The amount of do latest enhancements in sociological theory need to pay on the remarks of Marx, Weber, and Durkheim?

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The amount of do latest enhancements in sociological theory need to pay on the remarks of Marx, Weber, and Durkheim?

Most sociologists come to an agreement the fact that market could be the power in back of the present-day world. The full significant portions of a world i.e.essay pay nation-wide politics; faith, schooling, as well as ethical realms are all affected by the economy of their nation. The bourgeoisie as well as the proletariats referred to as the Haves along with the Have nots make an effort to coexist however it is the bourgeoisie that determines just how the our society will actions its options. New sociological practices like global capitalism, which refers back to the ongoing development of the international units of output, consumption and monetary trade, all their very own developmental elements connected to classical theorists as Marx, Weber and Durkheim. Read More

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Back to School Technology Checklist

Aside

As the school year begins and teachers inventory their supplies, set up and decorate their classrooms, it’s important to think not only about how they will use technology in their classroom, but about how they will ready their classrooms and their procedures for using technology. The following checklist will vary depending on the kinds of technology in use, the access teachers have to technological devices and the nature of services (like wifi) available at the school.
Technology in the Room Full Time
Many teachers are lucky enough to have all-day access to computers or other technological devices in the room. As we’re kicking off a new school year, here are some things to think about.
? How will you arrange the room so that all of the students can see the board?
? How will your students travel through the room to avoid upsetting hardware?
? Where can you effectively store your netbooks/laptops/tablets to maximize learning space and provide clear pathways?
Limited Access to Technology
For those teachers who are not lucky enough to have the technology housed in their classroom, there are other situations to ponder.
• If you’re signing out a projector to place on a desk from time to time, where should that desk be located? If you’ll be sharing a netbook cart, how easily can the cart be navigated through the classroom entrance? Are the desks or tables arranged so that the cart can be placed in a non-intrusive location?
• If there is a mobile projector with the cart, is there a clean, white place to project an image? Is the lighting on this surface conducive to image projection? Will you still want space on your dry erase board or chalkboard to write? In that case, you’ll need a separate wall for projecting.
• Another big issue is power. Where are the nearest outlets? Will you need an extension cord? Is there wifi or will you need an ethernet cable to reach the wall? Is there an Internet drop close enough?
• And, finally, what are the procedures for signing out materials and where do you sign them out?
Technology Must-Knows for Back to School
No matter what your access to technology is or the type of technology you are using this year, make sure you are aware of four things:
1. What technology do I have access to and for how long?
2. Who are the point people to talk to about my technology needs or issues?
3. What are the guidelines for teachers? For students?
4. What is my responsibility for the technology? And what is the students’ responsibility?
Getting all of the answers to these questions squared away now will allow you to focus on what really matters: teaching!

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Ten Guiding Principles for the Beginning of the Year

Although some of you would like a specific menu of first-day activities, it is more useful to give you the basic ingredients and a dash of confidence to compose your own plan. Here are the Ten Guiding Principles, the corresponding messages they convey to students, and suggestions for implementing each principle.
Ten Guiding Principles
1. Be Prepared Messages to Students: Teacher knows what she/he is doing.
2. Motivate Kids School is exciting.
3. Establish Routines and Schedules School is safe and predictable.
4. Establish Classroom Rules I will learn self-control.
5. Orient Students to School/Room I am comfortable and belong here.
6. Preview the Curriculum I will learn new things.
7. Let Students Decide and Choose We are all in this together.
8. Include a Literacy Experience Reading is wonderful!
9. Acknowledge Every Student I am special!
10. Review and Assign Easy Work I can succeed!

Be Prepared
Arrive at school very early. You will feel more confident if you can spend time checking out the room and feeling comfortable in it. Make sure that your name is on the board along with the schedule, there is a welcoming sign on the door, all your name tags are carefully prepared, the desks are arranged to your satisfaction, all your instructional materials are ready, and your plans are summarized on an index card for easy reference. I tend to go to the classroom at least 15 minutes before each of my class sessions. Laying out materials and writing the schedule on the board conveys to students that the teacher is well prepared and well organized and will help them pass from a state of uncertainty to a state of knowing and understanding.
Motivate Kids
Capitalize on anticipation this very first day. Provide a variety of highly motivating experiences. Keep the pace moving and overplan so you never drag anything out to fill time. Kids need to go home that very first day with the message that school/class is exciting. The first day can either reinforce good feelings about school or turn around bad ones. In middle or high school, a short demonstration or experiment serves this purpose. Make this a day that students will remember and talk about at home later that day. Make sure, whatever your activities, that kids will respond to the traditional question “What did you do in school today?” with a glowing smile and excited report, instead of a bored “I don’t remember,” or worse, “Nothing much.”

