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Arvind Gupta: Turning trash into toys for learning

Arvind Gupta: Turning trash into toys for learning

Wikiversity Del caos al orden: encontrar, filtrar y coleccionar contenido educativo En mi experiencia una de las mejores maneras de aprender un tema específico es investigando, organizando y construyendo tu propio marco personal de información con recursos, herramientas y experiencias alrededor del tema. Cuando pasamos de memorizar un contenido que se nos da predeterminado a coleccionar nuestro propio temario según nuestros intereses, nos sumergimos en una actividad de exploración personal, descubrimiento y comprensión desde el inicio, que sin duda resulta en un aprendizaje muy efectivo. Un buen libro de texto (en papel, digital o interactivo) puede seguir siendo el punto de partida para aprender un tema en el aula, pero en ningún caso la exploración de información debería quedar limitada aquí. Los estudiantes deben aprender a aprender. Para aprender a separar el grano de la paja, los estudiantes deberían participar activamente en un proceso de curación digital junto con el profesor. ¿Eres un buen curador de una materia educativa? Foto por Marina Noordegraaf

Internship Programme The United Nations provides opportunities for students enrolled in a graduate programme to undertake an internship at its Headquarters in , , , , , , and . This Internship Programme is for the United Nations Secretariat in New York only. Eligible candidates interested in participating in an internship at the United Nations Headquarters in New York can apply by visiting the United Nations Career Portal, at . Please continue to read through our website for more information and guidelines. to provide a framework by which graduate and post-graduate students from diverse academic backgrounds may be assigned to United Nations Offices where their educational experience can be enhanced through practical work assignments. to expose them to the work of the United Nations. gain experience in the work of the Organization with the objective of deepening their knowledge and understanding of the United Nations's goals, principles and activities.

They Don't Teach You This In School — The Stuff You Really Should Be Learning Resources for Teaching About Surviving on Minimum Wage Teaching economics is one of my favorite things to do each year. A big part of the reason that I enjoy teaching economics is that learning about money gets my students excited about class. Another reason that it's fun to teach is that economics easily lends itself to simulation activities that get kids actively engaged in learning. In the past I've used simulations created by the Buck Institute and simulations created by Biz Ed. The purpose of Life on Minimum Wage is for students to recognize how difficult it is to save money when your only job(s) pay minimum wage without benefits. All of the jobs in Life on Minimum Wage are connected so that if one "business" slows production or closes, the workers of another business are also effected. I've published all of the rules of the game and needed "cards" as a Google Document which you can view here. Life on Minimum Wage - Lesson Plan -

Digital Learning Day: The aftermath Well, yesterday was Digital Learning Day. By all accounts, it was a busy day across the country. Lots of conversation and high-profile events and demonstrations of students doing cool stuff with technology… Should every school day be Digital Learning Day? Here are a few things that caught my eye from the unrelenting stream of educational technology news yesterday: Instructure Canvas is now available to P-12 educators. And, of course, we here at CASTLE were busy too.

Interactive Lectures Created by Heather Macdonald College of William and Mary and Rebecca Teed, SERC and updated by Gail Hoyt, University of Kentucky, Jennifer Imazeki, San Diego State University, Barbara Millis University of Texas, San Antonio, and Jose Vazquez-Cognet University of Illinois at Urbana-Champaign. This module on Interactive Lectures provides strategies and specific examples of techniques and activities designed to involve students in large and small lecture-based classes. The module is designed for the instructor who does not want to replace lecture, but rather to enhance and punctuate lecture to create an interactive classroom experience while maintaining lecture as the primary content delivery mechanism. What is interactive lecture? An interactive lecture is an easy way for instructors to intellectually engage and involve students as active participants in a lecture-based class of any size. What is Interactive Lecture? Why use interactive lecture? Why Use Interactive Lecture? Examples

10 reasons Ph.D. students fail Focus on grades or coursework No one cares about grades in grad school. There's a simple formula for the optimal GPA in grad school: Optimal GPA = Minimum Required GPA + ε Anything higher implies time that could have been spent on research was wasted on classes. During the first two years, students need to find an advisor, pick a research area, read a lot of papers and try small, exploratory research projects. Learn too much Some students go to Ph.D. school because they want to learn. Let there be no mistake: Ph.D. school involves a lot of learning. But, it requires focused learning directed toward an eventual thesis. Taking (or sitting in on) non-required classes outside one's focus is almost always a waste of time, and it's always unnecessary. By the end of the third year, a typical Ph.D. student needs to have read about 50 to 150 papers to defend the novelty of a proposed thesis. The price of all this "enlightenment" was an extra year on my Ph.D. Expect perfection Procrastinate Aim too low It is.

Web literacy: Where the Common Core meets common sense We believe it’s essential for every teacher to develop lessons that challenge students to learn how to verify sources; here’s one example By Alan November and Brian Mull Read more by Contributor May 25th, 2012 “To ensure that students learn the grammar and strategies of the web, we believe it’s essential for every teacher to develop lessons that challenge students to learn how to verify sources,” the authors write. (Editor’s note: This is Part Two of a series of articles on developing web literacy among students. To read Part One, click here.) Are you as worried as we are that the overall impact of technology on our children’s ability to solve complex research problems is negative? Research shows that students primarily use one search engine and then only look at the first page of results. A very depressing view of the state of American students’ approach to internet research comes from a recent op-ed piece in the Wall Street Journal.