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What is PEDAGOGY? What does PEDAGOGY mean? PEDAGOGY meaning, definition & explanation
 
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✪✪✪✪✪ STUDENT PAPER ASSIGNMENTS DONE BY ACADEMY WRITERS. We write your papers - you get TOP GRADES! Check us out and ORDER your plagiarism-free papers with free revisions and money back guarantee - https://extraessay.com?key_wpg=c8ce723fad1d07be0b01e85b83860629 ✪✪✪✪✪ ✪✪✪✪✪ The Audiopedia Android application, INSTALL NOW - https://play.google.com/store/apps/details?id=com.wTheAudiopedia_8069473 ✪✪✪✪✪ What is PEDAGOGY? What does PEDAGOGY mean? PEDAGOGY meaning - PEDAGOGY pronunciation - PEDAGOGY definition - PEDAGOGY explanation - How to pronounce PEDAGOGY? Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study of how best to teach. Spanning a broad range of practice, its aims range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Instructive strategies are governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought. The teaching of adults, as a specific group, is referred to as andragogy. Johann Friedrich Herbart (4 May 1776 – 14 August 1841) is the founding father of the conceptualization of pedagogy, or, the theory of education. Herbart's educational philosophy and pedagogy highlighted the correlation between personal development and the resulting benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens. Herbartianism refers to the movement underpinned by Herbart's theoretical perspectives. Referring to the teaching process, Herbart suggested 5 steps as crucial components. Specifically, these 5 steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind. The word pedagogue was originally used to refer to the slave who escorted Greek children to school. In Denmark, a pedagogue is a practitioner of pedagogy. The term is primarily used for individuals who occupy jobs in pre-school education (such as kindergartens and nurseries) in Scandinavia. But a pedagogue can occupy various kinds of jobs, e.g. in retirement homes, prisons, orphanages, and human resource management. These are often recognized as social pedagogues as they perform on behalf of society. The pedagogue's job is usually distinguished from a teacher's by primarily focusing on teaching children life-preparing knowledge such as social skills and cultural norms. There is also a very big focus on care and well-being of the child. Many pedagogical institutions also practice social inclusion. The pedagogue's work also consists of supporting the child in their mental and social development. In Denmark all pedagogues are trained at a series of national institutes for social educators located in all major cities. The programme is a 3.5-year academic course, giving the student the title of a Bachelor in Social Education (Danish: Professionsbachelor som pædagog). It is also possible to earn a master's degree in pedagogy/educational science from the University of Copenhagen. This BA and MA program has a more theoretical focus compared to the above-mentioned Bachelor in Social Education. In Hungary, the word pedagogue (pedagógus) is synonymous with teacher (tanár); therefore, teachers of both primary and secondary schools may be referred to as pedagogues, a word that appears also in the name of their lobbyist organizations and labor unions (e.g. Labor Union of Pedagogues, Democratic Labor Union of Pedagogues). However, undergraduate education in Pedagogy does not qualify students to become teachers in primary or secondary schools but makes them able to apply to be educational assistants. As of 2013, the 5-year training period was re-installed in place of the undergraduate and postgraduate division which characterized the previous practice.
Views: 104808 The Audiopedia
MATHS PEDAGOGY ( गणित पेडागोजी )100 Question Answer in hindi // online study with Dk
 
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आज में आपके लिए लेकर आया हु MATHS PEDAGOGY ( गणित पेडागोजी )100 Question Answer in hindi // part 1 // online study with D.k 1.maths pedagogy questions answer in hindi 2 . गणित शिक्षा शास्त्र के महत्वपूर्ण प्रश्न 3. maths pedagogy most important question answer in hindi यदि आप Competition exam की तैयारी कर रहे हो तो हमारे चैनल को subscribe जरूर करे और यदि विडीयो अच्छी लगे तो like, comments, & share करना ना भूले E-mail -: [email protected] मेरे whatsapp group ( samvidha shikshak varg 1,2,3 ) से भी जुड़ सकते हे यहाँ क्लिक कीजिये 👇👇👇👇👇 https://chat.whatsapp.com/8IZq06tgOMWJxJqnlQWEfx मेरे चैनल की प्लेलिस्ट यहाँ पर भी जाकर आप विडीयो देख सकते हे 1. Online study with Dk: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQnN5ac-sCrgnsOF4R2bsk5 2. Savidha exam 2018 & old papar varg 1,2,3: https://www.youtube.com/playlist?list=PLFTqV8V-O4rS1ppfUZNviMrslcj-CeVSh 3. बाल विकास एवं शिक्षा शास्त्र अतिमहत्वपूर्ण प्रश्नो का सग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQmF1u5WFLBFpFGH5FNBHiv 4. पर्यावरण के अतिमहत्वपूर्ण प्रश्नो का संग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rT8gmxiulOVArCZX4XVGf6R 5. हिंदी के अतिमहत्वपूर्ण प्रश्नो का सग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQ9rVYJdKv8Wl29qG6jtXXt 6. Samvidha shichak varg 1 old papar: https://www.youtube.com/playlist?list=PLFTqV8V-O4rRITxftGzTSHv5JMWCfnCmn 7. Samvidha shichak varg 2 old papar: https://www.youtube.com/playlist?list=PLFTqV8V-O4rSwvXx8isHNgKYGaNTwoORQ 8. Samvidha shichak varg 3 old papar: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQPcmS3CEmAZgUY6QXoz8Bq 9. विज्ञान के 1000 प्रश्न ( 2013 से 2017 ) तक विभिन्न परीक्षा में पूछे गए प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rR_b2Re7ZR9K3Ag3u1D74XP 10. Samvidha mock test: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQBeldR7kxnnuto5Sq01Y-z 11. सामाजिक विज्ञान के अतिमहत्वपूर्ण प्रश्नो का संग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rTApm2-BDbhNzSp-dAOirKY 12. विज्ञान के अतिमहत्वपूर्ण प्रश्नो का सग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rSow-Ti_COHJFl6HHmlO-Qi 13. शिक्षण कौशल के अतिमहत्वपूर्ण प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rS_VgSpWhx__7xal7dg1VJL 14. MP GK पिछले पाँच सलो में पूछे गए 1000 प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rTsaiRBD8s0KemoPNStNZR3 15. Samvidha 2018 math's shortcut tricks: https://www.youtube.com/playlist?list=PLFTqV8V-O4rRDeWY65qBfptbtpdoDmy7B 16. पर्यावरण के SAMVIDHA,CTET & Any TET के सिलेबस से आधारित प्रश्न: ( lessons - 1,2,3,4,5,6,7,8,9........... ) https://www.youtube.com/playlist?list=PLFTqV8V-O4rTgP8ICD6U8xc4oj22CGEr1 17. बाल विकास एवं शिक्षा शास्त्र के SAMVIDHA, CTET & Any TET के सिलेबस के आधार पर प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rS-DPNqBGs477GfGK-KYMiU 18. SAMVIDHA,CTET, & ANY TET के लिए हिंदी पेडागोजी के प्रश्नो का संग्रह: https://www.youtube.com/playlist?list=PLFTqV8V-O4rS8QPFnPJc6Mfr2m3UwWnry 19. CTET के ओल्ड पेपर: https://www.youtube.com/playlist?list=PLFTqV8V-O4rQIouRRByqCnrg_YWMa5xNs 20. SAMVIDHA,CTET, & ANY TET के लिए हिंदी पर आधारित प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rRz9Q8H1oqIBdmlsZQ9PD7j 21. बाल विकास के 350 अति महत्वपूर्ण प्रश्न: https://www.youtube.com/playlist?list=PLFTqV8V-O4rRL118mlaLSIMLDi7Pvmcml ¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤¤ #Online study with Dk #Thanks for watching #keep supporting #keep smiling Please share this video Everywhere...... Thank you so much
Views: 688229 online study with Dk
PEDAGOGY TRICKS/TEACHING METHODOLOGY/TEACHING APTITUDE  ,DSSSB,CTET,KVS,NVS
 
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AID TO DSSSB PREPARATION-https://www.youtube.com/watch?v=JiqzWEkf2DY&list=TLGGpakN_EjWxwIzMTA3MjAxNw&index=8
Views: 57363 STUDY for LEARNING
What is CRITICAL PEDAGOGY? What does CRITICAL PEDAGOGY mean? CRITICAL PEDAGOGY meaning
 
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✪✪✪✪✪ WANT VIDEO LIKE THIS ONE? ORDER IT HERE FROM INDUSTRY EXPERTS - http://bit.ly/2Uxpg5X ✪✪✪✪✪ ✪✪✪✪✪ The Audiopedia Android application, INSTALL NOW - https://play.google.com/store/apps/details?id=com.wTheAudiopedia_8069473 ✪✪✪✪✪ What is CRITICAL PEDAGOGY? What does CRITICAL PEDAGOGY mean? CRITICAL PEDAGOGY meaning - CRITICAL PEDAGOGY definition - CRITICAL PEDAGOGY explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. Critical pedagogy is a philosophy of education and social movement that combines education with critical theory. First described by Paulo Freire, it has since been developed by Henry Giroux and others as a praxis-oriented "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." Among its leading figures are Michael Apple, bell hooks, Joe L. Kincheloe, Peter McLaren, Henry Giroux, and Patti Lather. Critical pedagogue Ira Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129) Critical pedagogy includes relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the effect that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling". Critical pedagogy has several strands and foundations. Critical pedagogy was heavily influenced by the works of Paulo Freire, arguably the most celebrated critical educator. Freire heavily endorses students’ ability to think critically about their education situation; this way of thinking allows them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded." Realizing one’s consciousness ("conscientization") is a needed first step of "praxis," which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level." Postmodern, anti-racist, feminist, postcolonial, and queer theories all play a role in further explaining Freire’s ideas of critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Many contemporary critical pedagogues have embraced postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change.". Contemporary critical educators, such as bell hooks and Peter McLaren, discuss in their criticisms the influence of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations," while citing reasons for resisting the possibilities to change. McLaren has developed a social movement based version of critical pedagogy that he calls revolutionary critical pedagogy, emphasizing critical pedagogy as a social movement for the creation of a democratic socialist alternative to capitalism.
Views: 18261 The Audiopedia
Engaging learners: conversation- or dialogic-driven pedagogy?
 