Establish Routines and Schedules
Begin to establish a set of daily routines that first day. Chapter 4 has dealt with routines at length, and you may have had an opportunity during a practicum to observe a variety of routine procedures and the effects of routines. Routines are a management tool for saving time and ensuring smooth functioning of the classroom. But they also provide the structure and security that help kids meet a basic need. We all make certain predictions about our environment, and when our predictions are verified in reality, we feel good. But when even one of our expectations goes awry (the car won’t start, or the alarm doesn’t go off, or the shower water is cold instead of hot), we can become disoriented. We need to do certain things by rote so our energies can be spent in more creative endeavors. Introduce some routines on that first day as they are needed; others can be introduced as the week progresses.
In addition to established routines, kids (and adults) appreciate a fixed schedule. We are creatures of habit, and when our schedules are disrupted by travel, or by house guests, or by any one of a number of outside factors, we become cranky. My students appreciate knowing how the two- or four-hour time block will be divided, and I always have an activities schedule, including times, on the chalkboard prior to class. They like to see if an exciting activity is coming up, or a videotape, or a simulation game, or maybe they want to mentally check off how much time there is until break. While I don’t always stick to the schedule, it’s always there as a guide, and students can predict the order of the session. Your students at all grade levels will also want the security of a schedule, and since it is in your head and or paper already, why not let them in on it by writing it along with the allotted times on a special part of the chalkboard?
Your first day/class should be planned within the context of your eventual daily schedule. While the first day will not be typical, neither should it be so different from a usual day that kids later are surprised and resistant to a new schedule that seems to come out of left field. Surprises are best introduced and most welcome within predictable routines and an established schedule.
Establish Classroom Rules
Begin to implement your discipline strategies and create a positive class climate that first day of class. This is the time to talk about and model a discipline system based on mutual respect, responsibility, and dignity. At no time will the students be better behaved than on the first day of class. Capitalize on their first-day formality. Collaboratively establish rules and then show the students you are consistent and fair in enforcing rules. This might be a time to explain the classroom meeting and have your first go at it. Middle school students can brainstorm the rules in small groups. Hopefully they will include some of these, but they may need your subtle (or not so subtle) suggestions:
•Be in your seat when the bell rings.
•Bring required materials, texts, and homework to class on time.
•Raise your hand to speak and listen to others.
•Respect each other’s space, person, and property.
•Be responsible.
Don’t let infractions slide that first day. The kids will be checking you out carefully. You can always lighten up as the year progresses, so start out a bit more firm than you plan to be by midyear. Pass all of their tests with flying colors by using your own good sense. This is also the day to send home the note to parents (in translation, if needed) that describes the class rules and procedures for enforcing them.
Orient Students
We all need to get our bearings in a new situation. And even though a change of scenery can be broadening, it is also very scary. On most vacation tours, no matter how tightly or loosely scheduled, a quick orientation tour of every new city encountered is the first order of business. Students are no different in that they need to quickly get their bearings in a new school or classroom. The easiest way to orient new students, second language learners, and returning students to their school is to take a walking tour that first morning, pointing out such places of interest as the restrooms, water fountains, principal’s office, and nurse’s office. You may need to point out school bus stops, places to line up after lunch, the cafeteria, assigned fire drill locations, and appropriate exits. Let the students know what the bells or other signaling devices mean. With older children you can construct a school map together or organize a treasure hunt to help old-timers orient new children to the school plant. In middle and high school, review a map of the school site.
In the classroom, schedule a walk around the room using just eyes that first day. Students can make a mental note of where storage containers are located, where games for free time are stored, and so forth.
Preview the Curriculum
On that very first day, let students in on some of the exciting things they will be learning this year. Preview some of the topics they will cover and introduce them to at least one of their textbooks that first day. Begin work early in the first week on a science or social studies unit and provide opportunity for student input by asking them what they already know about the topic and what they would like to find out. Motivation will be very high. Let kids know it’s going to be an exciting year and that they will be learning many new things. Telling kindergarten or first grade children that they will learn to read this year, or third grade children that they will learn cursive writing, or sixth graders that they will have pen pals from a foreign country can send them home that first day brimming with high expectations and great anticipation for the coming year. Tell middle or high schoolers about a highlight of their year.

