The Best Resources On Students Using Gestures & Physical Movement To Help With Learning. I’m a big fan of encouraging students to accompany learning with gestures and physical movement, particularly, though not exclusively, with English Language Learners. I thought I’d begin a short “The Best…” list on the topic, and ask readers to contribute additions. Here are my choices for The Best Resources On Students Using Gestures & Physical Movement To Help With Learning: Total Physical Response (TPR) is a mainstay of many ESL/EFL instructors. Teacher Joe has a nice short description of it, and here’s a much more TPR guide from the English Language and Literacy Center. Here’s a study on how gestures improve memory.
What’s a quick and easy way to improve learning? Brief training with co-speech gesture lends a hand to word learning in a foreign language is yet another study. I’ve previously written a post titled Using Gestures In Teaching & Learning. Learning a language may come down to gestures is a Washington Post report on a new study. Community Forums. Any valuable asessment of whether technology inhibits deeper learning should take into account whatever viable scientific research the current literature offers. Two rigorous studies which come very close to this subject ("close" in that they studied the effect of computer use at home on children's schoolwork) are available and should be considered carefully. The first was conducted by Ofer Malamud (University of Chicago) and Cristian Pop-Eleches (Columbia University) in Romania in 2009 to assess the potential success of the international One Laptop Per Child (OLPC) project.
Their findings report that "the effect on homework appears to have had real consequences for school performance. We found that children in a household who won a voucher (and therefore a free laptop and home Internet access) had signicantly lower school grades in Math, English, and Romanian" after one year. (Malamud & Pop-Eleches, 2009) The second was conducted in North Carolina, USA, by Jacob L. Vigdor and Helen F. The Complexity Of Learning. Teachers.pdf (application/pdf Object) College - Center for Advancement and Learning (CAL) Note taking Strategies Note taking strategies that are appropriate for most anthropology courses include pre-class preparation strategies, organizational formats like the Cornell approach and REAP, and reviewing and reorganizing notes (D.
Applegate, CAL). Each of these strategies is described in this section. Pre-Class Preparation Strategies Preparing for each lecture is an excellent way to improve the quality and quantity of your notes for nearly any class, and anthropology courses are no exception. Read the Book Be sure to do the required readings before they are to be covered in class. Specific reading strategies you might try for anthropology courses are discussed elsewhere in this page. Review Notes from Previous Days Without question, part of your anthropology preparation time should be devoted to reviewing notes from prior lectures before each new class.
A later section of this page gives specific strategies for reviewing lecture notes. Make a List of Questions Xerox Illustrations. Project-Based Learning 101 for Teachers Who Want t... - WeAreTeachers. Untangling the web: education | Technology | The Observer. In 1995, I took an extracurricular workshop at my university library on the world wide web. The objective was to familiarise attendees with how and why to use this new cyberspace thingy – in the context of education and for general use. I appear to have picked up a thing or two. Admittedly, I spent most of that afternoon waiting for images of Jarvis Cocker to load on the Pulp fan page, but the ambient learning experience wasn't lost on me; I also learned about browsing, browsers and how to browse through sources that might be academically useful. Remember, this was before Google made sense of web content, before Wikipedia defined everything and before Facebook (and MySpace and Friends Reunited before it) made learning social.
Jarvis aside, I sensed change within the hallowed halls of the ivory tower. Dr Hamish Macleod, who lectures on e-learning at the University of Edinburgh, advises against using the technology solely for disseminating educational content. Seven_practices.pdf (application/pdf Object) Principles of Effective Tutoring - Mount St. Mary's College, Los Angeles. By M.L. Greenwood. See Associate Director for text The following ten key points should serve as guidelines for tutors. They reflect the spirit and educational philosophy of Mount St. Building trust is essential to any learning or mentoring relationship. Students should learn new academic skills in every session. Tutors need to listen to the students' questions and needs. Students need to build confidence that they can actually develop the skill or learn the subject matter. Tutors should remind students that they (the tutors) understand what it's like to struggle with specific academic subjects and, in fact, that they've "been there" themselves.
If a particular approach is not working, don't be afraid to try something else. Tutors should remind students to "dive in" to the material, to attempt to solve problems even when they're not sure of how to do it, and to ask as many questions as they want. Tutors should empower students to affect the success of their own tutoring experience. Ten Takeaway Tips for Teaching Critical Thinking. Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical-thinking skills in your students. Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach.
But if you're just getting started, here are some concrete ways you can begin leveraging your students' critical-thinking skills in the classroom and beyond. 1. Questions, questions, questions. Questioning is at the heart of critical thinking, so you want to create an environment where intellectual curiosity is fostered and questions are encouraged. For Jared Kushida, who teaches a global politics class called War and Peace at KIPP King Collegiate, "lecturing" means integrating a flow of questions throughout a lesson. "I rarely go on for more than 30 seconds without asking a question, and I rarely stop at that one question," he explains. 2. 3. 4. 5. Lively discussions usually involve some degree of differing perspectives. 6. 7.