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This article is available online for FREE at ELT Journal's homepage: http://www.oxfordjournals.org/our_journals/eltj/editors_choice.html Philip Chappell, Lecturer in Linguistics at Macquarie University, Sydney, Australia, talks about his ELT Journal article " Engaging learners: conversation- or dialogic-driven pedagogy?' (ELT Journal Volume 68/1)
What Is Scientific Temper? What is the Scientific Method?
 
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India's constitution: Article 51A(h) says: "It shall be the duty of every citizen of India to develop scientific temper, humanism and the spirit of inquiry and reform".  However the reality on the ground is that despite rising prosperity and literacy rates, there are no signs of Indians adopting a scientific temper. Orthodoxy, superstitions & pseudo sciences continue to be an integral part of an Indian's life. Science is mugged up during exams, and technology is used to earn a living and ease everyday living. However we are a long way from embracing science and adopting the scientific way of logic, reason, critical examination and evidence-based beliefs. In this talk, I look at a) What is Scientific Temper b) The evolution of the idea of Scientific Temper c) How does one adopt a scientific temper? d) What is the scientific method of Observation, Hypothesis, Prediction and Experimentation e) How we can nurture young analytical minds and pull India out of the quagmire of superstitions and towards a scientific approach to life. The talk "Scientific Temper : The Forgotten Duty" was delivered at the Takshashila Shala conference held on 29th May 2011 in Pune, India. More at: http://www.harshadoak.com
Views: 132 Harshad Oak
Competent Educators of the 21st Century -- ISSA's Principles of Quality Pedagogy
 
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Gena Sanja Handžar has been employed in the Centre for Educational Initiatives as a coordinator of education programs and trainer since 1998. In her years-long career she organized and conducted numerous trainings and worked on the development of training modules in different segments of child-oriented methodology, education for social justice as well as the Child-Friendly Schools concept. She co-authored several manuals for teachers, including Stories about Child-Friendly Schools, published by UNICEF; Toward Inclusion --Creating Inclusive Culture and Practice in Schools; The School that Educates, and a series of articles in national and international magazines. For more than 10 years Ms. Handžar has been involved in different ISSA projects in the countries of Southeast Europe and Central Asia as a certified trainer and module co-author. She is one of the authors of the latest ISSA publication, Principles of Quality Pedagogy -- Competent Educators of the 21st Century. She participated in the years-long process of drafting of these quality practice standards as a mentor, evaluator and certifier. Regina Sabaliauskiene is Director of the Centre for Innovative Education in Lithuania, an NGO dedicated to improving quality and accessibility of early care and education programs for children from birth through age 11. Ms. Sabaliauskiene earned her Master's degree in Applied Mathematics from the University of Vilnius. Ms. Sabaliauskiene is author of a great number of educational articles, methodological guidelines, training modules, normative documents in Lithuania. Prior to establishing the Centre for Innovative Education, she directed the Step by Step Program in Lithuania at the Soros Foundation -- Lithuania. Since 1998 she has served on several educational expert groups for the Ministry of Education in Lithuania. Ms. Sabaliauskiene has a particular interest in quality education, and, since 2003, she has been deeply involved in ISSA's Quality Early Education Program. She has served as a member of ISSA's Quality Early Education Initiative Task Force, a member of the ISSA Disabilities Task Force, a member of ISSA's Social Inclusion Task Force, and a member of the ISSA Pedagogical Standards Revisions Task Force. From 2005-2007, she served as the Regional Anchor for the Northern and Eastern European Region, responsible for the Quality Early Education Initiative in Belarus, Russia, Ukraine, Estonia, Latvia, Lithuania, Armenia and Azerbaijan. Since 2008, she has served as an expert and member of the Coordinating Committee of ISSA's Quality Early Education Program. From 2008-2011, she served as the ISSA Board member. Ms. Sabaliauskiene has served as a international trainer and consultant, providing technical assistance to ministries of education, international and national NGOs, and other organizations. Her main areas of expertise are teacher professional development, adult education, writing curriculum materials with a special focus on quality and inclusive education.
Views: 880 UNICEF BiH
What is PEDAGOGY 3.0? What does PEDAGOGY 3.0 mean? PEDAGOGY 3.0 meaning, definition & explanation
 
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What is PEDAGOGY 3.0? What does PEDAGOGY 3.0 mean? PEDAGOGY 3.0 meaning - PEDAGOGY 3.0 definition - PEDAGOGY 3.0 explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Pedagogy 3.0 is a neologism, developed in 2010 by Jim Vanides for the Hewlett Packard Catalyst Initiative. It refers to the attitudes, competencies and skills required by teachers and educators working in a Web 3.0 enabled world. Web 3.0 is considered to extend the social aspects of Web 2.0, through its use of internet-enabled mobile devices, cloud computing, social networking, and cloud-based collaborative working tools (e.g. Google Apps), which facilitate real-time and asynchronous collaborations. Web 3.0 will extend the Web 1.0 capabilities of information searching through personalisation of information delivery through its use of semantic web algorithms, and search engines. Pedagogy 3.0 is also the name of a consortium in the HP Catalyst Initiative that is dedicated to exploring the characteristic features of a pedagogy that makes full use of this technology. The group is primarily focussing on developing models of pedagogy for STEM+ subjects, (Science-Technology-Engineering-Mathematics and other subjects based on empirical evidence, including anthropology, geography, psychology, and sociology). The HP Catalyst Pedagogy 3.0 consortium considers that pedagogy 3.0 facilitates collaborative, open-ended involvement between students, with the teacher adopting the roles of facilitator and mentor. Open-ended activities may run alongside other, more teacher-directed, activities in a versatile pedagogy that is an extension of blended learning pedagogic models. Learning in such scenarios is constructivist and has similarities with project-based, inquiry and problem-based approaches, although extended to exploit the collaborative features emerging in Web 3.0 tools.
Views: 135 The Audiopedia
John Taylor Gatto: On Life and Education
 
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** I've written a few thoughts after reading through John Taylor Gatto's new book, Weapons of Mass Instruction, check it out here: http://oldthinkernews.com/Articles/oldthinker%20news/reflections_on.htm ** I made this compilation of various audio and video clips featuring John Taylor Gatto in an attempt to capture what I think is the spirit behind his work. It's easy to see how the spark of life can be squelched in the schooling system. Easily managed people make for an easy day for the elite of society. Incomplete, predictable people are the products of forced schooling. Ironically, we owe a great deal of credit for building our current society and schooling system to individuals who were dropouts. Some of these elites were John D. Rockefeller Sr.(high school dropout), Andrew Carnegie (elementary school dropout) and others. -Daniel Taylor www.oldthinkernews.com To find out more about the true purpose behind schooling, be sure to check out John Taylor Gatto's books: Dumbing us Down, The Underground History of American Education, and his most recent, Weapons of Mass Instruction.
Views: 21094 oldthinkernews
Constructivism (learning theory) | Wikipedia audio article
 