Let Students Decide and Choose
Share responsibility for decision making with your class from the outset. Let them know they will be encouraged to make choices and participate in classroom processes. For younger students, participatory experiences that first day might include choosing seats, deciding what game to play, deciding what song they prefer to sing, choosing a library book, writing classroom rules, and so forth.

Include a Literacy Experience
Let the kids know that very first day that you value reading by incorporating some simple reading or reading-related activity into your plans. You might visit the school library, introduce the librarian, and let each child choose a book. Or you might read a favorite picture storybook to younger children or read to older students the first chapter of a book that is related to your subject matter. Additionally, you might engage kindergarten children in their first language-experience activity and have them read back a story they have dictated and committed to memory. Or you might have a sustained, silent reading period of classroom library books after lunch on that first day. Whatever you choose to do about reading that first day, make it fun! Perhaps you can turn the tide toward reading by showing great wonder and enthusiasm for the world of books yourself.
Acknowledge Every Student
On that first day (and all others) enable each student to feel unique. Let each one know with a verbal or nonverbal response from you that she or he is welcome, valued, and special. It can start with an individual greeting to each one on the way into the room. A greeting in the primary language of second language learners will make them feel welcome. It continues when you listen to their introductions and learn their names. It is reinforced by your positive remarks and smiling demeanor. It is expanded when you ask them to help you write the rules. It ends with a special good-bye to each student at the end of the period or class day and begins again the very next day.

Review, Assign, and Post Easy Work
Prepare work for the first day that is slightly below the anticipated level of the class. Why? Students should go home that very first day feeling successful, feeling that they have accomplished something. For younger students, a few papers can be sent home that very first day with an appropriate happy face or comment by you so parents can see the results of their child’s initial efforts. Step in when you see that a given task is too difficult or frustrating. You have the whole year to challenge students and encourage them to work beyond their capacities. But during the first week, make success your sole criterion for work given. Encourage students for all of their small steps as well as for their giant leaps.

Reference:
https://www.teachervision.com/teacher-training/classroom-management/25786.html?page=1

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Up-to-date Financial Disaster plus the Business banking Market

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Up-to-date Financial Disaster plus the Business banking Market

Present-day Financial Disaster additionally, the Consumer banking Trade Intro The effects of your world wide financial crisis driven a number of commentators within the world of business economics to pose that this world-wide economical integration possessed eliminated into stop.college essays for sale Dialogues about this matter principally dwell over the collapse in go across-edge financial institution flows on the universal scope and also fragmentation of fiscal industry inside Eurozone (Popov And Udell, 2012). Read More

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Haida united states

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Haida united states

The Haida Country occupies the archipelago of Haida Gwaii, 100 kilometers western from the northern shoreline of British Columbia. Haida Gwaii’s a million hectares encompass Gwaii Haanas on the north (earlier Graham Isle) and Moresby Isle inside to the south, together with close to 200 reduced islands that include of many of the most wealthy marine and terrestrial circumstances on this planet.essay writing help For the Haida Nation’s around 5,000 participants, just about 3,000 survive the destinations, predominantly in Previous Massett in the northern stop of Graham Isle plus in Skidegate within the southern ending within the island. A large number also dwell in Vancouver and Prince Rupert. Read More

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Research Evidence FOR GLOBAL WARMING

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Research Evidence FOR GLOBAL WARMING

The employment of modern-day technology in climatology and also other atmospheric sciences has advanced humanity’s expertise to observe and papers factual developments of atmospheric situations. In line with the Woods Hole Oceanographic School additionally, the Countrywide Geographical, the picked up system of weather information and facts suggests a progressive obtain of atmospheric temperatures throughout the last century.buy essay This can get occasioned through the outstanding high temperatures-trapping skill of garden greenhouse gas that interferes with the transport of infrared radiations. Read More

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The 5 Critical Categories of Rules

In the responses to several of my previous posts, many comments focused on the debate of whether children need rules, or whether children are better off with free choice and have the ability to make correct decisions when free to do so. Summerhill by A.S. Neill is offered as a shining example of that school of thought. In a 1999 New York Times article “Summerhill Revisited,” Alan Riding posited why the results of Summerhill were not as glowing as A.S. Neill described in his landmark book.
Choices and Limits
I fully agree that children need choices, a lot more than they get now in their school experience. Children also need limits to frame their choices. In fact choices without limits and limits without choices are both doomed to denying children the opportunity of learning how to act responsibly. The extreme of each position is this:
•Limits without choices: “Do what I say or else.”
•Choices without limits: “Do whatever you want.”

