Numerical data on student performance is only meaningful if comparable, and should not be the sole focus, as it does not help students understand their progress. Overall, the document advocates for clearly specifying the essential knowledge and skills in a curriculum to guide teaching and assessment.
The document discusses the Next Generation Science Standards (NGSS) for K-12 science education. It provides background on the development of the NGSS including timelines and conceptual shifts represented in the standards. The NGSS integrate science and engineering practices, crosscutting concepts, and core disciplinary ideas. Key features include performance expectations for students, coherence across grades, focusing on deeper understanding and application of content, and integrating science and engineering.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
This presentation outline covers competency-based education and the Next Generation Science Standards. It includes:
- A definition of competency as having the necessary behaviors, knowledge, skills and abilities to demonstrate understanding.
- Details on New Hampshire's minimum standards for school approval regarding competency-based credits and graduation requirements.
- An overview of the conceptual shifts, structure, and components of the Next Generation Science Standards, including science practices, crosscutting concepts, and disciplinary core ideas.
- Examples of performance expectations combining the three dimensions and connections to common core standards.
- Discussion of effective science teaching practices aligned with common core and how the standards emphasize reasoning with evidence.
The document discusses gathering evidence for assessing students' achievement of mathematics standards in New Zealand. It emphasizes using a range of evidence from classroom observations, student work, assessments, and learning conversations, rather than relying on any single source. Effective assessment also involves moderation, where teachers discuss student work and expectations to improve consistency. Sample mathematics tasks should be meaningful, complex, and part of regular classroom work rather than separate tests.
Improving Understanding by Introducing a Web-Based Homework Resourcemaj94
This document outlines a study that aims to improve 11th and 12th grade pre-calculus students' understanding of homework by providing them with access to Wolfram Alpha, an online resource that provides immediate feedback. The study will investigate if using Wolfram Alpha improves student achievement and effort as well as their perceptions of homework. Both quantitative data like homework assignments and test scores, and qualitative data from surveys and focus groups will be collected. The researcher expects that providing students with immediate feedback through Wolfram Alpha will lead to more positive views of homework, deeper conceptual understanding, and higher achievement.
The document summarizes a class session on career decisions. It discusses the goals of understanding why career decisions are important and difficult. Key points covered include how career choices influence fulfilling needs and society. Challenges in decision making like inaccurate forecasts of happiness and outside influences are explained. The assignment for next week involves analyzing a case study and answering questions about values and lessons.
The document describes a slow research approach taken with a group of teachers from five primary schools. Over the course of a year, the teachers participated in study days to develop basic research skills like forming research questions, data collection and analysis. This included time for open-ended discussion and exploration of ideas. The research served as a way to systematically reflect on various project-based learning initiatives in the schools. Two examples are described of how teachers used simple narratives and research diaries to capture insights from their work. Overall, the teachers found the process transformative and valued having time and space to discuss, grow ideas and feel a sense of professionalism.
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.
Stephen Phillips - Implementing an inquiry based approach into our schoolSails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
The document discusses feedback from students in the OCC101 course regarding their preferences for learning. Some students felt there was too much content to focus on each week and that it could have been taught through modules or guided notes. The document then discusses Self-Determination Theory and how competence can be achieved through consistent instructions and checklists in PebblePad. It also discusses how relatedness can be developed by having students write a personal statement connecting their life and career journeys and reflecting on their motivation for choosing Occupational Therapy. Students provided feedback that writing the personal statement gave them greater insight into themselves. Relatedness is also developed by connecting with graduate career successes.
Frida Kahlo was a Mexican artist born in 1907 in Coyoacán, Mexico. She had a tragic childhood, becoming ill at a young age and then suffering serious injuries in a bus accident at age 18 that left her unable to walk and in constant pain. As a result of being immobilized after the accident, Kahlo began painting and went on to become a renowned artist known for her self-portraits exploring themes of identity, the female experience, and pain. Her father was German and her mother was of mixed Amerindian and Spanish ancestry. Kahlo grew up surrounded by women in her family home and maintained a close relationship with her father throughout her life.
