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TED Talks Why do people succeed? Is it because they're smart? Or are they just lucky? Neither. Analyst Richard St. John condenses years of interviews into an unmissable 3-minute slideshow on the real secrets of success.
PM - These 'secrets' of success can be applied to students learning and mastering a subject. Get passionate about it!
The can equally be applied to great teaching. 
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My keynote address given at Aoraki's staff development conference 2012. Some interactive slides have been removed.
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The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.
Use the 'Filter' pull-down menu above to search for topics by keywords. Via Kim Flintoff
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1 - The teacher's main task is to guide students through the learning process, not to dispense information.
@ University of California at Berkeley
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Since Sal Khan’s 2011 TED Talk, the Khan Academy has been nearly synonymous with “flipped classrooms.” This is because since then, Khan Academy has been promoted by the Gates Foundation as well as major media outlets like CNN and CBS. But, what the media and outsiders (non-educators) fail to recognize is that Khan Academy is “just a tool” and not a methodology or pedagogy on its own. Debates have raged simultaneously in educators’ circles, especially in social media and blogs, about the benefits (or lack thereof) of flipping. Through all of this, the term “flipped classroom” or even “flipping” has been misconstrued and inaccurately represented. Rather than argue about titles or labels, let’s get into the philosophy of flipping.
Too much of the discussion around flipping has been on the technology. Let’s begin to focus on the philosophical decisions teachers and schools need to make to move education forward in a connected world.
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Faculty often recommend study groups to students, especially in large courses or in courses where students typically struggle with the material.
Does participation in study groups formed this way make a difference in exam scores? Not according to a study of students in three sections of a 700-student, four-credit lecture and lab introductory biology course. Researchers had predicted that students who participated in study groups would score higher on exams in the course, but they did not. Their scores were not lower, but participating in a study group did not improve exam scores or scores on a pre- and post-content exam.
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