Neither of these options works in school, but when we combine the two, we have a symbiotic relationship that is designed to teach responsibility: “You cannot hit. But you can express anger. Here are three ways you can do it. Maybe you can add more.”
Limits are Rules
In school, we express limits as rules. A good rule is behavioral, clear and always enforced when broken. “Be respectful,” for example, is a terrible rule because it is a value, not a behavior. It is important to teach students to show respect, but it’s far too broad to enforce. It covers everything. “Raise your hand before you speak” is also not a good rule because it cannot always be enforced. Sometimes asking students to raise their hands is a bad idea. Hand raising works better as an expectation than as a rule.
Regardless of whether a school is open and free or traditional, limits or rules are necessary to teach students responsibility. I have identified five areas that I call critical categories which are useful when deciding what rules you need. Because rules work best when students have a say in their selection, I prefer teaching students what these critical categories mean, and developing rules together.

The categories are meant to be guidelines, not absolutes. Each category has its own focus. They add to the clarity of thought when considering the issues facing your school. Some issues, like those related to safety, cross categories between procedures (what to do if there is an intruder in the school) and social (keep your hands and feet to yourself). Worry less about trying to decide which is the best category for a rule and more about examining each category to see if it gives you ideas for making rules.

Critical Categories
1.Academic: These rules and expectations are related to learning, such as doing homework, class participation, cheating and interrupting others.
Examples: •Do your own work.
•Hand in all work on time.
2.Social: These rules and expectations involve interactive issues such as fighting, put-downs, insubordination and the misuse of technology-related devices.
Examples: •Keep your hands and feet to yourself.
•Touch other students’ property only with permission.
•Shut off all smart phones in class.
3.Procedural: These rules and expectations are more important with younger children, but they apply to all. They include being on time, lining up, getting notes from and to home when necessary, dress codes (if your school has them) and behavior in common areas like the corridors, lunchroom and library. They also include safety procedures to inform students what to do when there is a dangerous situation in school.
Examples: •Put your supplies away when you finish using them.
•When you hear me warn you, go immediately into the safe area.

4.Cultural: These rules and expectations are about the way we treat minority groups based on religion, race, sexual orientation or disability.
Examples: •Do not offer food to a student who is fasting.
•Do not insult another student’s religious clothing.
5.Personal: These are rules and expectations that students create for themselves to help them be better students and to improve the way they treat others.
Examples: •I will let others finish saying something before speaking myself.
•I will do my homework without texting until it is finished.
Personal rules can be divided into two groups: those that students share publically and those that are kept confidential. Teachers can use journals, sharing circles or the “Friday report activity” when students share with the class the progress they made in following one of their personal rules.
All societies, whether free or not, need limits to protect the rights of the individuals who comprise that society. Schools, by the nature of their organization, goals and structure, require a different set of limits to be successful. The critical categories provide insight on the type of rules that are best for school environments.

Reference:
http://www.edutopia.org/blog/5-critical-categories-of-rules-richard-curwin

Dr. Richard Curwin’s Blog

 

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Asking Questions When Reading

Grade Levels: 4 – 8
Lesson Summary
Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the author’s style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion.

In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.

Materials
When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students.
Prepare a piece of chart paper titled QUESTIONS with different columns of categories:
Questions that are answered in the text
Questions that I have to make an inference to answer
Questions that are not important to understanding the story
Questions that require research to answer
Questions about the author’s style
Questions that clear up confusion

Objectives:
Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions.
Procedure
1.Explain that good readers ask questions before, during, and after reading to help them understand a story better. “Today, we’re going to focus on asking questions.”
2.Present the book The Wall to the students and say, “I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading.” Read your prepared post-it notes to the students.
3.Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students.
4.When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students.