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This is an audio version of the Wikipedia Article: https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education) 00:02:19 1 History 00:04:23 2 Individual 00:07:13 2.1 Constructivist learning intervention 00:07:23 2.1.1 The nature of the learner 00:07:45 2.1.1.1 The importance of the background and culture of the learner 00:09:01 2.1.1.2 Responsibility for learning 00:09:51 2.1.1.3 The Harkness discussion method 00:11:25 2.1.1.4 The motivation for learning 00:12:26 2.1.2 The role of the instructor 00:12:36 2.1.2.1 Instructors as facilitators 00:14:49 2.1.3 Constructivism 00:14:57 2.1.3.1 Learning is an active process 00:17:09 2.1.3.2 Good relationship between instructor and learner 00:18:44 2.1.4 Collaboration among learners 00:19:58 2.1.4.1 The importance of context 00:22:22 2.1.5 The selection, scope, and sequencing of the subject matter 00:22:34 2.1.5.1 Knowledge should be discovered as an integrated whole 00:23:08 2.1.5.2 Engaging and challenging the learner 00:25:26 2.1.5.3 The structuredness of the learning process 00:26:15 2.1.6 In adult learning 00:27:15 3 Pedagogies based on constructivism 00:27:46 3.1 Supportive research and evidence 00:30:05 4 Criticism 00:34:04 4.1 A rebuttal to the criticisms of Kirschner, Sweller, and Clark 00:36:16 4.2 Criticism of discovery-based teaching techniques 00:39:57 4.3 The math wars and discovery-based teaching techniques 00:42:30 4.4 Importance of structure in constructivist learning environments 00:44:31 5 Confusion between constructivist and maturationist views 00:45:30 6 Radical constructivism 00:46:26 7 Relational constructivism 00:47:08 8 Social constructivism 00:47:37 9 Communal constructivism 00:49:05 10 Influence on computer science 00:49:44 11 See also Listening is a more natural way of learning, when compared to reading. Written language only began at around 3200 BC, but spoken language has existed long ago. Learning by listening is a great way to: - increases imagination and understanding - improves your listening skills - improves your own spoken accent - learn while on the move - reduce eye strain Now learn the vast amount of general knowledge available on Wikipedia through audio (audio article). You could even learn subconsciously by playing the audio while you are sleeping! If you are planning to listen a lot, you could try using a bone conduction headphone, or a standard speaker instead of an earphone. Listen on Google Assistant through Extra Audio: https://assistant.google.com/services/invoke/uid/0000001a130b3f91 Other Wikipedia audio articles at: https://www.youtube.com/results?search_query=wikipedia+tts Upload your own Wikipedia articles through: https://github.com/nodef/wikipedia-tts Speaking Rate: 0.8812894850084727 Voice name: en-GB-Wavenet-A "I cannot teach anybody anything, I can only make them think." - Socrates SUMMARY ======= Constructivism is a philosophical viewpoint about the nature of knowledge. Specifically, it represents an ontological stance. There are many flavors of constructivism, but one prominent theorist is Jean Piaget, who focused on how humans make meaning in relation to the interaction between their experiences and their ideas. He considered himself to be a genetic epistemologist, meaning he was interested in the genesis of knowledge. His views tended to focus on human development in relation to what is occurring with an individual as distinct from development influenced by other persons.Views more focused on human development in the context of the social world include the sociocultural or socio-historical perspective of Lev Vygotsky and the situated cognition perspectives of Mikhail Bakhtin, Jean Lave and Etienne Wenger; Brown, Collins and Duguid; Newman, Griffin and Cole, and Barbara Rogoff.The concept of constructivism has influenced a number of disciplines, including psychology, sociology, education and the history of science. During its infancy, constructivism examined the interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge "schemes." Schemes are not to be confused with schema, a term that comes from schema theory, which is from information-processing perspectives on human cognition. Whereas Piaget's schemes are content-free, schemata (the plural of schema) are concepts; for example, most humans have a schema for "grandmother", "egg", or "magnet." Constructivism does not refer to a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Piaget. Piaget's theory of constructivist learning has had wide-ranging impact on learning theories and teaching methods in education, and is an underlying theme of education reform movements. Research support for constructivist teaching techniques has been mixed, with some studies in support and others contradicting constructivist res ...
Views: 9 wikipedia tts
Pedagogic Content Knowledge by Dr. Olenka Bilash
 
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PowerPoint presentation by Dr. Olenka Bilash
Views: 6396 BestofBilash
(Part 1) DSSSB Psychology Child Development in Hindi Pedagogy for dsssb prt tgt pgt reet
 
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(Part 1) DSSSB Psychology Child Development in Hindi Pedagogy for dsssb prt tgt pgt reet Facebook page :- https://m.facebook.com/officialdearsir/ Instagram :- @dearsirofficial Twitter:- @officialdearsir Hey! As always on your demand we are back with one more series of your learning. Today we are going to start "Psychology Child Development Pedagogy in Hindi " so that you can clean up your mind in respect of the same. Please suggest us with topics you need in comment box. Download and share the video among your friends. Team "Dear Sir" dsssb psychology, dsssb psychology syllabus, dsssb psychology answer key, dsssb psychology in hindi, dsssb psychology classes, dsssb psychology for prt, dsssb psychology notes, dsssb psychology book, dsssb psychology prt dsssb pedagogy in hindi, dsssb pedagogy questions, dsssb pedagogy child development and pedagogy, child development in hindi, child development class in hindi, child development psychology in hindi, child development part 1, child development, child development stages, child development and psychology child development and pedagogy, child development in hindi, child development class in hindi, child development psychology in hindi, child development part 1, child development, child development stages, child development and pedagogy in english, child development and pedagogy in hindi for htet, child development and psychology, child development and pedagogy in english for htet, child development and pedagogy in urdu, child development books, child development best books, child development for ctet, child development for reet, child development for pstet, child development for tet, child development for pgt, child development for samvida, child development for tet exam in telugu, child development from birth, child development for tet exam, child development first year, child development games, child development gk in hindi, child development growth, child development hindi, child development hindi me, child development hindi video, child development hindi question, child development hindi mai, child development health safety and nutrition, child development high school class, child development high school, child development in english Child Disability child development in hindi, child development in hindi language, child development in hindi pdf, child development in hindi wikipedia, ctet child development in hindi, up tet child development in hindi, child development class in hindi, child development lecture in hindi, child development & pedagogy in hindi, child development videos in hindi pedagogy in hindi, pedagogy in hindi for htet, pedagogy in hindi pdf, pedagogy in hindi meaning, child pedagogy in hindi, ctet pedagogy in hindi, teaching pedagogy in hindi, child development & pedagogy in hindi, tet pedagogy in hindi, pedagogy lecture in hindi, pedagogy in hindi language dsssb pedagogy questions
Views: 29664 Dear Sir
Digital Story: My Pedagogic Creed
 
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Article I -- What Education Is A great man once wrote, "Once you learn to read, you will be forever free." Like Frederick Douglass, I believe that education is freedom; education has the power to liberate us from the confines in which we were born into. I believe that education is empowerment. I believe that education may be the sole tool to create an equal and fair society in America. I believe that providing a first-rate education to all of our children is the best investment we can make as a nation. Article II -- What the School Is Like Dewey, I believe that schools are social institutions -- meaning that in order to prepare our children to enter society after graduation, our schools should act as "mini" or "mock" societies. I believe that schools should reflect and reinforce our societal values and norms. I believe that schools should not be a separate space within communities but rather immerse themselves within the communities, families and culture in which they are situated. I believe that schools should be safe and open environments where students feel free to explore themselves and their knowledge. Article III -- The Subject-Matter of Education I believe that the Subject-Matter of Education should fulfill and feed the curiosity of the students. I believe that education should focus more on teaching critical thinking, skills and processes and less on the retention of facts and figures. I believe that we should make room in the curriculum to teach our students about character, morals, and values. I believe that the Subject-Matter of Education should not be a fixed entity, rather it should evolve to meet the changing times, interests, and needs of our students. Article IV -- The Nature of Method I believe that all students are equally important and that all students are capable of reaching, or even exceeding, their highest expectations. To get the students to do this, I believe that teachers must be willing to experiment with different teaching techniques and methods until they find the ones that best fits their students. I believe that good teachers must understand and adapt to the diversity within and amongst their students -- whether that diversity be in their socio-economic background, racial and ethic background, interests, goals, or learning styles. Article V -- The School and Social Progress I believe that the school is the root of social progress. Teaching and learning should inspire and incite questions and reform. In this way I believe that education is the key to a successful democracy. A truly educated nation ensures that democracy will not be manipulated and abused by those in power, for they will forever be in a dialogue with the educated, critical and questioning masses. Conclusion As I advance on my educational journey -- whether continuing as a student, teacher or parent -- I will carry these beliefs and values with me. Image Sources: http://endtheeducationplantation.org/wp-content/uploads/2012/09/image0011.png http://farm9.static.flickr.com/8078/8314929977_28fd740070_m.jpg http://i2.cdn.turner.com/cnn/dam/assets/130626231206-college-investment-story-top.jpg http://img2.wikia.nocookie.net/__cb20130922191734/agk/images/8/82/School.jpg http://blog.turningpointschool.org/wp-content/uploads/2012/09/Core-Values-Wordle-Final.jpg http://www.pdx.edu/education/sites/www.pdx.edu.education/files/styles/pdx_collage_large/public/contact.jpg http://glory2godforallthings.com/wp-content/uploads/2011/09/right-way-wrong-way1.jpg https://c1.staticflickr.com/5/4130/5012144334_5e57b37c3d_z.jpg http://upload.wikimedia.org/wikipedia/commons/f/f1/School-education-learning-1750587-h.jpg http://farm8.staticflickr.com/7154/6660055759_5ccd5dab08_o.jpg http://2.bp.blogspot.com/_0IESX1xxuRc/TVLYZcuGXJI/AAAAAAAAAHc/tkVRNf7tOE0/s1600/education3.jpg http://sanjoserealestatelosgatoshomes.com/wp-content/uploads/2013/06/Education-is-a-journey.jpg
Views: 368 Victoria Smith
How to Teach an Inductive Learning Lesson
 
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Learn how to use the Inductive Learning strategy, a way to engage students in higher-level thinking by having them analyze examples before being introduced to overarching theories or rules.
Views: 70617 Cult of Pedagogy
TET/SGT/DSC Child Development and Pedagogy Telugu Medium
 
