Educational Technology and Mobile Learning: The Do’s and Don’ts of Giving an Effective Presentation April 8, 2017 When it comes to presentations, no matter what industry you’re in, creating that first impression and providing a presentation that will win over your audience comes with its pressures. Standing in front of that audience and involving them in what you’re saying is important in the success of any presentation. If you have great content, your presentation has a great starting point for success and will help to give you confidence as a presenter. The content of your slides will set the scene of your presentation, where the words used really do matter. You also need to take into consideration all three elements of physical communication when presenting – words, tone of voice and body language. With the right preparation and the right attitude, you can channel your nerves and improve your confidence. Some key do’s and don’ts for communicating your message effectively are as follows: By Natalie Atterbury from Walkerstone.com
4 Types of Learning Goals --The Project Approach There are many social and scientific concepts fundamental to our way of life which children can learn in the context of the school classroom. These have been well documented in curriculum guides and school text books. Knowledge also takes the form of stories, personal anecdotes, myths, songs, poems and other art works. Information: facts, cultural perspectives, stories, works of art Concepts: schemas, event scripts, attributes and categories Relations: cause and effect, how objects and processes relate, part-whole Meaning: personal experience of knowledge, individual understanding Skills are relatively small, clearly defined, observable units of behaviour or action. Basic academic skills: talking, reading, writing, counting, measuring Scientific and technical skills: data management, use of computers and scientific equipment, observation Social skills: cooperation, discussion, debate, negotiation, teamwork Personal relationships: give and take, appreciation, assertiveness
Growth Mindset: Clearing up Some Common Confusions By Eduardo Briceño A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. Confusion #1: What a growth mindset is When we ask people to tell us what the growth mindset is, we often get lots of different answers, such as working hard, having high expectations, being resilient, or more general ideas like being open or flexible. Confusion #2: To foster a growth mindset, simply praise children for working hard A body of research has shown that telling children that they’re smart and implying that their success depends on it fosters fixed mindsets. This research was designed to learn more about one of the ways to support a growth mindset, not to identify all there is to fostering a growth mindset. Fourth, praise and coaching are not the only, or most powerful, ways to foster growth mindsets. Confusion #4: All that matters is what’s in the mind
20 Strategies for Motivating Reluctant Learners Kathy Perez has decades of experience as a classroom educator, with training in special education and teaching English language learners. She also has a dynamic style. Sitting through her workshop presentation was like being a student in her classroom. She presents on how to make the classroom engaging and motivating to all students, even the most reluctant learners, while modeling for her audience exactly how she would do it. The experience is a bit jarring because it’s so different from the lectures that dominate big education conferences, but it’s also refreshing and way more fun. Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. “If we don’t have their attention, what’s the point?” She’s a big proponent of brain breaks and getting kids moving around frequently during the day. 1. 2. 3. 4. 5. 6. 7. 8. NED’s GREAT EIGHT 9.
Enliven Class Discussions With Gallery Walks Students routinely talking with each other should be a staple in classrooms. We know this as teachers. Social development theory (and I’m sure plenty of your own observational data) backs up the benefits of it. However, if we want our classrooms to be truly student centered, then our students also need to be sharing—and teaching each other—in much grander ways than just pair and share. Gallery walks get students up and out of their chairs and actively engaging with the content and each other. Published poemsHistorical imagesThought-provoking statementsHot-button topics Whether the gallery consists of materials made by students or by others, students can contemplate these artifacts silently while circulating, respond in conversation with a gallery walk partner, or jot down comments on sticky notes and paste them next to the displays. Here are five specific suggestions for gallery walks in your classroom: 1. 2. 3. 4. 5. Gallery walks make learning social, student-centered, and engaging.
The Four Types of E-Learning – Bersin by Deloitte Now that you're thinking about using PowerPoint for courseware, when should you use it? Think "Informational" – not "Instructional" Breeze is a fantastic new product. But where does it fit? The first question you should ask is: What kind of e-learning application do you really need? The Four Categories of E-Learning Applications We have found through our research and work with many clients that learning applications fall into four major categories. © "Four Categories of E-Learning" – Bersin & Associates, 2003 all rights reserved. As you can see from this table, depending on your business need, any given problem "the problem of a new price schedule" may be solved using one or more of these four models. (Our research paper Blended Learning: What Works™ goes into this model in much detail.) The Issues of Cost and Time These four categories of e-learning differ in several ways. Typical costs per instructional hour are as follows: The main issue is time. The second problem is cost.
Carol Dweck Explains the False Growth Mindset The mindset ideas were developed as a counter to the self-esteem movement of blanketing everyone with praise, whether deserved or not. To find out that teachers were using it in the same way was of great concern to me. The whole idea of growth-mindset praise is to focus on the learning process. When you focus on effort, [you have to] show how effort created learning progress or success. Gross-Loh: What should people do to avoid falling into this trap? Dweck: A lot of parents or teachers say praise the effort, not the outcome. Students need to know that if they’re stuck, they don’t need just effort. All of this is part of the process that needs to be taught and tied to learning. Gross-Loh: Is there a right way to praise kids and encourage them to do well? But we have a new line of research (with my former graduate student, Kyla Haimovitz) showing that the way a parent reacts to a child’s failure conveys a mindset to a child regardless of the parent’s mindset.
Guidelines for Developing a Question | Professional Learning & Leadership Development One that hasn't already been answered Higher level questions which get at explanations, reasons, relationships. "How does...?", "What happens when...?" How To Ensure Students Are Actively Engaged and Not Just Compliant | MindShift | KQED News Engagement is a crucial part of learning, but ensuring students are actively engaged is more complex than whether a student is paying attention or not. As technology has made its way into the classroom many educators describe how attentive students are when on devices, but a quiet, outwardly behaved student is not the same thing as one that is truly engaged. The kind of engagement that leads to learning is three dimensional. Too often educators look at engagement as a “yes or no” question: students are either engaged or they’re not. “That is absolutely not an appropriate way to view it,” said John Almarode, associate professor at James Madison University and co-director of the school’s Center for STEM Education and Outreach. When Almarode visits classrooms he looks for behavioral, emotional and cognitive engagement at play together. When Almarode visits classrooms he looks for eight different qualities that indicate students are engaged. Katrina Schwartz
All 4 Learning Styles Activists involve themselves fully and without bias in new experiences. They enjoy the "here and now" and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: "I'll try anything once". Pragmatists are keen on trying out new ideas, theories and techniques to see if they work in practice. Theorists adapt and integrate observations into complex but logically sound theories. Reflectors like to stand back to ponder experiences and observe them from many different perspectives.