Edvard Munch was a Norwegian painter born in 1863 in Loten, Norway to a military doctor father and mother who both died of tuberculosis when he was young. He and his siblings were then raised by their father and aunt. Some of Munch's most famous works include The Scream, which features the main colors of orange, blue, and brown, Train Smoke depicting a train next to the sea and trees, and Maddona showing a nude woman with long dark hair.
[1] A teoria ambientalista de Florence Nightingale enfatiza que os elementos ambientais como ventilação, iluminação, calor, limpeza, ruídos e odores afetam diretamente a saúde e recuperação dos pacientes. [2] Nightingale observou como as pobres condições sanitárias nos hospitais da época resultavam em altas taxas de mortalidade e defendeu que a enfermagem deve focar na manutenção de um ambiente saudável. [3] Sua teoria dividiu a enfermagem em duas vert
Este documento discute a gestão de riscos e seguro de responsabilidade civil profissional para estabelecimentos de saúde. Ele destaca a importância de evitar, prevenir e reduzir riscos através do gerenciamento de riscos, inspecionando parâmetros como instalações, higiene e atendimento. Também discute a gestão do segurador, incluindo atenção a mudanças, reclamações e honorários, além de fornecer assistência jurídica e defesa jurídica.
Andy Warhol was born in 1928 in Pittsburgh, Pennsylvania to immigrant parents from Slovakia. He became famous as an American artist and is known for founding The Factory, where he collaborated with artists, writers, and musicians. Some of Warhol's most iconic works include his pop art paintings of Marilyn Monroe and Campbell's Soup cans. He also painted portraits of other celebrities like Angelina Jolie. Warhol died in 1987 and is still renowned for revolutionizing modern art through his pop art style.
Pablo Picasso was born in Malaga, Spain in 1881 and was one of the most influential artists of the 20th century. He co-founded the cubist movement and invented constructed sculpture. By his 50th birthday, Picasso had become the prototype of the modern artist as a public figure. Some of his most famous works included The Acrobat Family, which depicted a monkey, parents and child in red, blue and brown colors; Las Señoritas de Avignon, showing five nude women in orange, blue, white and brown; Boy with a Pipe, featuring a boy with a pipe and flowers in blue and red; and Guernica, capturing the horror of war in black, white and grey
International strategic business managementHasan Furqan
International Strategic Management
Motives of Globalization
Strategic Objectives & Sources of Competitive Advantages
Strategic Orientation of International Firms
Strategies for International Firms
Conclusion
O documento discute vários fitoterápicos utilizados para problemas digestivos, incluindo seus benefícios como chás, extratos e tinturas que ajudam na digestão, aliviam desconfortos e possuem propriedades benéficas para o fígado. Menciona exemplos como boldo, ruibarbo, cáscara sagrada e camomila.
Os vírus são organismos acelulares que dependem de células vivas para se reproduzir. Eles infectam células e modificam seu metabolismo, podendo causar doenças ou até a morte celular. Embora não sejam considerados seres vivos, os vírus causam uma variedade de doenças humanas, desde resfriados comuns até doenças graves como a AIDS. Vacinas são a forma mais eficaz de prevenir infecções virais.
Café com Seguro ANSP - Psicopatas na Aviação - Carlos Eduardopaulooficinadotexto
O documento discute a gestão de riscos e o fator humano na subscrição de seguros de aeronaves, apontando que erros humanos são responsáveis por 96% dos acidentes aeronáuticos. Também apresenta os principais segmentos da aviação e fatores considerados na precificação do seguro, como a experiência da tripulação.
