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News On Facebook: How Social Media Is Changing News Consumption

News On Facebook: How Social Media Is Changing News Consumption | :: The 4th Era :: | Scoop.it

Almost half of all adult Facebook users said that they “never” get news on the social network, which amounts to 30% of the adult U.S. population.

Most of those who find news on Facebook are not actively seeking it, according to the study data. Rather, some 78% said that it happened inadvertently -- they were on Facebook for another reason, and a news tidbit just happened to be featured in their newsfeed. Only 22% said they were actively looking for news on their newsfeeds.

Those who consume news on Facebook tend to be younger, the same age group that is much less likely to be engaged with news on other platforms.

The study also found that news consumption on Facebook did not replace other news-consumption activities.

 

Find more insights from the study's findings at this infographic.


Via Lauren Moss, Shanika Journey
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Cllr Jane MA Martin's curator insight, October 31, 2013 4:49 AM

We all need to embrace this if we don't want to be left behind

ExploreCurate's curator insight, November 2, 2013 5:34 AM

I love these pompous graphics images. When you have to scroll, you know their are important. Consumer behavior has always been key. At least for the marketers.

 

Newspapers saw early social media as a threat. Now they need to be friends with monsters like Facebook. Content is king. Distribution is everything. If you are a newspaper. Probably consumer behavior (and consumtion particulary) should be on top of every newspaper agenda.

 

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MJUNCKE's curator insight, November 3, 2013 8:47 AM

Facebook doesn't replace our known News-Resources, but it's more and more becoming an additonal News-Ressource for us.

:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
Curated by Jim Lerman
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of history, especially with the division and numbering of the eras. That is not the main point here. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the Internet occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL


Opinions expressed, scooped, or copied in this Scoop.it topic are my choice, and are in no way to be connected with my employer.

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Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

M. Philip Oliver's curator insight, August 29, 1:09 PM

Thanks to Jim Lerman

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Innovating Pedagogy: Learning to Learn

Innovating Pedagogy: Learning to Learn | :: The 4th Era :: | Scoop.it
The focus of learning is usually on what we need to know, rather than on how to learn. This can lead to frustration because there is just too much to find out. On the other hand, the process of learning is itself a fundamental part of life that helps shape us as human beings and gives purpose to much of what we do. For a teacher, considering the process of learning to learn can help to schedule and balance learning opportunities so that they bring out the longer-lasting benefits associated with being a learner.

In learning to learn, success is not linked to the content a person acquires but to their development as a learner, so that when faced with situations in the future they have the personal capability to find new approaches or fresh information, and they are able to apply these in an effective manner. Educational content remains important, but there is a shift from a concern with delivery and assessment, towards the use of content in helping learners gain new skills. Whereas adult learning (or ‘andragogy’) is concerned with developing new skills, learning to learn (or ‘heutagogy’) also involves discovering how best to acquire those skills – in the classroom, workplace and at home – through a combination of study, discussion, investigation and practice. A teacher may provide resources, but the learner is in command of deciding how to organise them into a coherent course of study.

Connected with learning to learn is the ability to determine your own learning needs and to reflect continuously on the learning process. This involves developing skills of open communication and teamwork, being flexible in approach and creative in new situations, and becoming confident in your ability to take appropriate and effective action in changing circumstances.

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[Slideshare] Future of Learning and Technology 2020: Preparing for change

The education landscape of 2020 will be characterized by the blurring of boundaries. Learning anywhere and anytime will be commonplace in many different ways based on the ubiquitous and innovative use of technology. Our organizations face a duality of change—conceptual and technological—regarding the practices of education and learning. The practices of teaching, presenting and learning will undergo fundamental change as it responds to global, social, political, technological and of course, learning research trends. Will your organization be ready and prepared to take advantage of these seismic changes to education, learning and technology?


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altc 2014: Audrey Watters - Ed-Tech, Frankenstein's Monster, and Teacher Machines (703) - YouTube

What does it mean to create intelligent machines? What does it mean to create intelligent teaching machines? What does this mean in turn when we talk about u...

