So many teachers want the quick strategies they can use the very next day. Unfortunately, many of those are just more of the same. Sometimes what makes a strategy work (or not work) is HOW the teacher “sets up” the activity. Other times it works because of the timing or the environmental factors.
In short, it not about just the strategy. But for a moment, let’s say, you’ve already taken one of my amazing multi-day brain-based courses. The following might be good for a quick reminder:
1. The saying “too much, too fast,” means we won’t integrate and recall the information if you teach is quickly. Instead, chunk down the learning into small chunks; allow processing and settling time with partners or as reflective journal time.
2. Because every brain is different—genes + experience, plus the interplay between the two, recall the importance of honoring uniqueness, respecting differences. That means use huge variety to maximize learning. Use visual, with illustrations, and podcasts and DVDs. Then use movement with drama, hands on and energizers. Also use plenty of call-response with partner dialogs.
3. Most subjects can be learned under moderate stress; think of it as “healthy concern.” To ramp that up, use constant accountability. After every learning chunk, have kids create a quiz question, stand up, quiz their neighbor or create a short quiz of 10 questions. Use teams, peer pressure and deadlines to add concern. Remember the material better with an emotion embedded with it. After the quiz, celebrate the progress.
4. Thinking about thinking builds learning skills as active processing time. Add the process of journaling, discussion and learning logs valuable for better learning. Give students starter sentences such as “What I was curious (or stressed over) about today was”… Or, “What I learned today was… and, the way I learned it best was when I.” Until patterns emerge, learning is often random and messy, following no clear path over time, the patterns become more obvious. Pattern making is more complex in second languages like math and music.
5. Remember the value in non-learning or “settling” time, to consolidate the content. Take breaks, recess, lunch, relax time, walks, for passive processing. Even a quick energizer that’s fun and playful can be a good break.
6. Our brain can memorize, but our best learning is the trial & error learning; it’s a key to complex learning–there’s value in games done well, so use games, computers, competition, building, initiatives, etc. Games like hopscotch, relays, or just let kids quiz each other. Brains rarely get it right the first time—learning complexity is built over time Using checklists, peer teaching, computers, asking Qs, are all examples of using trial and error.
I give many a chemical rush when they answer my call, 8-10 Americans believe I am addictive, and I can kill you if I'm misused. What am I? A cellphone, of course! Thanks to cellphones, we are more connected than ever before, but disconnecting is also more painful.
Une des difficultés pour apprendre une langue étrangère c’est de la pratiquer couramment pour gagner en fluidité, parler avec naturel. Le web et les outils en ligne ont changé la donne en permettant de s’entrainer à tout moment de la journée, chez soi ou en déplacement, le jour comme la nuit.
Pour pratiquer une langue avec des natifs d’un pays il y a aussi les réseaux sociaux. En voici trois. Trois réseaux sociaux dédiés à l’apprentissage et à la pratique d’une langue étrangère. Tous les trois permettent de s’inscrire gratuitement et de créer des groupes pour des échanges.
For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.
Pasi Silander, the city’s development manager, explained: “What we need now is a different kind of education to prepare people for working life.
“Young people use quite advanced computers. In the past the banks had lots of bank clerks totting up figures but now that has totally changed.
“We therefore have to make the changes in education that are necessary for industry and modern society.”
Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.
More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.
Depuis maintenant plus de 3 ans, CINNK (anciennement kiwik.net) propose de nombreuses ressources gratuites pour débuter avec Joomla!, prendre en main le CMS et construire et maintenir des sites web de qualité avec cet outil.
Aujourd'hui, voici un récapitulatif des 100 tutoriels gratuits parmi les plus consultés pourJoomla!.
Certains de ces tutoriels sont des contenus originaux créés et écrits de toutes pièces, d'autres sont des traductions de sites référents anglophones. Pour chaque traduction, vous trouverez un lien vers l'article original en bas de l'article traduit.
Engaging, multimedia-rich digital stories can capture the attention of students and increase their interest in exploring new ideas. Combining storytelling with powerful digital creates a truly authentic learning experience that helps students develop a wide range of intellectual skills. Digital Storytelling Tools Share your comments or join us in our Facebook Group. We’d love to …
"The growing popularity of social network sites (SNS) is causing concerns about privacy and security, especially with teenagerssince they show various forms of unsafe behavior on SNS. Media literacy emerges as a priority, and researchers, teachers, parentsand teenagers all point towards the responsibility of the school to educate teens about risks on SNS and to teach youngsters howto use SNS safely. However, existing educational materials are not theoretically grounded, do not tackle all the specific risks thatteens might encounter on SNS and lack rigorous outcome evaluations. Additionally, general media education research indicatesthat although changes in knowledge are often obtained, changes in attitudes and behavior are much more difficult to achieve.Therefore, new educational packages were developed – taking into account instructional guidelines- and a quasi-experimentalintervention study was set up to find out whether these materials are effective in changing the awareness, attitudes or the behavior of teenagers on SNS. It was found that all three courses obtained their goal in raising the awareness about the risks tackled in thiscourse. However, no impact was found on attitudes towards the risks, and only a limited impact was found on teenagers’ beha-vior concerning these risks".
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