Mathematics is playing a crucail role in our life. Here in this blog you will going to learn the branches of mathematics from basics to the advanced level.
Finding it difficult to learn math? If yes, then here are the best ever tips on how to learn math from basic to the advanced level. Follow all these tips to st…
Parental engagement in any subject is key to academic success - some studies show a probability increase of more than 50% for children who are supported by parents in their learning to achieve top grades versus children who receive little or no support.
Students generally find writing experiences to be artificial. A common outcome of that artificiality is that teachers feel disappointed in the quality of writing turned in because the students are capable of better results. There are many components to improving writing skills through the writing process. The journey requires a destination, a Friday Night Lights event where students demonstrate what they have learned to an authentic audience.
Educator, scholar and thought leader Dr. Michael Hynes works as a public school superintendent of schools on Long Island and advocates the importance of a holistic approach to educating children. He emphasizes the importance of play and recess in schools and yoga and mindfulness in the classroom, is a public school advocate and university lecturer, has published numerous articles and been featured on several podcasts on school leadership. Hynes has focused his work on transforming schools by tapping into Potential Based Education, which focuses on the significance of social, emotional, physical and cognitive development for students.
Hynes received his undergraduate degree in psychology from Bethany College and his doctorate in educational administration from Dowling College. He has undergone professional training to integrate organization learning and school leadership into programs at New York University, Stony Brook University and Harvard University. He has been awarded the “Friend of Education Award” and the “Distinguished Leadership Award” by Phi Delta Kappa.
"While it is easy to understand getting excited about maps, different cultures and environments, and even being better citizens through geography, it is harder to see how geographic knowledge can lead to good jobs or meaningful careers. In recent years, people have discovered that large numbers of societal problems have geographic dimensions, and that education and training in geography provides essential skills and knowledge for real-world problem solving. As a result, geography has become a necessary ingredient in hundreds of different jobs. This assortment of careers helps demonstrate the wide array of employment opportunities that exist for graduates with education in the field of geography. Within this publication, careers are divided into a number of different employment categories, including:
Geography EducationEnvironmental GeographyGeospatial TechnologiesLand Use Planning
Many students enjoy geography classes but aren't sure about what they can do with this geography degree. This StoryMap from the Texas Alliance for Geographic Education is an excellent resource. Additionally, the American Association of Geographers career page is a phenomenal resource.
How do we use eLearning to provide more effective solutions that engage talent and improve performance? Having a corporate eLearning program is one thing. Making it a success is another. Learn how we can abandon traditional learning methods, leverage technology, and empower employees to succeed. Here is how pictures help us learn in corporate training.
There has been a spate of articles and reports recently about the increasing importance of critical thinking skills for future employment.
A 2015 report by the Foundation for Young Australians claims demand for critical thinking skills in new graduates has risen 158% in three years. This data was drawn from an analysis of 4.2 million online job postings from 6,000 different sources in the period 2012-2015.
We can be tactical in our schooling. The traditional advice on learning has been to “study hard,” in a quiet place and with the same routine, yet that doesn’t say much about what to specifically do. But pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research. While that science is still maturing, “it’s at a place now where it can give you a specific tactical plan,” Carey said.
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Students can tailor their preparation with techniques targeting different kinds of content or skills, and manage their schedule to optimize their time. “That’s a powerful thing, because we go through our whole lives never knowing that,” he said.
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Ultimately, the value of these learning strategies isn’t just about earning better grades, Carey said. In the modern jungle of society, learning is still about surviving: For young people, it’s about sussing out what they’re good at, what rings their bell, and what they want to do with their lives. “It’s informing you of: Who am I? Where do I place my bets? Do I major in physics or do I major in architecture or design, or do I major in English? Do I belong here at all?” Carey said. Those are important decisions. “Being self-aware about what’s effective learning and how it happens, I think, gives you a real edge in making those choices.”
When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.
There are several topics cover d in this article. The first is the use of movement to augment learning. This is not a new idea as many foreign language teachers have been using and recommending TPR - Total Physical Response as a p highly effective teaching strategy.
The second point is about the distracting nature of highly decorated rooms. In my experience, the walls need to teach. I do agree that decorations unrelated to content are irrelevant and distracting to learning. We do not need photos of skateboarders or beaches that encourage daydreaming. However, decorations that review content already taught or link concents within the content are highly effective learning strategies. Visual cues can help spiral learning. I had teachers who created a visual content organizer and added visuals as they progressed through the year.
the third point is about writing as a means to reduce test anxiety.
Creativity, collaboration, communication & creative thinking are skills required of our students today. This video shows how educators are working together modelling these skills to their students.