Este documento describe cómo las empresas pueden aprovechar las redes sociales para mejorar la productividad, la colaboración, la innovación y las comunicaciones. Explica que las redes sociales permiten a los empleados conectarse y compartir información de forma revolucionaria. También discute cómo las empresas pueden usar las redes sociales para dar a conocer sus esfuerzos de responsabilidad social y mantener a los empleados comprometidos con la visión de la organización. Además, recomienda tres pasos para promover el uso constructivo de las redes social
The document discusses respiratory care for paramedics, including arterial blood gases (ABGs), continuous positive airway pressure (CPAP), and mechanical ventilation. It covers topics like ventilation vs respiration, respiratory physiology, normal ABG values, abnormalities of respiration, pathophysiology of respiratory disorders, types of respiratory failure, manifestations of respiratory distress, pulse oximetry, and the oxygen saturation curve. The document also discusses topics such as ventilator management, procedures, terminology, fractions of inspired oxygen, airway pressures, inspiratory and expiratory times, compliance, spontaneous vs mechanical breathing, and potential complications of mechanical ventilation.
[1] A teoria ambientalista de Florence Nightingale enfatiza que os elementos ambientais como ventilação, iluminação, calor, limpeza, ruídos e odores afetam diretamente a saúde e recuperação dos pacientes. [2] Nightingale observou como as pobres condições sanitárias nos hospitais da época resultavam em altas taxas de mortalidade e defendeu que a enfermagem deve focar na manutenção de um ambiente saudável. [3] Sua teoria dividiu a enfermagem em duas vert
The document describes the furniture in different rooms of a home, including a bedroom with a bed but no armchair, a living room with some bookcases but no armchairs, and a kitchen with a fridge but no table or chair. It asks questions about the presence of various furniture items in each room and provides short yes or no answers.
This document provides an overview of a presentation about aligning science, math, and literacy practices and themes. The presentation discusses the challenges of limited resources in the classroom and opportunities for authentic interdisciplinary learning. It introduces the math and science practices and compares them to literacy capacities. The presentation encourages finding ways for these practices to inform instruction and provide coherence across subjects.
Presentation of a paper at the ASCILITE Conference, discussing how we need to share the findings of failed research, so we can learn from other's mistakes. The full paper may be found at: https://www.researchgate.net/publication/311108135_Failing_forward_in_research_around_technology_enhanced_learning
This document provides an introduction to action research for teachers. It discusses key concepts of action research including that it is focused on improving practice, owned by teachers, involves systematically examining evidence to produce knowledge about what works in a particular context. It also notes action research is collaborative and aims to problem-pose rather than problem-solve. The document provides some examples of action research questions and models, including describing a problem, intervention, data collection and understanding if the intervention is successful. It aims to give teachers an overview of action research and how it can be applied to improve teaching practices.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
This presentation shared an overview of the Next Generation Science Standards (NGSS), compared NGSS with existing state science standards, and explored differences in science instruction based on the new standards. The new NGSS for grades K-12 aim to prepare students for college, career, and citizenship by emphasizing a deeper understanding and application of science practices, content and cross-cutting concepts. NGSS, developed by a national team of scientists and educators partnering with 26 lead states, were adopted for implementation across Maryland’s public education classrooms beginning in the 2017-2018 academic year. While many aspects of NGSS were not novel concepts, the standards intentionally accentuate students thinking and acting like scientists and engineers by working to explain natural phenomena and solve problems. This approach reduces the content students memorize and underscores skills and knowledge needed to explain and understand natural phenomena. Students entering higher education may be less adept at rote memorization but better at solving problems, constructing explanations and developing deeper comprehension. During the workshop, participants analyzed and compared samples of a student lesson that varied with respect to learned-centeredness and discussed how learner-centered pedagogy supports instruction aligned with NGSS. Participants then discussed the implications of Maryland’s adoption of NGSS on higher education.
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
This document provides information and strategies for STEMifying teaching. It discusses analyzing student performance data on STEM subjects which shows a need to improve math and science achievement. It advocates for integrating STEM subjects and embedding STEM practices in all classrooms. Examples of STEM teaching models are presented, from teaching subjects separately to fully integrating them. Common STEM teaching practices like problem-solving, modeling, and analyzing data are outlined. The document also discusses developing STEM units of study using standards and establishing STEM literacy and fluency as goals. Reflection questions are provided to help teachers plan STEM lessons and activities.
Self Organised Learning Environments and the Sacrifice of Education to Qualif...James Stanfield
1) The document discusses Self Organized Learning Environments (SOLEs), which are student-led learning spaces where children can explore topics independently using the internet.
