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Authentic Student Learning

Authentic Student Learning
Related:  Educational Theory and PracticeAuthetik Learning

Helping Shy Students All teachers have had shy students in their classroom. These children are the ones who keep to themselves and quietly complete their work, often hiding from the attention of the teacher or their classmates. However, some of these children are not just shy or quiet but may have social anxiety disorder. How do teachers know if a student is suffering from social anxiety? Disproportion—Is the stress unrealistic for the situation? What specific behaviors should teachers look for in the classroom? Teachers can make important observations that can help to identify a child who is suffering from social anxiety. In order to alleviate their anxiety, most children with social anxiety try to actively avoid anxiety-producing situations. It is important to realize that teachers and parents can play a role in unwittingly fostering this avoidance. What can be done to help students with social anxiety? There are three components that can be targeted to decrease the social anxiety a child experiences.

Anderson and Krathwohl - Bloom's Taxonomy Revised - The Second Principle Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001) Contact Leslie A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively Background: Who are Anderson and Krathwohl? Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Taxonomies of the Cognitive Domain Table 1.1 – Bloom vs. (Diagram 1.1, Wilson, Leslie O. 2001) Sources:

Johns Hopkins University: New Horizons for Learning Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used. Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author. Our first journal issues feature articles on neuroscience, creativity, counseling, technology, data-driven decision making, museum education, arts integration, special education, early education, cultural literacy, action research, Universal Design, international exchange programs, higher education, teacher preparation and more: New! Vol.X No. 2, Special Edition: Focus on Autism Vol. It's Here!

Why did the Templars mark this mysterious spot on the map? - BBC Reel Delve into the myths and legends that surround the mysterious Knights Templar. The Templars' mystical 'place of power'The hermitage of San Bartolomé was built by the Templars in a very specific spot.Now Playing A Templar town's underground twinUnder the hill town of Osimo lies a network of tunnels and chambers mysteriously connecting the city's palaces.Watch now HistoryThe secret 'Vatican' of the TemplarsSome of the most powerful members of the Knights Templar were buried at The Church of Santa Maria do Olival.Watch now HistorySintra's mysterious 'inverted tower'BEST OF 2019: Quinta da Regaleira's 'inverted tower' celebrates Portugal's Templar past.Watch now

The Association for Bright Children Ontario Strategic Intelligence Differentiating Instruction Within the four ways for differentiating instruction there are embedded several other learning strategies which are used in conjunction with each other. The Strategies: Readiness / Ability Teachers can use a variety of assessments to determine a student's ability or readiness. However, readiness is constantly changing and as readiness changes it is important that students be permitted to move between different groups (see flexible grouping). Varying the level of questioning (and consequent thinking skills) and compacting the curriculum and are useful strategies for accommodating differences in ability or readiness. Adjusting Questions During large group discussion activities, teachers direct the higher level questions to the students who can handle them and adjust questions accordingly for student with greater needs. An easy tool for accomplishing this is to put posters on the classroom walls with key words that identify the varying levels of thinking. Compacting Curriculum Reading Buddies

Developing Quality in Mathematics Education Complying with EU data privacy laws: The DQME3 Project Personal Data Protection Policy From May 25th, 2018 new EU laws have been in force to protect personal data privacy. These laws require us to provide a Data Privacy Policy for our Project, especially with regard to data collection for our newly restored DQME Webpage. It also requires us to ask you to confirm that you have read and agree to our Personal Data Protection Policy details below. (1) The DQME3 Project is, and always has been, a philanthropic, educational, non-commercial and non-profit association and will never pass on private/personal data to any other person. (2) The only reason personal data is retained is so that we can, if necessary in the future, legally protect copyright material on the DQME3 website that people have accessed by registering and sending us their personal details (given name, family name and email address only). Dr. 26th June, 2020. By pressing the ACCEPT button you agree to:

Cognitive Constructivism Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information. BackgroundView of KnowledgeView of LearningView of MotivationImplications for TeachingJean PiagetWilliam G. PerryReferences Background Dissatisfaction with behaviorism’s strict focus on observable behavior led educational psychologists such as Jean Piaget and William Perry to demand an approach to learning theory that paid more attention to what went on “inside the learner’s head.” View of Knowledge While behaviorists maintain that knowledge is a passively absorbed behavioral repertoire, cognitive constructivists argue instead that knowledge is actively constructed by learners and that any account of knowledge makes essential references to cognitive structures. View of Learning View of Motivation Implications for Teaching Jean Piaget William G. William G.

Confirmation bias in science: how to avoid it One of the most common arguments against a scientific finding is confirmation bias: the scientist or scientists only look for data that confirms a desired conclusion. Confirmation bias is remarkably common—it is used by psychics, mediums, mentalists, and homeopaths, just to name a few. As you may guess from such a list, deliberate use of confirmation bias is held in low esteem by scientists, and allowing confirmation bias to get the better of your results is regarded as a particularly sad form of incompetence. Yet, whenever science meets some ideological barrier, scientists are accused of, at best, self-deception, and, at worst, deliberate fraud. The amazing case of N-Rays To understand how N-rays came about, we need to go back to the late 18th century and consider the cultural milieu of the time. Scientists were a part of this, and national pride provided a significant motivation for their work. That is, they hadn't until Prosper-René Blondlot announced the discovery of N-rays.

Constructivism (common misunderstandings) Summary: Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective. Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Keywords: Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning. Constructivism A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Vygotsky’s social development theory is one of the foundations for constructivism.