When I was at school, it was all about the '3R's of reading, writing and arithmetic', now the '4C's of communication, collaboration, critical thinking and creativity'. Every student is going to be able to succeed at at least one of the '4 C's', where 'back in my day' it was common to see students who could not succeed at the '3R's of reading, writing and arithmetic'.
Would you like to know the importance of mathematics? If yes, then have a look at this video to explore the top uses of mathematics in our daily life. Watch the video until the end to explore the importance of mathematics.
Topics to cover in this video 1. Math is good for the brain 2. Math helps you with your finances 3. Math makes you a better cook 4. Better problem-solving skills 5. Every career uses math 6 Great career options 7 Math for Fitness 8. Helps you understand the world better 9. Time management 10. To Save Money Conclusion
There have been many changes in the development of national and world education. The most observable phenomenon is now the internalization of society and the penetration of digital technologies into learning.
Education has traditionally been seen as a pedagogic relationship between the teacher and the student. Pedagogy, the art of science and teaching the child, embodies a teacher-focused education where the teacher dominates the classrooms. This approach assumes the teacher being the repository of knowledge and taking full responsibility about what the learner needs to learn when it is to be learned, and indeed how it should be learned. This pedagogical slant develops the role of the student to be a dependent one and the relationship between the student and his/her peers as a competitive one. Pedagogical learning is purely based on the possession of skills and knowledge through transmittal techniques, such as lectures, demonstrations, textbook reading, audiovisual presentations and examinations. Students are motivated to learn due to external pressures such as competition for securing higher grades, fear of failure and at times due to fear of punishment. Learning is confined to a pre-planned curriculum for all students so that it can easily be monitored and evaluated. It addresses the issue of what is to be learned “The Content”, and not how it is to be learned “The Process”.[1]
The #OpenBlog19 challenge created by David Hopkins is sparking a series of posts where educators go on to challenge others to write a blog in answer to a given question. Steve Wheeler challenged me to write about 'What's wrong with education'.
My initial thought was that I would have much preferred talikng about what is good with education! There are so many good examples I'd love to share from the many educators I connect with online through Twitter, that have openly shared with others how they engage their students, how they co-learn togeher, how they experiment with innovative and creative approaches using Lego, social media, digital technology, post-its, role play and so much more.
Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this article draws on a design-based research study to argue of the need for museums to respond to global trends and fulfill their social and educational imperatives by investigating the potential of a particular pedagogical framework that is grounded in culturally inclusive pedagogical practices and characteristics of ubiquitous learning.
A useful resource on appropriate implementation of educational technology and its practical implications for students. This empirically-based study, indicates that addressing museum-based multiliteracies within a blended learning environment can be meaningful for ubiquitous learning.
In this article, a design-based research approach is presented, which utilizes multiliteracies pedagogy to support ubiquitous learning during the design of a student-generated virtual museum. The findings from implementing the museum-school synergy, indicate that there is potential for beneficial ubiquitous learning experiences for students when theory-based practice is undertaken.
“I’m becoming increasingly convinced that ‘chunking’ is the mother of all learning — or at least the fairy godmother… Creating neural patterns — ‘neural chunks’ — underpins the development of all expertise.” - Professor Barbara Oakley.
In a changing culture of education and work, more students are questioning what it means to be successful, and what path to take to get there. With races to the top--the top of the class, of standardized test scores, of college acceptance letters--being laden with the pressure of finding a dream job and being academically successful, achievement has a grip on our academic culture like never before. Everything we promote in schools points to an exact definition of success, a ladder to be climbed in order to grasp the next tier of achievement that stands to define not just what we do, but who we are. Our identities are interwoven with our academic successes, with good grades and college names serving as ways of defining ourselves.
Since 2013, Help Teaching has brought you our Top 100 Free Education Sites. We’re continually updating our list to provide you with the best resources. Not only have we rounded up the top free sites for teacher math, science, English, and social studies, but we’ve also added some of our favorite computer science and coding sites.
The article talks about how in the US there are more students who are not well in geography. Moreover at least only 48% are in the basic geography portion while 25% are in the low basic, 24% are proficient, and 3% are professional.In 1994, there was 4% in the efficient level as well. this relates to geography because it tells you how the United states is not so advanced with learning geography. this article represents how the economy is today teachers who do social studies do not really talk as much when it comes to geography. therefore, it is proven to be true according to figure 3. all in all, the article does give good information but could have added a little more.
