Alli Kielsgard
Psych interests. Psych interests. MBTI Myers Briggs. Myers-Briggs. Myers-Briggs. Design principles. Social Trends. 5 ways tech has changed professional development. Technology has not only changed the way students learn but also the way educators grow through professional development. We talked with tech-savvy, leadership-oriented teachers, principals and professional development organizations to find out what’s trending. 1. Educators are teaching one another on their own time—at edcamps, and beyond. In 2009, the edcamp, a new form of professional development, was born. At these free, noncommercial “un-conferences” on Saturdays, educators gather informally to share their knowledge. The schedule is built that morning, as participants volunteer to teach different (usually tech-related) workshops, such as how to use a social learning network in the classroom.
Last year Dana Sirotiak, a high school history teacher in Hackensack, N.J., helped organize edcamp New Jersey, which drew more than 200 educators, and she taught a workshop on increasing family involvement. “Everybody there is positive, and they have similar goals, just different backgrounds. 2. 3. Build engaged audiences through publishing by curation. | Scoop.it. How A Simple Checklist Can Improve Learning. How A Simple Checklist Can Improve Learning From reminding us of what to pack for a trip to helping doctors perform surgery, checklists are crucial for projects that require sequential steps or a series of tasks.
As Atul Gawande points out in his book “Checklist Manifesto,” checklists break down complex tasks and also ensure consistency and efficiency if more than one person is working on a project. If checklists are so effective for airline pilots, skyscraper construction teams, and heart surgeons, why shouldn’t students use them as well? Checklists can benefit students in the following ways: For younger students, simple, task-based checklists can help them become accustomed to following steps, adding order to the relative chaos of learning, and offering a pathway to accomplishing complex tasks.
Improving Metacognition Education specialist Dr. “Used effectively, checklists can help students develop metacognitive awareness of their intellectual processes,” Rowlands explained. Wunderlist. Paired Associates Memory Assessment - Cambridge Brain Sciences. In this task you have to remember which objects are hidden in different boxes. Psychologists call the skills required for this task 'paired-associate-learning', as you are required to learn to pair two items in memory - in this case the type of object and the location of the object.
When one of the paired features is revealed (in this case the object), you have to remember its associate (the location it is hidden in). This type of learning is essential in everyday life, for example when learning new words. When you learn a new word, not only do you learn the word itself, but you have to pair this with the meaning it represents. Along with our colleagues at the University of Cambridge and at the Institute of Psychiatry in London, we investigated which areas of the brain become active when performing this task. Furthermore, we studied what happens to this activation pattern when the task gets harder and harder. References Gould, R.L., Brown, R.G., Owen, A. Visual Spatial Span Assessment : Cambridge Brain Sciences. The spatial span task exercises your visuospatial working memory; the component of working memory that allows you to temporarily hold and manipulate information about places.
Many everyday activities involve visuospatial working memory, including finding your way around your environment, judging the position of other motorists while you are driving and searching for your keys. According to one very influential cognitive model of working memory (Badderly & Hitch, 1974) visuospatial working memory depends on a specialised sub-component of the working memory system. This is referred to as the ‘visuospatial sketchpad’ and is thought to have a visual ‘cache’, responsible for storing visual form and colour information, and an ‘inner scribe’ which deals with spatial and movement information.
This task places significant demands on the inner scribe. How many squares can you remember? References -Bor, D., Duncan, J., Wiseman, R.J. Verbal Working Memory Assessment - Cambridge Brain Sciences. How to Memorize Things Quickly. People like to joke that the only thing you really “learn” in school is how to memorize. As it turns out, that’s not even the case for most of us. If you go around the room and ask a handful of people how to memorize things quickly, most of them will probably tell you repetition. That is so far from the truth, it’s running for office. If you want to memorize something quickly and thoroughly, repetition won’t cut it; however, recalling something will.
The problem is that recalling something requires learning, and we all learn in different ways. Below are some universal steps to mastering the art of recalling so that you can start memorizing a ton of data in a short amount of time. Before we start, you need to establish something: are you an auditory, visual, or experiential learner? Step 1: Preparation To optimize your memorization session, pay close attention to which environment you choose. Next, start drinking some tea. Step 2: Record What You’re Memorizing Step 3: Write Everything Down.
Apps.