Via John Shank
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John Shank's curator insight, December 3, 10:11 AM

Good questions to ask as we speed along the road of technology enhanced learning. #edtech #elearning #highered 

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10 must-read K-12 studies from 2014 ~ Education Dive

10 must-read K-12 studies from 2014 ~ Education Dive | :: The 4th Era :: | Scoop.it

by Allie Gross


"It's often easy to take the nation's education debates at face value, but truly understanding them requires a familiarity with a wide array of evidence and data. More often than not, the stats in the reports and studies behind state and national conversations speak better than opinion pieces on why a particular method or policy is great.

"In 2014, a slew of studies tackled topics ranging from the school-to-prison pipeline to the arts' decreasing presence in schools. To help minimize the clutter, we've rounded up 10 of the most interesting."

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Elaine Roberts, Ph.D's curator insight, December 18, 7:10 AM

Educational policy is complex. The way we insist on politicizing education seems to serve only to make creation of policy and its implementation even more complex, and probably too often unnecessary. The more we know and understand about national education concerns, the better informed we might be for actual meaningful discussions and actions.

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Cognitive training can improve brain performance of students in poverty ~ Medical News Today

Cognitive training can improve brain performance of students in poverty ~ Medical News Today | :: The 4th Era :: | Scoop.it

"The cognitive effects of poverty can be mitigated during middle school with a targeted intervention, according to researchers at the Center for BrainHealth at The University of Texas at Dallas.

"In a paper published in the open-access journal Frontiers in Human Neuroscience, researchers for the first time examine the efficacy of cognitive training in a large and diverse group of 7th and 8th grade public middle school students as compared to typically developing students who received no specific training."


See full study here

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Math and Science Engagement: Identifying the Processes and Psychological Theories that Underlie Successful Social-Psychological Interventions - Nancy K. Stano

Jim Lerman's insight: An important and well-researched paper.

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Nevermore Sithole's curator insight, December 16, 1:56 AM

Math and Science Engagement: Identifying the Processes and Psychological Theories that Underlie Successful Social-Psychological<wbr></wbr> Interventions - Nancy K. Stano

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Facilitation with organisational effect

Workshops, meetings and seminars drive momentum in a change project. Even more so, if they are facilitated skilfully. Workshops, meetings and seminars are hel…

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ATETV | Advanced Technological Education Television

ATETV | Advanced Technological Education Television | :: The 4th Era :: | Scoop.it

description by The Scout Report


"Funded by the National Science Foundation, the Advanced Technological Education (ATE) program is designed with two purposes in mind. First, it aims to connect community college students with the skills and networks they need to achieve success in technology driven growth industries. Second, it hopes to help those industries grow by giving them the labor force they need. ATETV, an integral part of this innovative program, aims to visually represent the relevance of ATE to the modern workplace and prospective students. Through over 200 videos, the website tracks myriad ATE sponsored projects and student success stories from community colleges around the country. Typically 2-10 minutes in length, videos range from FAQs about the project to career opportunities in wind energy. The Collection is easily sortable by category (Agriculture, Biomanufacturing, Environmental Technology, Photonics, etc.) and anyone interested in the future of technological education will delight in these well made snapshots."


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10 Trends for 2015

10 trends for 2015. And 10 prime innovation opportunities to run with – and profit from – in 2015!


Via Kenneth Mikkelsen
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Gary Bamford's curator insight, November 29, 3:53 AM

The New Year draws close!

Marketing Partners LLC's curator insight, November 29, 12:27 PM

You'll find loads of great information focused on local small business marketing at LocalMarketing.Today digital magazine

Elías Manuel Sánchez Castañeda's curator insight, November 30, 4:36 PM

Knowing the possible trends in services in 2015, allows us to plan since late 2014 that we must make changes in our companies.

