Before Reading or Watching Videos, Students Should Experiment First The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. By David Plotnikoff A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction. The findings were featured in the April-June issue of IEEE Transactions on Learning Technologies. “We are showing that exploration, inquiry and problem solving are not just ‘nice to have’ things in classrooms.
Curso Interactivo: Aprende a Aprender, Método y Técnicas de Estudio, (ILVEM-VERLAC) Si notas que cuando estudias no te concentras, tus hábitos de estudios no son los mejores, últimamente te sientes deprimido porque no estas dando todo lo mejor de tí pues es momentos que hagas un cambio en tus hábitos de estudio, para eso este excelente curso interactivo con videos, instalable en tu PC, que te guiará en el proceso de mejorar esos hábitos de estudio que habías perdido. La paradoja de la memoria reside en que requiere estabilidad para mantener el conocimiento previo y cambio para incorporar lo nuevo. Una buena memoria depende del equilibrio entre ambos factores para ingresar, registrar, retener y recuperar información. Nota: Si después de la instalación el programa al ejecutar les pide el disco, solamente montan la imagen en un disco o virtualmente.
untitled Gimnasia para el cerebro: 7 ejercicios que despertarán tus neuronas En la primavera hay buen tiempo. Sale el sol, los pájaros cantan, las flores abundan y dicen que el amor toca la puerta a varios corazones. Sin embargo, esto no es así para todos, ya que existe una gran parte de la población que sufre un trastorno estacional llamado astenia primaveral y que produce en las personas cansancio físico e intelectual, falta de concentración y decaimiento. ¿Han escuchado que en la primavera ocurre un aumento de suicidios? ¿Maldita primavera? La astenia es un trastorno causado principalmente por el aumento de las temperaturas y mayores horas de luz en el día, en el cual el cuerpo no logra adaptarse al cambio estacional. Brain Gym El sociólogo estadounidense Paul Dennison, después de tener varias experiencias con sus pacientes que acudían a él por problemas de aprendizaje, expresión, concentración, entre otros, buscó la forma de comunicar las neuronas de las persona. 1. Tocar enérgicamente la rodilla izquierda con el codo derecho y viceversa. 2.
10 Questions to Ask When Designing Your Company's Logo Great logos are recognizable in a blink. They also should make a lasting impression. Target hits the bullseye, Nike goes swoosh, and Apple catches the eye. All three company’s iconic logos are unique, memorable and stand the test of time. They instantly and consistently do what a potent logo should: Identify a brand, make it stand out and, ideally, drive customer interest and sales. We all know great logos, but we don’t all know that great logos aren’t easy to create. Related: 5 Must-Haves for a Successful Logo “We have less time and less space to tell our stories in than ever before,” says Alina Wheeler, a Philadelphia-based branding expert and author of Designing Brand Identity (John Wiley and Sons, Inc., fourth edition, 2013). Here are 10 essential questions to ask when designing your company’s first logo: 1. Wheeler separates logos into four categories: Wordmarks are freestanding word or multi-letter abbreviation groupings comprising a logo, a.k.a. logotypes. 2. 3. 4. 5. 6. 7. 8. 9.
Behavior Plans/Classroom and Group Support/Teacher Tools/Positive Reinforcement | Special Connections Positive Reinforcement What is positive reinforcement? Positive reinforcement is anything that occurs after a behavior that increases the likelihood that the behavior will reoccur. Many teachers do not believe in positive reinforcement because they do not want to reward students for just doing what is expected. This attitude is unfortunate. Positive reinforcement naturally occurs in everyone’s daily lives from infants to the oldest adult. Why is it important to use positive reinforcement in the classroom? Techniques based on positive reinforcement are often perceived to threaten individuals’ freedom as autonomous human beings (Maag, 2001b). What characteristics does an effective group positive reinforcement include? Find what is reinforcing. The trick to effective positive reinforcement is finding what is truly reinforcing to students. Make the reinforcements inexpensive and easy. Many teachers feel budget constraints and pressure to meet all academic requirements. Type Definition Pros Cons
untitled To Foster Productivity and Creativity in Class, Ditch the Desks! By Leslie Harris O’Hanlon When elementary school teacher Erin Klein sat in one of her students’ desks last year, she noticed a few things about her classroom space. For one, the room itself was long and narrow, and the space was awkward. Large, clunky student desks crowded the classroom. “The desks didn’t allow for much collaboration or comfort,” said Klein, who teaches at an independent elementary school in Bloomfield Hills, Michigan. What she wanted was a classroom where students could move around freely, sit comfortably, and work together. “So I decided that the desks were in our way,” she said. That thought led her to start the process of redesigning her room last school year to make it a more inviting space for her students. Research supports the link between classroom space and student learning, Klein said, including work done by Susan Kovalik at The Center for Effective Learning. But there’s one important factor to consider: Get input from your customers — the students.
The Center for Effective Learning - Susan Kovalik & Associates, Inc. - Educational Professionals Zaption - Interact & Learn with Video Lessons Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach This is the first of a two-part conversation with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of Who’s Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World and World Class Learners: Educating Creative and Entrepreneurial Students. Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. This also means redefining excellence to focus on how well educators support individual pursuits. Whose Standards, and to What End?
Shifting to 21st Century Thinking » Futures thinking In academic circles futures thinking is associated with futures studies. Futures studies is described as an interdisciplinary “collection of methods, theories, and findings” (Miller, 2003, p.7) that helps people to ‘think constructively about the future’ (Bell, 1996 cited in Codd et al 2002, p.5). It has also been summed up as “the rigorous art of imagining”, with applied expressions across a range of fields from big business to education for sustainability. The emergence of futures studies The emergence of futures studies is generally credited to the late 1960s and early 1970s. Shell’s 1969-1970 Horizon Year Planning project led the way within business by constructing possible scenarios for business 15 years into the future. Forecasting versus scenarios This point about the difference between forecasts and scenarios is an important one because it hints at a range of ‘ways of thinking’ associated with scenario development specifically, and within futures studies in general. References