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Online classes for TET/SGT/DSC/TGT/PGT 04027665101 9515870609
Views: 134465 www.kautilyacareers.com
NRRT505 - Pedagogy
 
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Views: 52 TILTatCSU
Training teachers, trusting teachers, building competence - understanding teacher expertise
 
02:02:20
"The nature of teacher expertise is a contested area, with no real consensus as to what it consists of". Professor Christopher Winch of King's College London will discuss this issue, with particular reference to the implications for teacher education at this Cambridge Assessment Network seminar. "Three archetypes of teacher expertise seem to be in play in public debates on the issue in England: ~The teacher as craftworker: teachers rely on subject knowledge, experience, character and situational judgment for their effectiveness. The preferred mode of teacher education is apprenticeship under the mentorship of an experienced craft teacher. ~The teacher as executive technician: teachers rely on lesson protocols developed by curriculum and pedagogic specialists and their effectiveness depends on their following these protocols accurately. The preferred mode of teacher education is training in the protocols and practice in their execution. ~The teacher as professional: teachers exercise professional judgement on the basis of subject knowledge, a conceptual framework for thinking about education and teaching and knowledge of empirical research about teaching and learning. The preferred mode of teacher education consists of closely integrated university-based and school-based work. These three archetypes are an idealisation of what teachers should be like. They are rarely found in a pure form in actual schools and classrooms. However, there is confusion in the policy world about what should be the preferred model for England. I will illustrate this confusion in recent policy documents, show the relationships between the different archetypes and make a suggestion for the preferred model for England and the type of teacher education that should accompany it." About the speaker: Christopher Winch is Professor of Educational Philosophy and Policy in the School of Education, Communication and Society at King’s College London. He was head of the School from 2008-2012 and was Chair of the Philosophy of Education Society of Great Britain from 2008-2011. His main interests are in professional education (and in particular the nature of professional know-how and judgement) and in philosophy of education. He is also an experienced empirical researcher and has carried out extensive work on European vocational education and EU policy tools for developing vocational education in Europe. He is an experienced teacher who has worked in further, primary and higher education in England and Wales. He is the author of numerous books and articles. These include: Teachers’ Know-how (2017), Knowledge, Skills and Competence in the European Labour Market (2011) with Linda Clarke, Michaela Brockmann, Georg Hanf and Philippe Mehaut. Dimensions of Expertise (2010) and The Philosophy of Human Learning (1998). About Cambridge Assessment Network seminars: Through inviting authoritative voices in education to share their expertise, our seminars aim to inform and stimulate debate on current issues in assessment. As well boosting your CPD, these free events are an opportunity to network and share insights with other professionals from the wider education community. Register to receive notifications about future events: http://www.cambridgeassessment.org.uk/the-network/sign-up/
Common health to common health | Cam Donaldson | TEDxGlasgow
 
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This talk was given at a local TEDx event, produced independently of the TED Conferences. The life expectancy gap between best and worst off in the City of Glasgow is 28 years, and 25% of boys born there will not live beyond the age of 60. Thus, we need to rethink the Common Health of Glasgow together with its Common Wealth. Cam proposes moving beyond concentrating on individual risk factors, such as diet or exercise, and complementing these with community-based initiatives, which act on killers such as low income, societal exclusion and hopelessness. He describes how social business scan be a vehicle for that -- enterprises driven by a social mission, owned by communities and for communities -- and how this has led to major a research initiative across Scotland, involving six universities, the social enterprise community, jointly funded the UK's Medical Research Council and Economic & Social Research Council, aimed at evidencing his propositions. Cam Donaldson holds the Yunus Chair in Social Business & Health at Glasgow Caledonian University, his post named in honour of 2006 Nobel Peace Laureate, Muhammad Yunus. Cam is a leading health economist who has also held chairs at the Universities of Newcastle, Calgary and Aberdeen and won £25m (£10m as lead investigator) in research funding during his 30-year career. He has published over 200 refereed journal articles in economics, medical, health policy and health management journals and co-authored several books; his latest offering being Credit Crunch Health Care (Policy Press; 2011). Since taking up his post in 2010, Cam's main focus has been in assessing impacts of microcredit and social business on health and wellbeing, mostly through a £1.96m programme grant funded jointly by the UK's Medical Research Council and Economic & Social Research Council. About TEDx, x = independently organized event In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 565 TEDx Talks
Teacher Education in India  A Historical Perspective
 
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Subject:Education Paper: Historical, Political and Economic Perspective of Education
Views: 27703 Vidya-mitra
Improving teaching: Professional development with impact on quality
 
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Dean's Lecture Series 2015 Improving the quality of school teaching through the professional development of teachers is a global concern echoed with growing urgency in a vast array of political and educational circles. Professor Jennifer Gore, Director, Teachers and Teaching Research Program, The University of Newcastle, will outline her research on quality teaching and quality teaching rounds, emphasising the importance of a strong pedagogical framework and adherence to effective professional development principles in systematically improving the quality of teaching. Jennifer Gore is a Professor in the School of Education at the University of Newcastle, Australia, where she recently completed a six year term as Dean of Education and Head of School. Professor Gore is Director of the Teachers and Teaching Research Program and Co-Editor of Teaching and Teacher Education.
Sustainable Education | Meenakshi Umesh | TEDxBITSathy
 
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A teacher with a vision to redefine the "Education System"- emphasizing to bring the children closer to themselves by bringing them closer to the Mother Nature. Education cannot be forced it can only be yearned for. Their minds ought to be ignited, only when they are curious to know how things happen. Meenakshi Umesh is an educationalist, who has fine-tuned her own method of learning through life and experience. She holds an undergraduate degree in the architectural domain. Meenakshi went about to build a community of people whose passion in farming and education could be translated into opportunities. This activity has evolved into the Puvidham learning center, “An education to sustainable living and rural development”. This learning centre, suited in the Dharmapuri district of Tamil Nadu was the outcome of a long cherished dream of hers. Meenakshi Umesh is an educationalist, who has fine-tuned her own method of learning through life and experience. She holds an undergraduate degree in the architectural domain. Meenakshi went about to build a community of people whose passion in farming and education could be translated into opportunities. This activity has evolved into the Puvidham learning center, “An education to sustainable living and rural development”. This learning centre, suited in the Dharmapuri district of Tamil Nadu was the outcome of a long cherished dream of hers and has 90 students presently. For her efforts in alternative education she gained recognition from an “Aval Vikatan” article. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
Views: 5287 TEDx Talks
Schooling the Flesh: The Body, Pedagogy, and Inequality- public lecture by Antonia Darder
 
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March 2nd 2016 at McMaster Institute for Innovation and Excellence in Teaching and Learning, McMaster University Schooling the Flesh: The Body, Pedagogy, and Inequality Antonia Darder’s lecture will address the politics of classroom life and the relationship between the body and the social and material processes of constructing knowledge. Key principles of a ‘critical pedagogy of the body’ are elaborated through an examination of dominant ideologies, educational practices, and questions of inequality. This work is presented as necessary for decolonizing the body within educational settings, and the transformation of educational practice. The lecture draws on essays on the body in “A Dissident Voice: Essays on Culture, Pedagogy, and Power”---a collection of essays that engages a variety of political questions rooted within the contentious terrain of culture and power. ANTONIA DARDER Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University. Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign Dr. Antonia Darder is a distinguished international Freirian scholar. She holds the Leavey Presidential Endowed Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles, and is Professor Emerita of Education Policy, Organization, and Leadership at the University of Illinois Urbana Champaign. Her scholarship focuses on issues of racism, political economy, social justice, and education. Her work critically engages the contributions of Paulo Freire to our understanding of inequalities in schools and society. Darder’s critical theory of biculturalism links questions of culture, power, and pedagogy to social justice concerns in education. In her scholarship on ethics and moral issues, she articulates a critical theory of leadership for social justice and community empowerment. Her work also engages issues of culture and its relationship to recent developments in neuroscience. She is the author of numerous books and articles in the field, including Culture and Power in the Classroom (20th Anniversary edition), Reinventing Paulo Freire: A Pedagogy of Love, A Dissident Voice: Essays on Culture, Pedagogy, and Power and Freire and Education. She is also co-author of After Race: Racism After Multiculturalism; and co- editor of The Critical Pedagogy Reader,Latinos and Education: A Critical Reader, and the forthcoming International Critical Pedagogy Reader.
Views: 1391 MacPherson Institute
Best Learning of  a foreign language 2019
 
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Link of full-course ( 200 minutes):https://www.udemy.com/methodological-course-to-learn-and-speak-arabic-and-french/?couponCode=12121212 This course is based on a scientific and pedagogic method; it's  methodological and used a very easy concept to teach all levels two languages.  First part contains the Arabic language; the second part contains the French language, you can Learn Arabic only, French only or both languages also. The lesson is so amazing and easy because it's  based on many videos and animations.The method used in this course helps anyone to learn in comfortable conditions. The plan of course starts by the alphabet, after that, we will learn letters, parts of words, words and pronunciation. Third we will learn the basics of each language (pronouns, nouns, verbs, articles, determinants, adjectives, conjugation…). After that we will learn a big vocabulary in many useful domains and finally we will see animated conversations and dialogues to handle many situations. So with the plan of this course, anyone can learn and speak one or two languages (Arabic and/or French) easily, with amazing way and in comfortable conditions. I encourage you to learn this course, it's  so rich and important. If you are interested you can use this link: https://www.udemy.com/methodological-course-to-learn-and-speak-arabic-and-french/?couponCode=12121212
Views: 330 BEST COURSES
Pauline Foster and Peter Skehan, Studies in Second Language Acquisition
 
