Tuesday, June 22, 2021

Digit Tech Survey and Tools

 

Example Technology Survey


Example Technology Survey

  1. How often do you get online?
  • At least once a day.
  • 2-5 times a week.
  • Once a week.
  • A few times a month or less.

2. How often do you check your email?

  • At least once a day.
  • 2-5 times a week.
  • Once a week.
  • A few times a month or less.

3. We will be exploring some very exciting technologies in our Technology in the Classroom course! We will need to use computers EVERY DAY in this class. Are you able to bring a laptop computer with you to class?

  • Yes.
  • No.

4. What technology do you have access to on a daily basis? (Check as many boxes as apply.) *

  • Personal computer
  • Smart phone or tablet
  • Computer at your school/workplace
  • Projector in the classroom
  • All of the above.
  • None of the above.

Using the numbers below, please rate your skill level with the following technology tools:

1- I have never heard of this tool.

2- I have heard of this tool.

3 - I have used this tool personally.

4 - I have used this tool with students.

5 - I have taught others how to use this tool.

Technology Tools

  1. Word processing software (e.g. Microsoft Word, Google Docs, Apple Pages)
  2. Presentation software (e.g. Microsoft PowerPoint, Google Slides, Apple Keynote, Prezi)
  3. Spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)
  4. Email software (e.g. Outlook, Gmail, Hotmail)
  5. Search engines (e.g. Google, Yahoo, Bing)
  6. Typing Club
  7. Blogger
  8. Popplet
  9. Bubbl.us
  10. Lingua.ly
  11. Visual Thesaurus and Vocab Grabber
  12. Scoop.it
  13. Google Bookmarks
  14. Twitter
  15. TedEd
  16. Storify
  17. FlipGrid
  18. Padlet
  19. Socrative
  20. Jing
  21. Vocaroo
  22. SpeakPipe
  23. Schoology
  24. EdModo
  25. EdCreations
  26. Study Stack
  27. Quizlet
  28. Khan Academy
  29. English Central
  30. Wimba Voice
  31. My Homework App
  32. Teachers.IO
  33. Grammarly
  34. Camtasia
  35. Hello-Hello English
  36. Phonetics Focus App (Cambridge)
  37. Digital recording devices (e.g. smartphone, digital voice recorders, online web tools like Audacity)
  38. Rubistar
  39. SurveyMonkey
  40. Google Forms

Sunday, June 20, 2021

How to design a class

 Course design for any class—both in-person and online—is truly a work of art of science. It requires:

  • Planning with the end in mind
  • Mapping courses backward to the beginning of the school year
  • Designing courses for students who are “on the edge” rather than those “in the mainstream” so that every learner can have an opportunity to begin engaging with the curriculum at a point that is appropriate for their level
  • Ensuring that scaffolding is in place at the appropriate proximal zone of development to prepare students to learn at higher levels
  • Ensuring that appropriate formative and summative assessments are used so teachers can have clear data on where students are in relation to their learning targets. 

Source: 

Sunday, June 13, 2021

Glossary and Resource

Extra Credits - YouTube

https://www.youtube.com/user/ExtraCreditz

panelist  評審員

Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments

Teachers can also develop norms and expectations for how students should submit assignments in the desired format, along with the appropriate sharing permissions and parameters. Teachers can explicitly teach students how to do this at the beginning of the academic term.

communicating, itself, can be a frustrating experience that is both emotionally and mentally taxing.


Teacher feedback must be specific, timely, meaningful, and always provide an opportunity for correction. 

remediating issues. 補課

cadence of the class
Since seat time, attendance, and course hours are very long-rooted metrics in the school system,

Great Books curriculum

Massive Open Online Courses (MOOCs), such as Udacity, edX, and Courser. MOOC students probably need to be highly motivated given that most MOOCs lack teacher-led support. 

brain is called Language Acquisition Device by Noam Chomsky



TPR (Total physical response) is organized around grammar, and in particular around the verb. For example, to teach "sit down", teachers will demonstrate "sit down" 


SQ3R, where you survey, question, read, recall, and revise

computer-based instruction (CBI)
Dual credit courses

The second strategy that can help you save even more time is writing consonants only and not the vowels. Here are a few examples sleep, you can just write slp, symptoms smptm and depression, dprs.

 "How long have you been in practice?"

 "How long have you been in practice?"
So, thank you very much indeed, for agreeing to do the whole course, but for allowing us to have these kind of conversations.
Sure, you're welcome. It's been a pleasure.

remediation  補救   補課
Speak off the cuff 脫口而出

Prior to having mobile phones, everyone depended on landlines
The impact of America’s Great Depression in the 1930s greatly affected businesses and families.