2) It traces the origins and growth of the SOLE concept from Sugata Mitra's initial "Hole in the Wall" experiment in 1999 to a global movement today involving various research projects.
3) Key benefits of SOLEs discussed include developing important skills like problem-solving, engaging disconnected students, and addressing limitations in traditional education systems, especially in developing countries. However, challenges in evaluating complex self-organized learning are also noted.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
1) A student struggles to find a research topic and demonstrates symptoms of information overload and lack of research skills. A librarian observes and understands the student's difficulties, as she has experience guiding students through the research process.
2) The librarian recognizes that students today have abundant online resources but lack skills to effectively search for and evaluate information. She understands strategies like the Big6 model can help students develop critical thinking and problem solving skills for research.
3) By implementing the Big6 model throughout the school and modeling inquiry-based learning, the librarian can help students overcome fears about research and gain skills for academic success.
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
1. The document discusses research on student learning characteristics and how they relate to choices students make in blended learning environments that combine online and face-to-face learning.
2. Data from over 800 students in business and economics programs is analyzed to identify clusters of students based on their use of online tutorials and participation in problem-based learning discussions.
3. Clusters are compared in terms of learning profiles and motivations, finding that students' digital learning behaviors do not always match the "ideal" for problem-based education and that different types of scaffolding may be needed.
This document discusses research into student learning characteristics and how they relate to choices students make between digital and face-to-face learning environments. It examines factors like learning styles, goal orientations, and academic motivations. The research looks specifically at a university that offers a blended learning program combining problem-based learning sessions with an adaptive online tutorial. Data comes from surveys of 800-1000 business and economics students each term. The surveys assess students' learning characteristics, styles, and theories as well as their use of and preferences between the digital and in-person components over time.
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
This document discusses the importance of asking meaningful questions in education. It provides techniques for developing powerful questions that can drive instruction and assessment, including generating questions, categorizing them as open- or closed-ended, prioritizing the most important ones, and using questions to guide planning, instruction, and assessment in lessons and units. The document also discusses shifts toward more student-centered, collaborative, and demonstration-based models of education that focus on skills like critical thinking over standardized testing.
The document discusses the underrepresentation of women in STEM fields and provides potential reasons and solutions. It notes that while girls take as many math and science courses in high school as boys, fewer pursue STEM degrees. It explores factors such as beliefs that intelligence is fixed, gender stereotypes that associate males with STEM, lack of female role models, and implicit biases. The document recommends teaching a growth mindset, exposing girls to successful female STEM professionals, raising awareness of implicit biases, and encouraging spatial skills development from a young age to help address the gender gap in STEM.
Here are two potential launching activity questions from the KWL chart and a discussion of how they could be used:
Question 1: How do plants get their food?
This is a fundamental question about photosynthesis that students likely have. An engaging launching activity could have students observe and compare plants that are with and without sunlight to start forming hypotheses about how plants get their food.
Question 2: What are the parts of a plant and what is their function?
Providing students with pictures or physical examples of plant parts and having them work to correctly identify and describe the function of roots, stems, leaves, flowers etc. This gets students interacting with examples to build their base knowledge before exploring these concepts in more depth. Disc
Similar to Testimony given to NM STT Committee on K-12 Education 2013 09 (20)
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. What does science instruction look like
right now?
• New Mexico has pretty good science standards
– NM teachers tend to let textbooks- aligned to TX or
CA- drive instruction
– TX and CA do not have good standards....
• reading from text book
• direct instruction
• worksheets
• a few “cookbook” labs
• very little science instruction in elementary
4. The Importance of early years for
STEM
• Interest is NOT the problem
• programs can increase interest but not affect pipeline
(Zarske, 2007)
• STEM identity
• Building capacity
– review of 240 papers on K-12 EE
– Inquiry oriented engineering programs show gains
in science & mathematics achievement
5. “The real STEM crisis is one of literacy: the fact that
today’s students are not receiving a solid grounding
in science, math, and engineering.”