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Watch an interview with the authors, Pauline Foster and Peter Skehan discussing the article 'The Influence of Planning and Task Type on Second Language Performance' to find out what led to this piece of research and if the authors knew what impact this research would have.
Views: 185 Cambridge Core
Research Article #8
 
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Organizational Communication The Relationship Between Workplace E-Mail Privacy and Psychological Contract Violation, and Their Influence on Trust in Top Management and Affective Commitment By: Jason L. Snyder & Mark D. Cistulli
Views: 62 Ashley Maund
Renewable Energy 101 | National Geographic
 
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There are many benefits to using renewable energy resources, but what is it exactly? From solar to wind, find out more about alternative energy, the fastest-growing source of energy in the world—and how we can use it to combat climate change. ➡ Subscribe: http://bit.ly/NatGeoSubscribe About National Geographic: National Geographic is the world's premium destination for science, exploration, and adventure. Through their world-class scientists, photographers, journalists, and filmmakers, Nat Geo gets you closer to the stories that matter and past the edge of what's possible. Get More National Geographic: Official Site: http://bit.ly/NatGeoOfficialSite Facebook: http://bit.ly/FBNatGeo Twitter: http://bit.ly/NatGeoTwitter Instagram: http://bit.ly/NatGeoInsta Select footage courtesy NASA https://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=11056 Read more in "Renewable energy, explained" https://on.natgeo.com/2I5gp3L Renewable Energy 101 | National Geographic https://youtu.be/1kUE0BZtTRc National Geographic https://www.youtube.com/natgeo
Views: 385754 National Geographic
Online Pedagogy Part I
 
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and online discussions
Views: 76 drwilliamashton
What is RECONTEXTUALISATION? What does RECONTEXTUALISATION mean? RECONTEXTUALISATION meaning
 
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What is RECONTEXTUALISATION? What does RECONTEXTUALISATION mean? RECONTEXTUALISATION meaning - RECONTEXTUALISATION definition - RECONTEXTUALISATION explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Recontextualisation is a process that extracts text, signs or meaning from its original context (decontextualisation) in order to introduce it into another context. Since the meaning of texts and signs depend on their context, recontextualisation implies a change of meaning, and often of the communicative purpose too. The linguist Per Linell defines recontextualisation as: the dynamic transfer-and-transformation of something from one discourse/text-in-context ... to another. Linell distinguishes between recontextualisation at three different levels: intratextual: recontextualisation within the same text, discourse or conversation. Intratextual recontextualisation plays an important part in most discourse in so far as it refers to what have been said before, or anticipates what is to be said. In conversation, for instance, the one part usually infuses what the other part just – or earlier – has said in a new context thus adding new meaning to it. Such turns of decontextualisation and recontextualisation combined with metadiscursive regulation are crucial for the continual unfolding of texts, discourses and conversations. intertextual: recontextualisation relations to specific texts, discourses or conversations. It is an important aspect of texts that they explicitly or implicitly fetch elements from other texts. The importance of this becomes clear when it is realised the meaning of a word is based on its meaning in other contexts; it could be an encyclopaedia, but more often its meaning stems from contexts in which it is used. interdiscursive: recontextualisation between types of discourse, such as genres. In Fairclough, chains of genres is closely connected to interdiscursive recontextualisation. Chains of genres denotes how genres depend on each other's discursive material, e.g. the relation between interviews, transcription of interviews and the analysis of interviews. However, interdiscursive recontextualisation is also abundant between large interdiscursive entities or formation and is part of society's discursive workshare. An example is the import of results from statistic theory into social science with the purpose of testing quantitative analyses. Though recontextualisation often is used within linguistics, it also has interdisciplinary applications. Particularly, in Basil Bernstein's concept of the pedagogic device that consists of three fields: the fields of production, recontextualisation and reproduction. The field of reproduction is the field of schooling institutions. The field of production is the field, where knowledge is produced (often universities). The field of recontextualisation mediates between these two fields. The recontextualisation field "is composed of two sub-fields; namely, the official recontextualising field (ORF) and the pedagogic recontextualising field (PRF). The ORF consists of 'specialized departments and sub-agencies of the State and local educational authorities'. The PRF consists of university departments of education, their research as well as specialised educational media. Rhetorical scholar John Oddo argues that recontextualization has a future-oriented counterpoint, which he dubs "precontextualization". According to Oddo, precontextualization is a form of anticipatory intertextuality wherein "a text introduces and predicts elements of a symbolic event that is yet to unfold."
Views: 534 The Audiopedia
Macroscopic fluctuation theory (Lecture - 01) by Tridib Sadhu
 
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Bangalore School on Statistical Physics - VIII DATE: 28 June 2017 to 14 July 2017 VENUE: Ramanujan Lecture Hall, ICTS, Bengaluru This advanced level school is the eighth in the series. This is a pedagogical school, aimed at bridging the gap between masters-level courses and topics in statistical physics at the frontline of current research. It is intended for Ph.D. students, post-doctoral fellows and interested faculty members at the college and university level. The following courses will be offered. Preparatory lectures by Abhishek Dhar (ICTS) and Sanjib Sabhapandit (RRI) Critical dynamics by Uwe C Täuber (Virginia Tech, USA) Thermalization in quantum systems by Subroto Mukerjee (IISc, Bangalore) Non-equilibrium statistical physics: Introductory examples by Sidney Redner (Santa Fe USA) Conformal field theory and statistical mechanics by John Cardy (UC Berkeley, USA) Macroscopic fluctuation theory by Tridib Sadhu (TIFR, Mumbai) Statistical physics of active matter by (Sriram Ramaswamy (IISc, Bangalore) CONTACT US:[email protected] PROGRAM LINK: https://www.icts.res.in/program/bssp2017
What is PEDAGOGICAL GRAMMAR? What does PEDAGOGICAL GRAMMAR mean? PEDAGOGICAL GRAMMAR meaning
 
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What is PEDAGOGICAL GRAMMAR? What does PEDAGOGICAL GRAMMAR mean? PEDAGOGICAL GRAMMAR meaning - PEDAGOGICAL GRAMMAR definition - PEDAGOGICAL GRAMMAR explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ A pedagogical grammar is a modern approach in linguistics intended to aid in teaching an additional language. This method of teaching is divided into the descriptive: grammatical analysis, and the prescriptive: the articulation of a set of rules. Following an analysis of the context in which it is to be used, one grammatical form or arrangement of words will be determined to be the most appropriate.It helps in learning the grammar of foreign languages. Pedagogical grammars typically require rules that are definite, coherent, non-technical, cumulative and heuristic. As the rules themselves accumulate, an axiomatic system is formed between the two languages that should then enable a native speaker of the first to learn the second.
Views: 877 The Audiopedia
Anne Higonnet—A Digital Enlightenment: Experiments in the Teaching of 18th-Century Decorative Arts
 
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Anne Higonnet will deliver a Françoise and Georges Selz Lecture on 18th- and 19th-Century French Decorative Arts and Culture on Tuesday, October 13, at 6pm. Her talk is entitled “A Digital Enlightenment: Experiments in the Teaching of Eighteenth-Century Decorative Arts.” Anne Higonnet is Professor of Art History at Barnard College, Columbia University. She works on the history of art since the seventeenth century, on childhood, and on collecting. She received her BA from Harvard College in 1980 and the PhD from Yale University in 1988. Dr. Higonnet has published five books and many essays, among them “Manet and the Multiple,” in Grey Room. Her research has been supported by Guggenheim, Getty, and Social Science Research Council fellowships, as well as grants from the Howard and Kress Foundations. In 2014, she organized a multi-part exhibition, course, catalogue, article, and website project on Anna Hyatt Huntington’s 1902-1936 New York City sculpture. In spring of 2015, she launched a digital humanities seminar on the material world of the Enlightenment, funded by the Mellon Foundation. She lectures widely to public audiences, including in the Metropolitan Museum of Art “Events Program.” Her next series at the Met will be about its latest period room, and the Gilded Age adventuress who commissioned it. Dr. Higonnet’s lecture at Bard Graduate Center examines how might we re-think the “decorative arts” as being instead the “useable arts.” This lecture proposes related language, digital, and pedagogic tactics. Why say useable? How does digital technology promote the useable qualities of objects? How can students create useable public knowledge?
Views: 630 bardgradcenter
Dirac Physics and Topology in Photonics by Jian Hua Jiang
 