5.Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked.
6.The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions.
7.Then have the partners share their questions with another paired group.
8.The groups of four students choose one of their questions and write it on a larger piece of paper.
9.Gather all students and have them share their questions.
10.With help from the class, have students categorize their questions.
11.Discuss the questions that are important vs. interesting, and have students focus on the important questions.

http://scratch.mit.edu/projects/2007269/

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Using Scratch in the Classroom: Five Ideas

Are your students interested in the “Maker Movement,” a growing community of DIY tech enthusiasts who are applying creative skills to create everything from robots to printers using free software and Web-based tools?
MIT’s Scratch lets junior programmers and aspiring “makers” ages eight and up create video animations, games, interactive stories, digital instruments and more. Instead of requiring technical coding, the free Scratch tool uses color-coded bars that are placed in an interlocking command sequence. Currently, Scratch is available for Mac, Windows and Linux via the Scratch Web site.
Scratch is great for all student levels, both beginner and advanced. Keep in mind, however, that the tool is best used by educators who have at least a basic programming background. This is especially true when fielding student questions or helping those who are struggling with project execution.
The five fun classroom activities below are perfect for any tech-savvy teacher who’d like to encourage students to apply programming skills.
Determine the story’s ending.
Most younger students adore choose-your-own-adventure books. This activity brings that concept to the computer screen. Have students outline, write, design and animate their own adventures with multiple outcomes. They can even craft a game in which outcomes depend on positive character and good decision-making.

http://www.educationworld.com/a_tech/scratch-programming-classroom-activity-ideas.shtml

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Explore and Share Your Creative and Innovative Traits in the Classroom

Dr.Emad Oddtallah (AdvancED Global Conference 2014)
Do creativity and innovation have a place in the curriculum?
A balanced-curriculum might be considered to include:
– Communication / literacy in the mother tongue – Communication / literacy in the language of instruction of the school
– Communication / literacy in foreign languages
– The development of Mathematical, Science and Technology competences
– Social, cultural and civic awareness and expression.
– Developing an informed sense of self in place and time starts with local.
– Developing global awareness.
– Creative, artistic, enterprise
– Physical education and sport Balance of activities as well as other subjects…

 
What is it that we can use in our classrooms to enhance teaching and learning?
Creativity is possible in every discipline and should be promoted throughout the whole of education [Ken Robinson, 2011]. Learning to learn [including digital / information literacy] should be infused in all disciplines not a separate course Curriculum Coherence: The whole should be more than the sum of its parts.
Visible Learning: Excellence in Education: When teachers see learning through the eyes of the student. When students see themselves as their own teachers.
Teachers are among the most powerful influences in learning. Active and guided instruction is much more effective than unguided and facilitative instruction. Teachers need to:
– be directive, influential, caring and actively engaged in the passion of teaching and learning
– construct meaningful experiences in the light of what each student is thinking.
– have proficient knowledge and understanding of their subject to provide meaningful and appropriate feedback
– know the learning intention and success criteria of each lesson and how well they are attaining these and where to go next
– teach for transfer…relating and extending ideas
– create a learning environment where error is welcomed as a learning opportunity
“The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” Seymour Papert.
A word from the Minister for Education, Singapore: “Ultimately, education is not what we do to our children. Rather, it is what we do with them, and for them, to bring out the best in each of them, so that they grow up to embrace the best of the human spirit – to strive to be better, to build deeper wells of character, and to contribute to society.” (Mr Heng Swee Keat, Ministry of Education Work Plan Seminar, September 2013.
21st Century skills

 
Ways of thinking
1. Creativity & innovation
2. Critical thinking, problem-solving, decision-making
3. Learning to learn, metacognition

 
Ways of working
4. Communication
5. Collaboration (teamwork)