6.
7. • Science and Engineering
• A focus on core ideas, cross-cutting concepts, practices
– Asking questions (for science) and defining problems (for engineering)
– Developing and using models
– Planning and carrying out investigations
– Analyzing and interpreting data
– Using mathematics and computational thinking
– Constructing explanations (for science) and designing solutions (for
engineering)
– Engaging in argument from evidence
– Obtaining, evaluating, and communicating information
10. What can we learn from WWC?
• GEMS® Space Science Sequence > direct instruction
• GEMS® The Real Reasons for Seasons < direct
instruction
???
11. What can we learn from WWC?
• Professional development matters!
• Guided inquiry > direct instruction
• Connecting to everyday understanding works
• but... it depends on what you mean by
“works”
– This will change under NGSS
– Distributed practice and testing support learning
of facts and concepts, not practices, how to think
12. What else works?
• Explicit feedback matters
• Effort and perseverance > IQ
– (also, IQ is not a real thing)
• Failure can be productive for later learning
and success
• STEM activities need to spark intellectual
curiosity
13. How can we accomplish this?
• Project-based and problem-based learning
– spark intellectual curiosity
– connect to everyday experience
– narrow achievement gaps
14. What doesn’t work?
• Learning Styles are not real
• Multiple Intelligences is NOT backed by research
• Right-brained/Left-brained is not real
• Whole-brained and brain-based fads are not back
by research
• “Brain-training” does not work
• Approaches that cause disinterest/disconnections
20. How would you design a home for a world with
10 billion people?
21. How can we make K-12 STEM better?
• Project- and Problem-Based Instruction that
engages students in authentic intellectual work
• Performance assessments that support learning
& make development toward mastery visible
рвый блин всегда мом
• High quality, sustained professional development
that values teacher adaptation over fidelity of
implementation
• Commitment to sustaining new
practices, nurturing them beyond
implementation dips
Greetings. I am Dr. Vanessa Svihla, an assistant professor in secondary science teacher education. I prepare pre-service teachers, support in-service teachers, and engage in research on STEM teaching and learning. I direct the Interaction and Disciplinary Design in Educational Activity – or IDDEA- Lab.https://sites.google.com/site/iddealab/home
A lot has changed since Ancient education. We added desks! In fact, the physical spaces of typical classrooms are largely unchanged since ancient times. Stepping into many classrooms feels like stepping back in time; there may be only one or two computers- often extremely outdated ones.
What does K-12 STEM look like? New Mexico has pretty good standards that are not so different from the NGSS, but NM teachers tend to let textbooks- which are aligned to TX or CA standards- drive instruction. TX and CA do not have good standards, they have a lot of standards, meaning teachers may have to cover 4-8 standards per day. Current science instruction looks like reading from text books, filling in worksheets, and doing a few “cookbook” labs. Why is a cookbook lab a problem? It doesn’t show students what science actually looks like, and it reinforces the idea that we already know everything. It sends the message that there are no unanswered questions; it stifles intellectual curiosity. In elementary, there is very little science instruction, particularly in high poverty, and low achieving schools. This is a social justice issue New Mexico needs to solve.