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Student Engagement: Resource Roundup ~ Edutopia

Student Engagement: Resource Roundup ~ Edutopia | :: The 4th Era :: | Scoop.it
Keeping students captivated and ready to learn throughout the year is no small task. Here's a list of articles, videos, links, and other resources that offer strategies and advice for keeping them engaged in learning.


James Lerman's insight:

Terrific collection of links to engagement resources for all age levels.


"Resources by Topic:

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Ann Middlemiss's curator insight, December 11, 10:21 AM

Is this the resource we have all been waiting for?! Merry Christmas.

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Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0

Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 | :: The 4th Era :: | Scoop.it

by Jackie Gerstein


"This post seeks to compare the developments of the Internet-Web to those of education.  The Internet has become an integral thread of the tapestries of most societies throughout the globe.  The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.  The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior.  Logically, then, it would seem that schools would follow suit in mimicking what is happening via the Internet to assist children and youth to function, learn, work, and play in a healthy, interactive, and pro-social manner in their societies-at-large."

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What Teachers Need to Know about Critical Thinking Vs Creative Thinking ~ Educational Technology and Mobile Learning

What Teachers Need to Know about Critical Thinking Vs Creative Thinking ~ Educational Technology and Mobile Learning | :: The 4th Era :: | Scoop.it

Via Educatorstechnology, Mark E. Deschaine Ph.D.
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Charles Fischer's curator insight, December 9, 7:38 AM

A fantastic article that summarizes the important differences between critical and creative thinking. Both are necessary for good discussions and Socratic seminars. 

Wayne Robertson's curator insight, December 15, 7:15 PM

We need to move beyond the focus on systems and technical training - towards knowledge, analysis and risk management

Willem Kuypers's curator insight, December 16, 10:47 AM

Clarification de deux types pensées, tous les deux aussi nécessaires l'un que l'autre. Puis le lien est fait avec l'apprentissage et le mobile.

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[Interview] Sir Ken Robinson at Miami Global Forum

So what has this explosion in technology meant for creativity and learning? According to Robinson, the impact has been enormous. “Tools have extended our physical reach, allowing us to do things physically we couldn’t otherwise do, but they’ve also expanded our minds,” he says. “The relationship between tools and intellectual, physical and spiritual development is really powerful.”


But while Robinson believes that tools play an important role in creativity, he sees an even higher calling for technology. “The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”


For the best performing schools, technology has become an enabler of creativity and innovation, and Robinson believes it has the potential to do even more. “A lot of advocates of the standards movement think that creativity is some recreational activity, a distraction we don’t have time for,” he says. “The real situation is that adopting creative approaches to teaching and learning is among the best ways of engaging kids’ interests, imagination and therefore, raising standards.”


Creativity, as defined by Robinson, is also the basis for life-long entrepreneurship and innovation, highly sought-after in the 21st century workforce. He believes that, by unleashing students’ creativity, we can help them develop the kinds of skills that will serve them well in their careers, and as leaders of future generations.


In today’s thought-provoking Daily Edventure, Sir Ken and I discuss the state of education, technology and creativity, and what it all means for society. But there’s no better way to close out this post than by sharing the sign-off from the always-quotable Robinson’s keynote: “If we start to rethink some of the fundamental principles of education, [and] its relationship with technology, there’s a better chance that we will create the world that we and our children will want to live in.”


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I believe in the 70:20:10 framework

I believe in the 70:20:10 framework | :: The 4th Era :: | Scoop.it

Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.


The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.



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New Learning Times : Article The Teacher’s Turn for Adventure

New Learning Times : Article The Teacher’s Turn for Adventure | :: The 4th Era :: | Scoop.it

by Carmen Jones


"Recent research focuses on gamification for students, but what about gamification for pre-service and in-service teachers? Quest2Teach aims to help future educators bridge theory and practice within instructor-led courses in an online environment. In this game, which uses a "small game" (i.e., containable and personalized) framework, teachers develop an avatar that they use to engage in learning virtually across semesters. The 3D, virtual reality platform allows teachers to "learn through doing," experimenting, and practicing before entering a real classroom environment. Quest2Teach, in the spirit of John Dewey and Lev Vygotsky, sees experiential learning as essential to education, whether the learner is a teacher or student."