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Open Quantum Systems DATE: 17 July 2017 to 04 August 2017 VENUE: Ramanujan Lecture Hall, ICTS Bangalore There have been major recent breakthroughs, both experimental and theoretical, in the field of Open Quantum Systems. The aim of this program is to bring together leaders in the Open Quantum Systems community from a range of subfields, such as Mesoscopic Quantum Optics (Quantum Dot Circuit-QED systems), Cavity Optomechanics, Cavity-QED systems and many more. This field of hybrid quantum systems sits perfectly at the interface of condensed matter physics, quantum optics and non-equilibrium physics. Despite remarkable progress, there are still a large number of challenging and important experimental and theoretical questions thereby creating an immediate need for the program that is expected to facilitate vibrant discussions and collaborations among researchers from diverse fields. The main areas of focus in the program will be Mesoscopic Quantum Optics Hamiltonian and Quantum Bath Engineering Cavity Optomechanics Quantum Gases in Cavities Light-matter interactions in 1D continuum This program will be for active researchers in the areas and is designed to be especially beneficial for advanced graduate students and postdocs. There will also be some pedagogic lectures on the following topics: Cavity optomechanics - Aashish Clerk (Theory) - Week 2 Theory of solid-state quantum information processing - Guido Burkard (Theory) - Week 2 Non-Equilibrium physics of polaritons - Jacqueline Bloch (Experiment) - Week 2 Hybrid circuit quantum electrodynamics - Jason Petta (Experiment) - Week 1 Superradiance and the Dicke model - Jonathan Keeling (Theory) - Week 1 Quantum manifolds of steady states in driven, dissipative superconducting circuits - Michel Devoret (Experiment) - Week 2 Non-equilibrium behavior of quantum many-body systems - Stefan Kehrein (Theory) - Week 3 Mesoscopic quantum electrodynamics - Takis Kontos (Experiment) - Week 1 CONTACT US : [email protected] PROGRAM LINK: https://www.icts.res.in/program/oqs2017
Open education: Egyptian students contribute to Wikipedia (Learning World: S5E16, part 2/3)
 
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In Egypt, university students learn how to use and contribute to the Arabic language edition of Wikipedia, the biggest free online encyclopaedia. Instead of writing term papers, students write Wikipedia articles as part of their course work. Learning World visited one such workshop in Cairo, where the Wikipedia Education Program was launched in 2012. The Wikimedia Foundation's educational branch is enlisting and training students to contribute articles in their native tongues in an effort to enrich the content available and to increase the diversity of its contributors. Originally about 80% of the editors were male, but this trend is reversed in Egypt: almost 90 percent of the latest workshop participants were female. Since its inception in 2001, Wikipedia has grown into a global giant. Relying on rouhly 23 million volunteers, just the English language Wikipedia counts more than 4 million articles. Listen to Wikipedia founder Jimmy Wales at WISE: http://youtu.be/LBPRIdJunys http://youtu.be/pn-jMgF-3Jg Did you know that you can personally contribute to scientific research just by playing a crowdsourced videogame? Find out more: http://youtu.be/D0RHWsdfLbI Imagine that all the academic books you needed were available for free. Watch our episode on Open Books: http://youtu.be/OF-Afm0b_js Learning World is brought to you by euronews: http://www.euronews.com/learning-world SUBSCRIBE to get more videos from WISE: http://www.youtube.com/WISEQatar?sub_confirmation=1 World Innovation Summit for Education (WISE) is an international, multi-sectoral and action-oriented platform for innovation in education that connects innovators, nurtures new ideas, and recognizes and supports successful initiatives that are helping revitalize education. For more information about WISE: http://www.wise-qatar.org Follow WISE on Twitter: http://twitter.com/WISE_Tweets Like WISE on Facebook: http://www.facebook.com/wiseqatar
Views: 770 WISE Channel
Dr. Jasmin Zine, Associate Professor, Sociology, WLU
 
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Dr Zine's research focuses on the intersections of race, religion, gender, and identity. She has examined this nexus through ethnographic research in the area of education and in Muslim women's studies. She has co-authored three books in the field of anti-racism education and has published articles in the journals Anthropology and Education Quarterly, Race, Ethnicity and Education, Equity and Excellence in Education, Muslim World Journal of Human Rights, and Journal of Feminist Studies in Religion. She is presently co-editing a special issue of the journal Intercultural Education that deals with literary and cultural representations of Muslim women and the pedagogic possibilities opened up by readings which are transnational, feminist, and anti-colonial. Her current area of research focuses on Canadian Muslim youth and the politics of identity post 9/11.
Views: 2891 CASTatLaurier
TET BOMB l बाल विकास 80 QUESTIONS l CHILD DEVELOPMENT QUESTION WITH ANSWER l CTET,BTET,UPTET, ETC
 
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आप सभी के लिए आने वाले टेट परीक्षा के लिहाज से अति महत्वपूर्ण प्रश्न लेकर आया हूँ जिसे आपको CTET,BTET,UPTET,JTET,MPTET,REET,APTET,GURUKULAM ,ETC जैसे सभी परीक्षाओं में मदद मिलेगी और आप अच्छा अंक ला पाएंगे l BAAL VIKAS/बाल बिकास https://www.youtube.com/playlist?list=PLGsL4NxGkT9gW0Fgc5J0PGrE5Y9tafjwk PSYCHOLOGY/मनोविज्ञान https://www.youtube.com/playlist?list=PLGsL4NxGkT9hstmu1GFl6uNIV7ixTPtcd शिक्षा मनोविज्ञान https://www.youtube.com/playlist?list=PLGsL4NxGkT9iUBD0NfsAipyUdAr0yoILr Latest news and updates links https://www.youtube.com/playlist?list=PLGsL4NxGkT9iQfgrmp7Uu8b-km5Dp5cam Awards gk tricks https://www.youtube.com/playlist?list=PLGsL4NxGkT9j_JpCnG8EK29F5MXjTDFUV Gk tricks https://www.youtube.com/playlist?list=PLGsL4NxGkT9j_JpCnG8EK29F5MXjTDFUV child development and pedagogy https://www.youtube.com/playlist?list=PLGsL4NxGkT9gWHOhDQuNNtvutxkQRhxlL
Views: 434660 Gk Sansar
Amal Kumar Raychaudhuri | A Leading Indian Physicist | Digital School
 
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Amal Kumar Raychaudhuri was a leading Indian physicist, renowned for his research in general relativity and cosmology.
Views: 188 DIGITAL SCHOOL
What is PEDAGOGICAL AGENT? What does PEDAGOGICAL AGENT mean? PEDAGOGICAL AGENT meaning
 
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What is PEDAGOGICAL AGENT? What does PEDAGOGICAL AGENT mean? PEDAGOGICAL AGENT meaning - PEDAGOGICAL AGENT definition - PEDAGOGICAL AGENT explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "as a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped user's of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory......
Views: 131 The Audiopedia
Prokofiev Romeo and Juliett Vizualisation
 
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Harmonic structure in some Russian pieces : Romeo and Juliett : Tonal Center Progressions by Thirds In this piece Prokofiev uses a moving tonal center and repeats the harmonic patterns. We see for instance a movement from Vth to Ist degree, back and forth, that corresponds to tension resolution Starting in e the tonal center moves upwards thirds by third. This differs from the piece Swan Lake from Tchaikowsky, also studied here, where the tonal center never moves and the composer goes through different degrees. We use the Spinnen Tonnetz, designed by H.Seress G.Baroin to illustrate the harmonic paths. A description of the Spinnen Tonnetz can be found in our pedagogic movies and by googling to retrieve the scientific articles. For a comprehensive introduction and functions of our Spinnen-Tonnetz, please have a look, to our analyse of Paolo Conte:, Sotto le stelle del Jazz and Madeleine
Views: 325 MatheMusic4D
DA2015: Paddy Ladd
 
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Seeing Through New Eyes - Deafhood Pedagogies and The Unrecognised Curriculum In the 250 years of Deaf educational systems not a single book has been written about Deaf teachers and their pedagogical practices - a telling illustration of the extent to which the education of Deaf children has been appropriated by hearing people. Since the turn of the century several important articles and dissertations have begun to explore some of these practices, and this paper focuses on a research study of a number of Deaf educators in the UK and the USA, setting out a framework within which their Deaf pedagogical practices can be mapped. Comparison with studies in a number of other countries reveals that many of these practices are remarkably similar, enabling us to posit the existence of global Deafhood pedagogical principles. http://deafacademics2015.com
Views: 2034 Deaf Academics 2015
Constructivism (philosophy of education)
 
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Constructivism is a theory of knowledge (epistemology) that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Jean Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results. This video is targeted to blind users. Attribution: Article text available under CC-BY-SA Creative Commons image source in video
Views: 5624 Audiopedia
How can a farm survive and educate a city: Mirto Fifa at TEDxKalamata
 