This relates to World Culture Geography because this article is about how past, present, and upcoming generations are bad at geography. I like this particular article because the author talks about a lack of teacher preparation and professional development in the subject, poor quality of geography instructional materials, and limited use of geographic technology in the classroom. I'd like to address a few more reasons, due to technological advances and accessibility, many people Google things they don't know or understand. Yes, this has its advantages but as a young adult in this ever-changing world, a majority of the population is glued to electronic devices. Furthermore, students only learn things or study to pass a test or class, this is sometimes referred to as short-term learning. This happens quite often especially in high school students like myself and fellow peers. This can be caused by many things, dead lines, busy schedules, etc. Plus many schools don't require a geography course.
When asked what my first language is, I often answer, "visual." I think in images, prefer to be taught through images, and like to express what I know through images. I find it disconcerting that a...
In our world today we are surrounded by visuals. Yet we walk into many classrooms and see many written texts that often have few visuals. This post begins with a quote from John Medina, the author of Brain Rules (and a developmental molecular biologist). He states "We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%. Professionals everywhere need to know about the incredible inefficiency of text-based information and the incredible effects of images (http://www.brainrules.net/vision)."
There is also a video that was created by students explaining their frustration with the lack of visual learning that takes place in the classroom.
Additional sections include:
* Use Visuals, Images, Data Visualizations, Infographics and Videos to Teach Concepts
* Use and Teach Learners How to Make Concept Maps and Graphic Organizers
* Use and Teach Learners How to Do Sketchnotes
* Allow and Encourage Learners to Show What They Know Through Visual Imagery
* Teach Visual Literacy
Jackie Gerstein provides a thought provoking post with links to additional resources. Take the time to read and consider how you might increase the use of visuals in your classroom. And if you have not read John Medina's book you might want to check out his website.
In our world today we are surrounded by visuals. Yet we walk into many classrooms and see many written texts that often have few visuals. This post begins with a quote from John Medina, the author of Brain Rules (and a developmental molecular biologist). He states "We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%. Professionals everywhere need to know about the incredible inefficiency of text-based information and the incredible effects of images (http://www.brainrules.net/vision)."
There is also a video that was created by students explaining their frustration with the lack of visual learning that takes place in the classroom.
Additional sections include:
* Use Visuals, Images, Data Visualizations, Infographics and Videos to Teach Concepts
* Use and Teach Learners How to Make Concept Maps and Graphic Organizers
* Use and Teach Learners How to Do Sketchnotes
* Allow and Encourage Learners to Show What They Know Through Visual Imagery
* Teach Visual Literacy
Jackie Gerstein provides a thought provoking post with links to additional resources. Take the time to read and consider how you might increase the use of visuals in your classroom. And if you have not read John Medina's book you might want to check out his website.
In our world today we are surrounded by visuals. Yet we walk into many classrooms and see many written texts that often have few visuals. This post begins with a quote from John Medina, the author of Brain Rules (and a developmental molecular biologist). He states "We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%. Professionals everywhere need to know about the incredible inefficiency of text-based information and the incredible effects of images (http://www.brainrules.net/vision)."
There is also a video that was created by students explaining their frustration with the lack of visual learning that takes place in the classroom.
Additional sections include:
* Use Visuals, Images, Data Visualizations, Infographics and Videos to Teach Concepts
* Use and Teach Learners How to Make Concept Maps and Graphic Organizers
* Use and Teach Learners How to Do Sketchnotes
* Allow and Encourage Learners to Show What They Know Through Visual Imagery
* Teach Visual Literacy
Jackie Gerstein provides a thought provoking post with links to additional resources. Take the time to read and consider how you might increase the use of visuals in your classroom. And if you have not read John Medina's book you might want to check out his website.
Cueva-Dabkoski is considered an “Extreme Learner,” a designation applied to just 12 individuals by the Institute for the Future, for her radical and gutsy approach to learning. Extreme Learners are self-directed, wide-ranging in their interests, comfortable with technology, and adept at building communities around their interests.
“Extreme learners aren’t so different from everybody else,” said Milton Chen, a fellow at the Institute for the Future and advocate for education reform. “We picked people who are extreme in their passion for learning.” They are also willing to go their own way when traditional educational institutions interfere with their pursuits.
Cueva-Dabkoski is considered an “Extreme Learner,” a designation applied to just 12 individuals by the Institute for the Future, for her radical and gutsy approach to learning. Extreme Learners are self-directed, wide-ranging in their interests, comfortable with technology, and adept at building communities around their interests.
“Extreme learners aren’t so different from everybody else,” said Milton Chen, a fellow at the Institute for the Future and advocate for education reform. “We picked people who are extreme in their passion for learning.” They are also willing to go their own way when traditional educational institutions interfere with their pursuits.
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Discover everything you need to know about AI in education in 2023, including tools and strategies for integrating AI in the classroom.
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