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Creating an Engine for Breakthrough Innovation in STEM Education | Office of Innovation and Improvement

Creating an Engine for Breakthrough Innovation in STEM Education | Office of Innovation and Improvement | :: The 4th Era :: | Scoop.it

from the website

by Russell Schilling


"Every organization can benefit from an internal group that focuses on promoting and creating game-changing innovations. At the Department of Education, a new STEM office is working hard to build the foundation for an advanced research infrastructure that can uncover breakthrough innovations to benefit schools, educators, and students. Click here or on the above title to learn more from Russell Shilling, executive director of the STEM office."

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The Growth Mindset : Telling Penguins to Flap Harder ? ~ The Disappointed Idealist

The Growth Mindset : Telling Penguins to Flap Harder ? ~ The Disappointed Idealist | :: The 4th Era :: | Scoop.it
I’m going to structure this blog in a way which will hopefully be easy to follow. First, some evidence and anecdotes which seem to contradict the way Dweck’s theory is increasingly being presented (I entirely acknowledge, by the way, that Ms Dweck is much more nuanced in her conclusions than is sometimes suggested by those who cite her name while outlining a much more black-and-white worldview). Then I’ll note some arguments as to why we should be rather cautious about adopting the “Growth Mindset” approach as some sort of universal principle. David Didau has already covered much of this ground in his blog, but if we never allowed for repetition in the blogosphere, there’d be nothing left on the internet except rude videos and pictures of kittens, so I’m going to do it anyway.
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Who Gets to Graduate? ~ NY Times

Who Gets to Graduate? ~ NY Times | :: The 4th Era :: | Scoop.it

by Paul Tough


"When you look at the national statistics on college graduation rates, there are two big trends that stand out right away. The first is that there are a whole lot of students who make it to college — who show up on campus and enroll in classes — but never get their degrees. More than 40 percent of American students who start at four-year colleges haven’t earned a degree after six years. If you include community-college students in the tabulation, the dropout rate is more than half, worse than any other country except Hungary.

"The second trend is that whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. To put it in blunt terms: Rich kids graduate; poor and working-class kids don’t. Or to put it more statistically: About a quarter of college freshmen born into the bottom half of the income distribution will manage to collect a bachelor’s degree by age 24, while almost 90 percent of freshmen born into families in the top income quartile will go on to finish their degree."


Jim Lerman's insight: For anyone interested in or concerned about college enrollment and completion, this article is absolutely essential reading.

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It's Little Richard. 1964 UK TV Show - YouTube

"Recorded in Manchester, UK in November 1963 when Little Richard was invited into the Granada TV studios to tape this special while headlining a UK tour featuring, amongst others The Everly Brothers and a virtually unknown band at the time called The Rolling Stones.


"Probably the best live performance ever recorded. Commencing with a storming version of William tell overture by Sounds Incorporated, Little Richard then opens with Rip It Up, after which The Shirelles sing two numbers and then join with Richard for the gospel number Joy, Joy, Joy.


"Part 2 is all Little Richard, getting more frantic with each number as he storms through Lucille and Long Tall Sally. The soulful, Send Me Some Lovin' follows before Richard sets the studio alight with, Whole Lotta Shakin Goin On, Hound Dog, Good Golly Miss Molly, Tutti frutti, and finishing with a stomping version of Jenny Jenny. Originally transmitted on 8th Jan 1964."


Jim Lerman's insight: Well this post is certainly off-topic, but I came across it tonight and just had to share. Here is Little Richard, one of the greatest  and most original American talents of late 1950's rock n roll, in an amazingly informal UK TV special just before the dawn of the Beatles era. There are so many iconic cultural moments here; not the least of which is Little Richard's virtually non-stop 37-minute performance. Sit back, enjoy, and watch the audience shed their inhibitions and learn how to dance. I dare you to sit still through the whole video.