Interest is NOT the problem; we can get people interested in STEM at at point. Research has demonstrated that while necessary, increasing interest is not enough to affect the pipeline (Zarske, 2007). We need to build STEM identity in our students so they can envision themselves as scientists. We need to build capacity. How? In my review of 240 papers on K-12 EE for the National Academies, we found that inquiry-oriented engineering programs lead to gains in science & mathematics achievement.National Research Council Committee on K-12 Engineering Education (Ed.). (2009). Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Washington, D.C.: National Academies Press.Petrosino, A. J., Svihla, V., & Brophy, S. P. (2008). Engineering skills for understanding and improving K-12 engineering education in the United States. (pp. 92): National Academy of Engineering Committee on Understanding and Improving K-12 Engineering Education in the United States.Svihla, V., Marshall, J., & Petrosino, A. J. (2008). K-12 engineering education impacts National Academy of Engineering Committee on Understanding and Improving K-12 Engineering Education in the United States.Svihla, V., & Petrosino, A. J. Improving our understanding of K-12 engineering education. In International Conference on Engineering Education: New Challenges in Engineering Education and Research in the 21st Century, Hungary, 2008Zarske, M., Yowell, J. L., Sullivan, J. F., Knight, D., & Wiant, D. The TEAMS Program: A Study of a Grades 3-12 Engineering Continuum. In ASEE Annual Conference and Exposition, Honolulu, HI, June 24-27 2007
President Obama announced in December a Cross-Agency Priority goal to increase the number of STEM graduates by one million over the next decade. A recent report summarizes actual data about the supposed shortage of STEM workers, finding no evidence of pending shortfalls. The report notes that there is a science literacy crisis; our students are not getting access to STEM curricula that develop science literacy in the general population. With the grand challenges we will face in the future- such as over-population and climate change, it is critical to have an informed populace. However, the report fails to take into consideration the importance of diversity for the future of STEM innovation. This is where New Mexico can have real impact by preparing a diverse cadre of STEM professionals. http://www.whitehouse.gov/blog/2012/12/18/one-decade-one-million-more-stem-graduateshttp://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth
There are well documented pathways toward and away from STEM careers. We know that students who are not interested are unlikely to pursue STEM. We also know that some students are interested, well advised, well prepared, and have a vision of what a STEM career would be like. Maybe dad is an engineer, or mom is a mathematician. When they reach tough coursework that gate keeps STEM careers, they persevere, because they know the good stuff lies ahead. We also know that some students get interested, but are poorly advised, don’t take enough math or science, or don’t do well enough in it, and when faced with tough courses, they don’t persevere because they don’t know something better lies ahead. Some students love being good at problem sets, and finding the RIGHT answer. They persevere through those tough courses because they are good at solving simple problems. When faced with the complexity of actual STEM work, they leave the profession. The questions then, are: How can we develop interest, provide good advisement, and help students understand actual STEM Practices?Stevens, R., O’Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward a three dimensional view of engineering learning. Journal of Engineering Education, 97(3), 355-368.
The leverage point is the new Next Generation Science Standards, which bring a focus on engineering, and are a movement away from the mile-wide inch-deep curricula, instead taking deep dives to develop understanding of core ideas and cross-cutting themes. They also bring a string focus on practices. Two practices in particular are not happening currently: asking questions and planning investigations. Typically the teacher or curricula provide these, but these skills are critical for developing intellectual curiosity about the world around us and engaging critically.
So, what works? How will we do this?
We can turn to the What Works Clearinghouse, but there we find only a handful of studies of Science Education meet the criteria set by IES. So, a caveat about their criteria. They only view randomized controlled trials as “scientific.” As a former geologist who continues to collaborate with scientists, I must admit I find this perplexing; scientists use many methods yet still view their work as scientific! IES has chosen a particular piece of medical model research to hold up as the gold standard. However, in education, there is no placebo, making this an awkward model for much of our work. Furthermore, the supposed gold standard of research is somewhat rare even in medical research; for instance, in clinical trials, if the patient has other options for treatment and is randomly enrolled into the control group, ethically, he or she must be informed of this. Another caveat is related to context: New Mexico is different from other states. Very little research has been conducted in rural settings. When we ask “what works” we need to consider, does this seem like it will work in our context? We should also ask, will this work for us now. How trustworthy would you find a study about how students learn using the internet, if it was published in 1997? http://ies.ed.gov/ncee/wwc/