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http://www.tedxkalamata.com/ About the speaker: Mirto Fifa is a visual artist, educator, farmer, creator and manager of the environmental artistic projects "Re;Think Project" and "Farma Fifa Permaculture", and activist on social and environmental issues in Kalamata, (founder of kalamatafreespace network and co-founder of Cyclists of Kalamata group, etc.) Born in Kalamata, Mirto studied Pedagogic at the National Kapodistrian University of Athens and Dance Studies at Laban London Centre. She has collaborated with various dance theater companies (ADLIB, Nomass, Oktana, etc.) as a performer and video artist. Her video art work has been presented in Greek video-art festivals, such as Pixel Dance Festival '08, Action Field Kodra '09, Eco-festival '09, Terra Mania, etc. Also her photography art work has been presented among others at Athens Photo Festival '08, at the exhibition "New Greek Photographers". As a teacher, she has collaborated with the E. Kostopoulou Foundation and the State School of Dance. Mirto has written articles for and co-operates with the local press and Internet magazines, such as "Echomove Magazine". A very important element of her artistic work is the De-centralization of the artistic process and the interaction of art with issues of the local community. Her work often focuses on the relationship between contemporary man and nature. Since 2009, when she moved to Kalamata and personally experienced the environmental problems of the city, she created Re:Think project , an environmental and artistic multitask project on reuse, DIY crafts and creative recycling. The project organizes exhibitions, events in public places, original DIY workshops and the launch of a neighborhood compost program in collaboration with the municipality of Kalamata. At the same time, being profoundly interested in the protection of local biodiversity and having lived and experienced since childhood life in a family farm, she believes in and promotes the cultural, educational and cognitive value of agriculture as a holistic way of living everyday life for contemporary man. All of the above led to her next project, the natural and traditional agricultural farm "Farma Fifa Permaculture". A per-urban farm of exquisite natural beauty, Fifa Farm is one of the oldest farms in the area. The main aims of the farm include the propagation of traditional natural agriculture, the creation of a bank of local traditional seeds, its development through "Seed-keepers Anonymous" (namely a net of volunteers working on the preservation and free exchange of old traditional seeds) and wider research on everyday issues of self-management. Open to visitors, the farm is the base of Project Re:Think and hosts workshops and events on general subjects of ecological agriculture, composting and DIY, offering at the same time educational programmes to schools and organizations. About TEDx: In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 1528 TEDx Talks
Why Anti-Smoking Programs Always FAIL? - John Taylor Gatto
 
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Indiana University study: One commonality is that all anti-smoking campaigns failed. Get John's new article at: www.JohnTaylorGatto.com Thanks to www.EducationRevolution.org for the video clip. Get John's new book in Summer 2015 at: www.JohnTaylorGatto.com Follow him on Twitter: www.Twitter.com/realjohngatto Like him on Facebook: www.Facebook.com/UndergroundHistoryBook Subcribe to this YouTube channel: www.YouTube.com/JohnTaylorGatto Get a FREE article titled, "Advice from Harvard: 10 Skills for Success in the Global Economy" at www.JohnTaylorGatto.com
This is what anxiety feels like
 
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The “A Day With Mental Health” series is brought to you by Headspace and Bring Change to Mind (BC2M). This series features videos highlighting the myths around mental health, as well as personal stories on what it’s like to live with a mental health diagnosis. Each essay describes a singular and unique experience, and is not meant to be representative of every diagnosis, but to give us a peek into one person’s mind so we may be more empathetic to all. This series will publish weekly on Headspace’s the Orange Dot. To read "A Day With: Social Anxiety" visit bit.ly/2sLgzXJ ....................................................................................................................... Learn to meditate in ten minutes a day with the Headspace app. Each day, it delivers a new guided meditation based on teachings that Andy Puddicombe, Co-founder of Headspace, learned during the ten years he spent studying meditation and mindfulness in monasteries across Asia. The first series, Basics, is completely free and teaches the basics of meditation and mindfulness. After that, via subscription, Headspace offers hundreds of hours of original content tailored to the specific needs of each user. Themed meditation packs are supported by a host of content, including animations, articles and videos in the playful, quirky style that makes Headspace instantly recognizable. Along with daily meditations, Headspace also offers On-The-Go exercises for users short on time and SOS sessions to support subscribers in those meltdown moments.
Views: 56220 Headspace
TEDxBonn - Anna Grear "The DNA of our legal system"
 
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http://www.tedxbonn.org/ TEDxBonn - 'Connecting the dots', October 1st, 2014 in Bonn. Anna Grear: "The DNA of our legal system" Anna Grear's work calls on insights from a range of disciplines despite being firmly located within a combination of critical legal theory and jurisprudence. She has a particular interest in the relationship between human rights and the environment, and in the theme of legal subjectivity, locating these in relation to contemporary globalisation and to a central concern with the implications of the materiality of the living order – including the theme of lived embodiment. Anna is the founder and co-editor in chief of the Journal of Human Rights and the Environment, a journal praised for its timeliness, vision and intellectual quality. She is also founder and director of the Global Network for the Study of Human Rights and the Environment (GNHRE) – now the largest existing international network of leading scholars in the field, activists, policy makers, lawyers and NGOs dedicated to the transformation of thinking concerning the relationship between human rights and the environment. (www.gnhre.org). Anna's monograph Redirecting Human Rights: Facing the Challenge of Corporate Legal Humanity (Basingstoke: Palgrave Macmillan, 2010) has been welcomed as an important contribution to the development of a ‘radical revisionist critical human rights philosophy' and is credited with ‘founding a new ground of contestation' ‘marking a fresh start towards the understanding of the ontology of human rights’. Anna has published articles in leading academic journals (including in Legal Studies, Res Publica, Law and Critique, The Human Rights Law Review) and has been invited contributor to some exciting publication projects, such as The New Oxford Companion to Law (OUP, 2008) and The Cambridge Companion to Human Rights (CUP, 2012). Anna was also part of the UK Feminist Judgments Project (a project involving approximately 50 academics, with judges and practitioners, including Lady Hale of the UK Supreme Court), and has a judgment published in R Hunter, C McGlynn and E Rackley, Feminist Judgments: From Theory to Practice (Oxford: Hart, 2011). Anna has extensive editorial responsibilities. She is series editor of Law, Justice and Ecology (a book series published by Glasshouse/Routledge) and series co-editor for Edward Elgar Publishing’s Critical Reflections on Human Rights and the Environment book series. Anna is a Global Affiliate to the Vulnerability and Human Condition Collaboration, Emory University USA; Visiting Scholar at Bristol Law School, UWE, UK and Invited Professor at the Westminster International Law and Theory Centre, University of Westminster, UK. She has also held a variety of visiting scholarships/fellowships and has been invited to speak at a wide range of universities, conferences and events, internationally and within the UK. Anna's teaching practice and pedagogic philosophy reflects her long-standing interest in legal reasoning and in the teaching of reasoning skills to students. Anna came to academic life after working in a range of other roles, including theatre performance; political activism; community organisation and management.
Views: 857 TEDxBonn
Dr. Tae — Building A New Culture Of Teaching And Learning
 
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[YouTube is allowing videos longer than 15 minutes now which is why I'm uploading this video again, but it's in one piece this time.] Are schools designed to help people learn? Are colleges and universities really institutions of higher education? Do students actually learn any science in science classes? Can skateboarding give us a better model for teaching and learning? Watch this video to find out. My website http://DrTae.org For more details about this video, read my blog entry about "Building A New Culture Of Teaching And Learning" http://drtae.org/building-a-new-culture-of-teaching-and-learning/ 0:37 "School Sucks" If you've never seen Sir Ken Robinson's TED Talk "Do Schools Kill Creativity?" you should watch it here: http://ted.com/​talks/ken_robinson_says_schools_kill_creativity.html 1:22 "Universities are not doing a good job." Watch the entire interview with Dr. Leon Lederman on The Science Network. Education, Politics, Einstein, and Charm: a conversation with Nobel Laureate Leon Lederman. http://thesciencenetwork.org/programs/​the-science-studio/​robert 3:02 Depersonalization 101: "They're...checking Facebook or their email..." Is the digital revolution turning us into delusional multitaskers who can't focus? Watch "Digital Nation" from Frontline on PBS http://pbs.org/​wgbh/​pages/​frontline/​digitalnation/​view/​ 4:37 "Increasing number of educators found to be suffering from teaching disabilities" The Onion http://theonion.com/​content/​news/​report_increasing_number_of 5:45 "Over 90% of middle school science teachers in this country have never taken a science course outside of high school." Watch the entire discussion between Dr. Lawrence Krauss and Dr. Richard Dawkins: http://richarddawkins.net/​article,2472,Richard-Dawkins-and-Lawrence-Krauss,RichardDawkinsnet 7:05 "...the difference between certifications and qualifications." Malcolm Gladwell has argued that if we don't have a good way of predicting who will become great teachers, we must drastically change hiring practices in schools. "Most Likely To Succeed: How do we hire when we can't tell who's right for the job?" http://newyorker.com/​reporting/​2008/​12/​15/​081215fa_fact_gladwell 9:30 "...the most effective thing we can do to improve the quality of physics instruction...is to hire, honor, and promote good teachers." Dr. David J. Griffiths ( academic.reed.edu/​physics/​faculty/​griffiths.html ) "Is There A Text In This Class?" http://ajp.aapt.org/​resource/​1/​ajpias/​v65/​i12/​p1141_s1 10:00 "Do they just sit there?" Dr. Dean Zollman ( phys.ksu.edu/​personal/​dzollman/​ ) "Do They Just Sit There? Reflections on helping students learn physics" http://web.phys.ksu.edu/​papers/​millikan.html 11:41 "Congratulations! You haven't learned a damn thing about science." Watch Richard Feynman for a more insightful view of science. "The Pleasure of Finding Things Out" http://video.google.com/​videoplay?docid=7136440703094429927 13:23 "Maybe lawyers are getting in the way of science education." Watch Geyver Tulley's TED Talks about "Five Dangerous Things You Should Let Your Kids Do" http://ted.com/​talks/​gever_tulley_on_5_dangerous_things_for_kids.html "Life Lessons Through Tinkering" http://ted.com/​talks/​gever_tulley_s_tinkering_school_in_action.html 16:40 "Work your ass off until you figure it out." Dr. Carol Dweck might call this having a "growth mindset." "How Not To Talk To Your Kids" http://nymag.com/​news/​features/​27840/​ Mindset by Dweck http://mindsetonline.com/​ Branford Marsalis thinks some students don't understand the idea of hard work. http://youtube.com/​watch?v=5rz2jRHA9fo "Making The Grade: Many students wheedle for a degree as if it were a freebie T shirt" http://users.ece.gatech.edu/​~mleach/​myturn/​makingthegrade.html 17:32 "That's a long time" Outliers by Malcolm Gladwell http://gladwell.com/​outliers/​index.html Dr. Alan Schoenfeld http://gse.berkeley.edu/​faculty/​ahschoenfeld/​ahschoenfeld.html 22:40 "Teach For America Chews Up, Spits Out Another Ethnic-Studies Major" The Onion http://theonion.com/​content/​node/​30911 23:03 "You can polish a turd." MythBusters: Polishing A Turd http://dsc.discovery.com/​videos/​mythbusters-polishing-a-turd.html 24:35 Distributed Computing on Wikipedia http://en.wikipedia.org/​wiki/​Distributed_computing [email protected] http://setiathome.ssl.berkeley.edu/
Views: 7201 Dr. Tae
Nick Hopwood - The Rejection Wall
 