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Teachers Handbook on Creative Commons and Copyright ~ Educational Technology and Mobile Learning

Teachers Handbook on Creative Commons and Copyright ~ Educational Technology and Mobile Learning | :: The 4th Era :: | Scoop.it

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EdTechSandyK: ThingLink for Video Adds Interactivity

EdTechSandyK: ThingLink for Video Adds Interactivity | :: The 4th Era :: | Scoop.it

by Sandy Kendall


"Enter ThingLink for Video, which was one of the recommendations for adding interactivity made by the course instructor. If you are familiar with ThingLink, you know it's a tool for adding clickable icons to graphics. Recently, they've added an option for adding clickable icons to videos.

"The only catch is, if you want to try ThingLink for Video, you have to purchase ThingLink premium. A one year subscription for educators is $35. I got a slight discount as a member of the MOOC, so I went for it. Even though I'd never signed up for or used the original ThingLink before. Time to find out what all the fuss is about!"

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10 Trends for 2015

10 Trends for 2015 by Havas Worldwide. While two years ago, the report noted the coming rise in “co-” words (co-create, co-parent, copreneur), for 2015 “self-” is the overriding idea.


Via Kenneth Mikkelsen
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Josie Gibson's curator insight, December 12, 3:24 PM

Via Kenneth Mikke

Andrew Wilson's curator insight, December 13, 2:48 AM

http://richardverkley2.wordpress.com/2014/06/19/want-to-know-who-is-richard-verkley/

Paula King, Ph.D.'s curator insight, December 14, 2:19 PM

Very interesting predictions.  Worth looking at if marketing and strategy are your interests.  

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iPads and Arts Education: Rewriting Cultural Narratives with The 524 Project

iPads and Arts Education: Rewriting Cultural Narratives with The 524 Project | :: The 4th Era :: | Scoop.it

by Jeff Gilliland


"In recent years, much has been made of connected learning, and of new media's power to expose students to new ideas, perspectives, and communities of thought. But what about those students given few opportunities to see beyond their own backyards, or for whom the 24-hour media cycle can seem like a relentless onslaught of violence, negativity, and stereotyping? How can we as educators use the tools of connected learning to empower students to take their stories into their own hands and speak out on behalf of the places and people they call home?

Sense of Place via Technology

"This was the core question posed by The 524 Project, a dynamic collaboration between arts educators in Washington, DC and Detroit. Inspired by a 2009 TED Talk given by novelist Chimamanda Ngozi Adichie on "the danger of a single story," DC-based Young Playwrights' Theater (YPT) and Detroit-based InsideOut Literary Arts Project (iO) developed a hybrid curriculum of spoken word poetry, playwriting, and media arts that empowered our students to challenge the mainstream culture's prevailing narratives about their cities. We called the program The 524 Project, after the 524 miles between DC and Detroit, and in the spring of 2014 we taught it simultaneously to a class at Ballou Senior High School in southeast DC and a class at Western International High School in southwest Detroit."

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The Flipped Classroom Model: A Full Picture

The Flipped Classroom Model: A Full Picture | :: The 4th Era :: | Scoop.it

by Jackie Gerstein


"What follows is an explanation of the Flipped Classroom Model, a model where the video lectures and vodcasts fall within a larger framework of learning activities. (Note: I am titling it the Flipped Classroom Model to get folks’ attention given the Flipped Classroom popularity right now.  It really is a cycle of learning model.)  It provides a sequence of learning activities based on the learning theories and instructional models of Experiential Learning Cycles – http://reviewing.co.uk/research/learning.cycles.htm and Bernice McCarthy’s 4MAT Cycle of Instruction- http://www.aboutlearning.com/what-is-4mat/what-is-4mat."

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