Two curricula developed by GEMS- Great Explorations in Math and Science- met the IES criteria. The Space Science Sequence was shown to have a positive effect on achievement, but the Real Reasons for the Seasons had a negative effect on achievement, compared to direct instruction. These curricula were developed using the same process and approach, so what is different? Why would one work and the other not work? The Space Science Sequence included professional development, but the other did not. http://ies.ed.gov/ncee/wwc/findwhatworks.aspx
So, what can we learn from the 5 studies in the Clearinghouse? First, professional development matters. Second, guided inquiry is better than direct instruction when teachers are supported. Third, connecting to everyday experience and understanding is critical- especially for English Language Learners and underrepresented minority students. But... it depends on what you mean by “works.” This will change under NGSS because we now focus on college and career readiness, and STEM practices. Past research has mostly measured learning of facts and concepts. For instance, we know from approximately 300 experimental studies that distributing study sessions over time and testing support learning of facts and concepts. Recent research has shown that this does not support learning practices in science classrooms. Bjork, E. L., & Bjork, R. (2009). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning: New York: Worth Publishers.Rohrer, D., & Pashler, H. (2010). Recent Research on Human Learning Challenges Conventional Instructional Strategies. Educational Researcher, 39(5), 406-412.Schwartz, D. L., & Bransford, J. D. (1998). A Time for Telling. Cognition and Instruction, 16(4), 475-522.Svihla, V., & Linn, M. C. (2012). Distributing Practice: Challenges and Opportunities for Inquiry Learning. Paper presented at the 10th International Conference of the Learning Sciences (ICLS2012): The Future of Learning, Sydney, July 2-6
Explicit feedback matters. It can be positive or negative, but it needs to be specific and explicit in order for students to use it. Effort and perseverance are more important than IQ, which, by the way, was recently shown to not be a real thing.Failure can be productive for later learning and success, but students need to understand that learning is prioritized over being right. Most schools operate on a theory of knowing rather than a theory of learning; this is unsurprisingly detrimental to learning. STEM activities need to spark intellectual curiosity, not just be “hands-on” and fun. Our students deserve intellectually engaging curricula. Feedback: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/20072003.pdf#page=23Hampshire, A., Highfield, Roger R., Parkin, Beth L., & Owen, Adrian M. (2012). Fractionating Human Intelligence. Neuron, 76(6), 1225-1237, doi:http://dx.doi.org/10.1016/j.neuron.2012.06.022.Underwood, J. S., & Tregidgo, A. P. (2010). Improving Student Writing Through Effective Feedback: Best Practices and Recommendations. Journal of Teaching Writing, 22(2), 73-98.Spiegel, A. (2012). Struggle For Smarts? How Eastern And Western Cultures Tackle Learning. http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learningKapur, M., & Bielaczyc, K. (2011). Designing for Productive Failure. Journal of the Learning Sciences, 21(1), 45-83.
Guided Inquiry typically involves either project- or problem based learning. These approaches spark intellectual curiosity, they connect to everyday experience, and they have been shown to narrow achievement gaps.Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching A Meta-Analysis. Review of Educational Research, 82(3), 300-329.Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., et al. (2008). Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 4.Walker, A., & Leary, H. (2009). A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6.
So, what doesn’t work? First, research has overwhelmingly shown that Learning Styles are not real, are not effective, and there is no reason teachers should attempt to use them. Multiple Intelligences is NOT backed by research. The idea that students are Right or Left-brained is not real. Whole-brained and brain-based fads are not back by research. “Brain-training” does not work. Any approachthat cause disinterest or disconnections is not effective. This includes most of what we see happening in classrooms now. Often, those in charge of selecting professional development for teachers do not have the needed expertise to make good choices. Dembo, M., & Howard, K. (2007). Advice about the use of learning styles: A major myth in education. Journal of College Reading and Learning, 37, 2.Geake, J. (2008). Neuromythologies in education. Educational Research, 50(2), 123-133.Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.Landrum, T. J., & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17.Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles. Psychological Science in the Public Interest, 9(3), 105.Pasquinelli, E. (2012). Neuromyths: Why Do They Exist and Persist? Mind, Brain, and Education, 6(2), 89-96.Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32-35.Stahl, S. (1999). Different Strokes for Different Folks? A Critique of Learning Styles. American Educator, 23(3), 27-31.Zinn, T. E. (2010). The Pleasures and Lessons of Academic Mythbusting: An Interview With Scott Lilienfeld. Teaching of Psychology, 37(4), 287-293.http://adrianowen.org/site/Test_Your_Brain.html
As faculty at a research institution, it is expected that we divide our time between research, teaching, and service. Research is a vital component of effective teaching, because it allows us to stay current with new findings, to leverage recent research on how people learn, and to contribute to NM through the broader impacts of out research.
