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
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.
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. Reflecting on reflection This is hardly wasting time. It is this kind of sitting that allows the mind to wander, to wonder and to speculate. Sven Birkert calls this process "resonance" in The Gutenberg Elegies: Resonance—there is no wisdom without it. Resonance is a natural phenomenon, the shadow of import alongside the body of fact, and it cannot flourish except in deep time. Incubation We are looking for something. Making our way toward inspiration and illumination - the "Aha!" This incubation process usually thrives on reverie and musing - mood states within which the subconscious works its best magic. Reverie Reverie is the dream state during which incubation, percolation and fermentation may take place. daydream, daydreaming, trance, musing; inattention, inattentiveness, woolgathering, preoccupation, absorption, abstraction, lack of concentration Reflecting on a Painting, a Poem, a Photograph or an Essay Here are some examples that require such thought: What will it mean to be "well read" in the next decade?
The engaged student vs. the compliant student The engaged student knows exactly why they are doing what they are doing while the compliant student is unable to connect the learning to anything meaningful. The engaged student is asking questions while the compliant student is simply receiving instructions and direction from the teacher. The engaged student is focused on learning while the compliant student wants to know how many points the activity is worth. The engaged student is able to track, monitor, and self-evaluate their learning while the compliant student is reliant upon the teacher to know where he/she is with their learning. The engaged student is making connections to the material and information beyond the four walls of the classroom while the compliant student is unable to see beyond the actual task itself. The engaged student doesn't have time to misbehave or make poor choices while the compliant student is one turn of the back by the teacher away from making a poor decision.