 
Tools for working
6. Information literacy
7. ICT literacy

 
Living in the world

8. Citizenship – local & global
9. Life & career
10. Personal & social responsibility

 
Motivated Teachers:
– Motivated teachers know the skills on the future and prepare students to become long life learners.
– Motivated teachers think about their responsibility to encourage learning and do what they can to make sure that happens. They don’t think that learning is only about remembering rules, or answering questions correctly, or filling in the gaps, or getting a good mark in the test. They understand that a strong motivational flow in their classroom produces results.
– Motivated teachers integrate, align and connect to real life situations.
– Motivated teachers are keen to learn & develop and they want other teachers to feel the same way because it’s good when teachers are learning and developing. They enjoy what they do and don’t see it as just a ‘job’. To the motivated teacher, teaching is a career; it is a profession rather than a Job and they do what they can to be good at what they do.
– Motivated teachers try out new things with their students that they have found out about from interaction with other teachers. They look at what is current in education and look at how they can incorporate new ideas and new ways of teaching into their teaching without losing the integrity of what learning is about. They aren’t afraid to try things in their classrooms that might not work because if you don’t try, you’ll never know
– Motivated teachers are interested in their students and want their students to be motivated so they do things in the classroom that will nurture that kind of philosophy. They talk to their students about why they are trying something new and what the perceived benefits will be to their learning so that their students develop an interest and a responsibility for their own learning.
– Motivated teachers teach more than just the syllabus. They know that the individuals in their classroom all learn in different ways and that different things will motivate them. They know that beyond what has to be learned, there are different ways to learn these things and strive to give their students opportunities to learn in the way they want to.
– Motivated teachers enjoy their career and this makes them better at it, which means that, for most of the time, real learning goes on, which is varied in content and relevant to the students and incorporates a rich variety of material, methods and instruction.

 
What can I do to motivate my class?
General Strategies:
– Capitalize on students’ existing needs.
– Make students active participants in learning.
– Ask students to analyze what makes their class more or less “motivating.”
– Incorporate Instructional Behaviors That Motivate Students
– Hold high but realistic expectations for your students.
– Help students set achievable goals for themselves.
– Tell students what they need to do in order to succeed in your class.
– Strengthen students’ self-motivation.
– Be enthusiastic about your subject.
Structuring the Course to Motivate Students, increase creativity and innovation:
– Create a welcoming environment.
– Modeling: Share your thinking with students; explain how you create or combine ideas.
– Communicating expectations: Let students know that creative ideas are expected and welcome
– Reinforcement: Applaud creative thinking, even (or especially) when an idea does not succeed
– Work from students’ strengths and interests.
– When possible, let students have some say in choosing what will be studied.
– Increase the difficulty of the material as the semester progresses.
– Vary your teaching methods.
– Choice of the right tools for the pedagogical task matched with the proper assessment task
– Exploration of how resources are managed and how interactions are facilitated
– A rethinking of learning activities to ensure a match between discipline, pedagogy and technologies that the teacher has chosen to create the learning task.
– AND The opportunity for learners to design and demonstrate their understanding
– Emphasize mastery and learning instead of grades.
– Motivate Students by Responding to Their Work
– Give students feedback as quickly as possible.
– Reward success.
– Introduce students to the good work done by their peers.
– Be specific when giving feedback.
– Avoid demeaning comments.
Literacies of a participative digital age include:
1. Play — the capacity to experiment with one’s surroundings as a form of problem-solving
2. Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
3. Simulation — the ability to interpret and construct dynamic models of real-world processes
4. Appropriation — the ability to meaningfully sample and remix media content
5. Rapid task shifting — the ability to scan one’s environment and shift focus as needed to salient details.
6. Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
7. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
8. Judgment — the ability to evaluate the reliability and credibility of different information sources
9. Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities 10. Networking — the ability to search for, synthesize, and disseminate information
10. Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
11. Location awareness — the ability to use the new digital awareness of current and required positions

 
6 skills necessary to succeed in future labor markets …
1. Focus on mastery
2. Tech-lingual
3. Systems thinker
4. Constructivist mindset
5. Collaboration skills
6. Lifelong learner

 
Opportunities
– Engagement with problems through the manipulation of spatial artifacts.
– A different set of conceptual tools may be applied by students to solve these problems.
– More flexibility for student-generated narratives.
– Opportunities for links to the ‘real’ world and for collaboration.
Challenges
– Learning the construction tools. – May require different approaches for students of different ages.
– Aligning the learning outcomes to the problems/activities. – Need to reconsider the types of activities within the constraints of the technology platform.

 
References
– Hattie. J [2009] Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement Routledge. Oxford UK.
– Mr Heng Swee Keat, Ministry of Education Work Plan Seminar, September 2013
– Cambridge School Conference –Singapore 2013
– AdvanED Conference – Dubai 2012

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