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LEARN MORE: https://futures.uts.edu.au/blog/2017/12/01/nick-hopwood-normalising-rejection/ In a day and age where everyone wants to promote their best self, Nick Hopwood is doing the exact opposite by promoting his failures with what he calls his “rejection wall”. Imagine walking to someone’s office to see the exterior covered with letters summarising one’s failures and rejections. Hopwood believes by publishing his losses like a shadow CV, he can help normalise rejection for both students and academics. Since Nick posted on Futures earlier this year, this approach has really caught on! An image of his wall posted to twitter got over one thousand retweets, he was recently featured in an article for U Magazine, and twitter users such as @AlexaDelbosc and @steveslack have started to join in. They’re not the only ones though – by simply searching #rejectionwall on twitter, you can find many other people joining in on the conversation. We had a quick chat with Nick, to learning more about the pedagogic message behind the rejection wall.
Views: 120 UTSFutures Team
John Taylor Gatto Interviewed by Steve Reimer - University of Toronto Radio
 
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Get John's free newsletter at https://www.JohnTaylorGatto.com 2015 Book release: http://www.UndergroundHistoryBook.com As the former New York State Teacher of the Year, John Taylor Gatto is "The World's Most Courageous Teacher". NEW 2015 BOOK: "The Underground History of American Education".. RON PAUL wrote the Foreword, Richard Grove wrote the Afterword, and David Ruenzel wrote the Introduction to John's NEW Book release in 2015! Are you ready to learn the secrets to a powerful education? Get free article, "Advice from Harvard: 10 Skills for Success in the Global Economy": https://www.JohnTaylorGatto.com WATCH his most epic interview ever! https://www.youtube.com/watch?v=YQiW_l848t8 Thanks https://www.TragedyAndHope.com Meet John at https://www.JohnTaylorGatto.com Like John at: https://www.Facebook.com/UndergroundHistoryBook Tweet John at: @RealJohnGatto Subscribe to the Channel: https://www.YouTube.com/JohnTaylorGatto John Gatto is the former NY City and NY State Teacher of the year, where he inspired his students to achieve some amazing results through his nontraditional methods of instruction. He taught 8th grade for 30 years in New York and has the stories to prove it. :D Find solutions to school at https://www.EducationOptionsNow.org and https://www.AlternativesToSchool.com https://www.EducationRevolution.org https://www.Altedaustin.org https://www.EducationTransformationAlliance.org https://www.LearningChoicesNetwork.com https://www.A2Zhomescooling.com https://www.HomeEducationMagazine.com https://www.Montessori.org https://www.CasaDiMir.org https://www.SudVal.org https://www.AgileLearningCenters.org https://www.DiabloValleySchool.org https://www.UnCollege.org https://www.ZTcollege.com https://www.ClassDismissedMovie.com https://www.SchoolSucksProject.com https://www.TragedyAndHope.com Tweet us @RealJohnGatto Get John's newest article, "Advice from Harvard: 10 Skills for Success in the Global Economy" at https://www.JohnTaylorGatto.com Would you like to ask John Taylor Gatto a question? For your question to be considered, please review these guidelines: 1. If you are asking a question that pertains to your family and/or children, please be sure to include the gender(s), age(s), personality, and interests of each person. (If you feel the retelling of a pertinent backstory or experience would be valuable for John to know in order to offer a useful response, please include that information as well.) 2. Don’t ask more than one question 3. Don’t ask if you already know the answer 4. Don’t ask him to predict the future 5. Don’t ask rhetorical questions, or use a question to state a position or to be silly; otherwise, ask anything Since his boyhood, John has had eclectic interests; from earliest his recollections he has been interested in everything under the sun, but does not claim expertise in everything (if anything!); however, he is interested and willing to render candid opinions in any area one prefers (except medical advice), as long as one agrees to take his response to a question as merely a personal opinion, rendered free of charge or hidden agenda. Send your question to: [email protected] Due to his energy limitations, every question will not be answered, but all questions are welcome. John’s newest book release is in 2015: “The Underground History of American Education” Book Trailer: https://www.youtube.com/watch?v=Q4HiMiDC6i4 Buy his books on Amazon: http://www.amazon.com/gp/product/0865716692/ref=as_li_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0865716692&linkCode=as2&tag=revolutcapita-20&linkId=SXCUL73HAN3NBZYX
Making Artistic Thinking Visible - A Pedagogical Journey
 
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This video is designed to accompany an article I am writing on Artistic Thinking. The video provides a brief overview of the research that changed the way I think about engaging students in art making. I hope educators and administrators find the information useful. Video funding provided by the Eastern Michigan University Provost's New Faculty Award.
Views: 337 Dr. Cam at EMU
Learn more about Vocal Harmonics and Formants? | #DrDan 🎤
 
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Formants are the resulting resonances of the vocal tract between the glottis and the lips and nostrils. When we group the fundamental frequency together with its overtones we collectively call them a harmonic series. Without seeking to simplify the subject to the point of inaccuracy, it can be helpful to simply think of the harmonic and the harmonic series as being formed by the vocal folds, with the formants being developed by the vocal tract. BUY Practical Vocal Acoustics – http://drdan.co/2gQBEaE (affiliate) Download MADDE for free – http://drdan.co/maddesynth -- REFERENCES -- Bozeman, K. W. (2017). Kinesthetic voice pedagogy: Motivating acoustic efficiency. Gahanna, OH: Inside View Press. Bozeman, K. W. (2013). Practical vocal acoustics: Pedagogic applications for teachers and singers. Hillsdale, NY: Pendragon. Hoch, M. (Ed.) (2014) A dictionary for the modern singer. Lanham, ML: Rowman and Littlefield. –––––––––––––––––––––––– Welcome to Voice Essentials where everybody sings. Each week we upload new videos purposefully designed to encourage your vocal journey. So if learning to sing is your thing then we invite you to subscribe and join our ever-growing community of passionate singers from across the globe, who just like you, want to raise their voice in song. #VoiceEssentials And a small side note (because I'm asked a lot): It is important to note that while I hold a doctorate (thus I am Dr Dan), I am not a medical doctor, and the advice provided in this video is generalised information only. Therefore you should always consult with your licensed health care professional for personalised advice about your vocal health and well-being. #DrDan SUBSCRIBE to weekly singing tips – http://drdan.co/sub-drdan START Dr Dan's FREE '7 Days to a Better Voice' program – http://www.7daystoabettervoice.com -- FREE DOWNLOAD -- Download Dr Dan's first exercise track for FREE: http://drdan.co/exerciseCD -- DON'T MISS ANOTHER VIDEO: Follow these steps -- 1. Visit my channel page (http://drdan.co/DrDanVoiceEssentials) 2. If you're not subscribed, click the Subscribe button. 3. Click the bell icon. 4. A dialog box will appear, allowing you to select to receive All notifications. 5. Click Save. -- TOOLS for SINGERS -- * Dr Dan's Online Singing Course – https://drdan.co/VE1Course * SINGING LESSONS with Dr Dan – http://drdan.co/DrDanSkype * VOCAL EXERCISES – http://drdan.co/exerciseCD * RECOMMENDED READING – http://drdan.co/2AbzElP -- DONATE -- * Support the Voice Essentials Channel – https://www.paypal.me/DrDanVoiceEssentials -- LET'S CONNECT -- * FACEBOOK – http://drdan.co/DrDanFacebook * FACEBOOK GROUP – https://drdan.co/VECommunity * TWITTER – http://drdan.co/DrDanTwitter * LINKEDIN – http://drdan.co/DrDanLinkdIn -- Stay UP-TO-DATE with Dr Dan's FREE Email List -- * https://www.djarts.com.au © 2017 Djarts & Dr Daniel K. Robinson All Rights Reserved.

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