Lexile by Chapter Guides explore the text complexity within a book by providing Lexile measures for every chapter in the text. Each guide includes a graph and table displaying the Lexile information to help educators, parents, and students better understand where the peaks and valleys of complexity reside within a text.
Bite sized learning results in better learner engagement. This is arguably the biggest advantage of using learning nuggets to impart training. Learners often find it hard to focus on courses for more than 20 minutes at one stretch (Kelly, 2013). Also, it is common knowledge that once learner’s focus is lost, the purpose of the course is defeated. This issue can be effectively overcome with bite sized modules because of their short duration.Learning nuggets can be digested effectively. It is a well-known fact that humans have limited capacity to process information. Lynne Millward, in his book Understanding Occupational & Organizational Psychology, states that information is most likely to be meaningfully processed when it is presented in chunks (Millward, 2005). Bite sized courses are perfectly “tailored” to our brains, which are more effective in comprehending morsels of information compared to mountains of data.
Via Mel Riddile
Asking a question is a sign of understanding, not ignorance; it requires both knowledge and then–critically–the ability to see what else you’re missing.
Questions are more important than answers because they reflect both understanding and curiosity in equal portions. To ask a question is to see both backward and forward–to make sense of a thing and what you know about it, and then extend outward in space and time to imagine what else can be known, or what others might know. To ask a great question is to see the conceptual ecology of the thing.
In a classroom, a student can see a drop of water, a literary device, a historical figure, or a math theorem, but these are just fragments that are worthless in and of themselves. A student in biology studying a drop of water must see the water as infinitely plural–as something that holds life and something that gives life."
This article describes a site that takes complex texts and makes them easier to read by lowering the Lexile level of the text. A teacher asked for this AP at our most recent "Learning Lab," and here it is!
Recently, Stephen Kosslyn, the founding Dean of Minerva Schools, offered a great explanation of why active learning is superior to lectures. While I admire and appreciate radical innovations in educational models like Minerva, I’d like to share a point of view that presents the lecture and act
Report: Poor, Black Students And Disabled Students Most Likely To Miss School In California.
The Latin Post (9/7) highlights the findings of a report by Attendance Works, a non-profit that advocates against chronic absenteeism in schools. The report found that in California chronic absenteeism was most common among poor black students and disabled students. The report also found that the chronic absences and truancies increased dropout rates and achievement gaps.
The first brain-to-brain telepathy-like communication between two participants via the Internet has been performed by University of Washington researchers. The experiment used a question-and-answer game. The goal is for the “inquirer” to determine which object the “respondent” is looking at from a list of possible objects. The inquirer sends a question (e.g., “Does it fly?) to the respondent, who answers “yes” or “no” by mentally focusing on one of two flashing LED lights attached to the monitor. The respondent is wearing an electroencephalography (EEG) helmet.
By focusing on the “yes” light, the EEG device generates send a signal to the inquirer via the Internet to activate a magnetic coil positioned behind the inquirer’s head, which stimulates the visual cortex and causes the inquirer to see a flash of light (known as a “phosphene”). A “no” signal works the same way, but is not strong enough to activate the coil.
The experiment, detailed today in an open access paper in PLoS ONE, is the first to show that two brains can be directly linked to allow one person to guess what’s on another person’s mind. It is “the most complex brain-to-brain experiment, I think, that’s been done to date in humans,” said lead author Andrea Stocco, an assistant professor of psychology and researcher at UW’s Institute for Learning & Brain Sciences.
The experiment was carried out in dark rooms in two UW labs located almost a mile apart and involved five pairs of participants, who played 20 rounds of the question-and-answer game. Each game had eight objects and three questions. The sessions were a random mixture of 10 real games and 10 control games that were structured the same way.*
Participants were able to guess the correct object in 72 percent of the real games, compared with just 18 percent of the control rounds. Incorrect guesses in the real games could be caused by several factors, the most likely being uncertainty about whether a phosphene had appeared.
The study builds on the UW team’s initial experiment in 2013, which was the first to demonstrate a direct brain-to-brain connection between humans. Other scientists have connected the brains of rats and monkeys, and transmitted brain signals from a human to a rat, using electrodes inserted into animals’ brains. In the 2013 experiment, the UW team used noninvasive technology to send a person’s brain signals over the Internet to control the hand motions of another person.
The experiment evolved out of research by co-author Rajesh Rao, a UW professor of computer science and engineering, on brain-computer interfaces that enable people to activate devices with their minds. In 2011, Rao began collaborating with Stocco and Prat to determine how to link two human brains together.
In 2014, the researchers received a $1 million grant from the W.M. Keck Foundation that allowed them to broaden their experiments to decode more complex interactions and brain processes. They are now exploring the possibility of “brain tutoring,” transferring signals directly from healthy brains to ones that are developmentally impaired or impacted by external factors such as a stroke or accident, or simply to transfer knowledge from teacher to pupil. The team is also working on transmitting brain states — for example, sending signals from an alert person to a sleepy one, or from a focused student to one who has attention deficit hyperactivity disorder, or ADHD.
“Imagine having someone with ADHD and a neurotypical student,” Prat said. “When the non-ADHD student is paying attention, the ADHD student’s brain gets put into a state of greater attention automatically.”
“Evolution has spent a colossal amount of time to find ways for us and other animals to take information out of our brains and communicate it to other animals in the forms of behavior, speech and so on,” Stocco said. “But it requires a translation. We can only communicate part of whatever our brain processes. “What we are doing is kind of reversing the process a step at a time by opening up this box and taking signals from the brain and with minimal translation, putting them back in another person’s brain,” he said.
"Szpunar (now an assistant professor at the University of Illinois at Chicago) has demonstrated in a number of studies that “interpolated tests”—quiz questions embedded at intervals throughout a videotaped lecture, to which students are required to respond—leads students to better maintain their attention and to take more comprehensive notes, leaving them with improved understanding and recall of the material.
Szpunar and Scachter’s early studies revealed that the tendency to mind-wander during videotaped lectures was common: when prompted to report what they were thinking about, students admitted to not paying attention to the lecture about 40 percent of the time. The researchers experimented with different ways of maintaining students’ focus, and found that the interpolated quizzes worked best:"
Teachers should video themselves teaching for many reasons, but here are 3 of the most powerful. Sadly, because of hostile school climates, many teachers will never be able to use the process for everything it's worth.
We recently purchased a swivel camera to make filming easier for teachers, but finding the time to learn how to use the camera and to train teachers has proven challenging! After reading this article, I will make this a priority!
Even on a "Busy Day" for "Busy People," reading is a wonderful way to expand children's worlds and to bond children and caregivers, and one that can start at birth. It also is a crucial way to help children gain the language and literacy skills needed for a good start in school.
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