We are presenting our findings at national and international conferences, showcasing the intellectual and cultural resources of our great state!
We received a grant from the USDA HSI program. In the United States, fewer than 3 percent of registered dietitians are Hispanic. We know that in our Nutrition program, students leave because they don’t see the content they are learning as useful in the real world. A disproportionate number of students who leave the program are Latino or Native American. We also know that high school students don’t know much about dietetics as a career option, yet many of them are interested in becoming health professionals. To jointly address these needs, we are developing interactive learning assessments, that lets students provide counsel to virtual clients while learning content. Unlike traditional assessments which pause learning, ILAs allow students to be assessed while they are learning, providing information on what students know as well as on how they learn. Once developed, this system will be useable for other STEM subjects, allowing students to learn practices as they are assessed. ---Administrative PI Elizabeth Yakes is faculty in the College of Education, in Nutrition. For more about ILA, visit https://sites.google.com/site/iddealab/iddea-lab-projects/interactive-learning-assessment
This past summer, with funding from the NSF, we brought 14 teachers from around NM to campus. They spent 6 weeks working in engineering labs and developed projects to teach with in their classrooms, bring real STEM practices to their schools. This effective approach to Professional Development will impact approximately 1000 students directly this year alone, and as these teachers present their work, disseminate their curricula, and engage their colleagues, the reach will be much greater. However, there are also barriers. One of our teachers from a BIE school who’d been teaching 3rd grade for nearly a decade found out a week before school began that she would instead be teaching 7th grade. This is sadly common in NM. It sets up our teachers and students to fail.
With funding from the College of Education and Office of the Provost, we developed a Collaboratory with the New Mexico Performance Assessment Network and are providing support to the PED as they develop and roll out performance assessments for non-tests grades and subjects across NM. Our work was featured on the front page of the Albuquerque Journal earlier this week. For more about this project, please visit https://sites.google.com/site/iddealab/iddea-lab-projects/parrhttp://www.abqjournal.com/256943/news/finding-a-new-way-to-measure-learning.html
I collaborate with Dr. Jeff Wilson, environmental scientist and Dean at Huston-Tillotson, a Historically Black University, on the DUMPSTER Project. Our team is Developing Underutilized Methods for Promoting Sustainable, Transformative Education & Research, driven by the question, How would you design a home for a world with 10 billion people?, a predicted population by the year 2050. Dr. Wilson’s answer? Move into a dumpster and ask k-12 students to help him turn it into a sustainable home. This provocative approach to interdisciplinary STEM education will engage students in Texas and NM in intellectually complex and authentic learning. http://dumpsterproject.org/
So, how can we improve K-12 STEM education? Project- and Problem-Based Instruction that engages students in authentic intellectual work and STEM practices as called for in the NGSS. Assessment drives instruction. This means we also need performance assessments that support learning & make development toward mastery visible. There is a Russian idiom Пе́рвыйблинвсегда́ ко́мом which translates as “The first pancake is always a lump.” When we try something new, we often perform WOSRE before we get better. This is called an implementation dip. Boeing understood this when they committed to moving to composites. They anticipated worse performance initially. They provided extensive professional development for their employees and it was informed by research on how people learn. In schools, innovations typically last through one attempt. Each year, there is a new innovation. When we ask teachers to teach in a new way, we need to anticipate- just like Boeing– that they will do worse before they get better. If we want to see lasting improvement, we need to provide sustained professional development that sees teachers move past implementation dips. Good PD also respects the expertise and experience of the teacher, allowing for productive adaptations that fit in our NM classrooms. Barab, S. A., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(4), 454-467.Brown, M., & Edelson, D. (2003). Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice. Design Brief. Evanston, IL: Center for Learning Technologies in Urban Schools.Fullan, M. (2002). The change. Educational Leadership, 59(8), 16-20.Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment. Des Moines, IA: Iowa Department of Education.Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.