Say the words out loud and pay attention to the word stress, because word stress can change that word's meaning. For example, produce is a verb, which means make. But produce refers to things that are grown by farming.

atomistic and somehow inchoate 初期的 or incoherent understanding.
 
detractors 诋毁者;批评者.
distractors 分心物.
Cogent 令人信服的 response to a task



Buddhism and Modern Psychology

Buddhism and Modern Psychology

Instructor Robert Wright, Princeton University

About the Instructor

Robert Wright is Visiting Professor of Science and Religion at Union Theological Seminary in the City of New York. When he created this course in 2014, Wright was a visiting lecturer in Princeton University’s religion department and at the University’s Center for Human Values. He has also taught in the psychology department at Penn. He is the author, most recently, of The Evolution of God, which was a New York Times bestseller and a finalist for the Pulitzer Prize. His other books include The Moral Animal: Evolutionary Psychology and Everyday Life, which The New York Times Book Review named one of the ten best books of 1994, and Nonzero, which Bill Clinton called “astonishing” and instructed White House staff members to read. In 2009 Wright was named by Foreign Policy magazine as one of the top 100 global thinkers. Wright has written for The Atlantic, The New Yorker, The New York Times Magazine, Foreign Policy, and the op-ed pages of The New York Times, The Washington Post, and The Financial Times. His books have been translated into more than a dozen languages, and his awards include the National Magazine Award for Essay and Criticism. Wright is the editor-in-chief of the websites Bloggingheads.tv and MeaningofLife.tv.


On Buddhism:

Rupert Gethin, The Foundations of Buddhism

On mindfulness meditation:

  • Bhante Henepola Gunaratana, Mindfulness in Plain English 
  • Joseph Goldstein, The Experience of Insight


On evolutionary psychology:

The Moral Animal: Evolutionary Psychology and Everyday Life. The chapter of this that is included as part of the recommended reading, on the schedule below, is available to you for free—and I thank my publisher, Pantheon, for that.


On the modular view of the mind:

Robert Kurzban, Why Everyone (Else) Is a Hypocrite: Evolution and the Modular Mind


Week 1 The Buddhist Diagnosis

  • Introduction: Religious Buddhism and ‘Secular’ Buddhism  11m
  • Feelings and Illusions  12m
  • The First Two Noble Truths  15m
  • Evolutionary Psychology and the First Two Noble Truths  21m
  • Office Hours 1  26m


Week 2 The Buddhist Prescription

  • The Eightfold Path  13m
  • Meditation  15m
  • Mindfulness Meditation and the Brain  16m
  • Can Our Feelings Be Trusted?  15m
  • Office Hours 2  22m


Week 3 Does Your Self Exist?

  • The Buddha’s Discourse on the Not-Self  16m
  • What Did The Buddha Mean?  20m
  • Modern Psychology and the Self  22m
  • Office Hours 3  30m


Week 4 A New Model of the Mind

  • Delusions about Ourselves21m
  • What Mental Modules Aren’t8m
  • What Mental Modules Are30m
  • Office Hours 4  33m


Week 5 Mental Modules and Meditation

  • Choosing ‘Selves’ Through Meditation  18m
  • ‘Self’ Control  27m
  • The Experience of Not-self  20m
  • Office Hours 53  4m


Week 6 What is Enlightenment?

  • Not-Self as Interconnection  23m
  • Essentialism and Emptiness  28m
  • Buddhist and Darwinian Enlightenment  31m
  • A Naturalistic Religion?14m
  • Office Hours 634m
  • Extra Office Hours 142m
  • Extra Office Hours 236m
  • Extra Office Hours 341m

Week 1 The Buddhist Diagnosis

Video: Introduction: Religious Buddhism and ‘Secular’ Buddhism  11m

This course is about the scientific evaluation of Buddhist ideas. And reincarnation is just not an idea that's very susceptible to scientific evaluation. I don't know how you'd set up an experiment to kind of test the hypothesis of reincarnation.  we won't be talking much about things like Buddhist deities or reincarnation. Western Buddhism is that these people don't pay a lot of attention to what some people would call the supernatural. Parts of Buddhism.


naturalistic Buddhism: Now there are lots of ideas in Buddhism that are what you might call naturalistic. That is to say, they are susceptible to scientific evaluation. A lot of ideas about the human mind. So for example, Buddhism addresses questions like, why do people suffer? Why do we all feel anxiety? And sadness, and so on Why do people behave unkindly sometimes? Does the human mind deceive people about the nature of reality?And can we change the way the mind works? In particular, through meditation?

Now, I want to emphasize that this kind of naturalistic part of Buddhism is an authentic part of Buddhist heritage. It's found in the earliest writings. And it is common to Asian Buddhism and, and Western Buddhism. It's kind of a common denominator of Buddhisms. Now some people refer to this as a secular Buddhism, but that may be a little misleading.

Now, Buddhism does in a sense, say that there is an unseen order that we should adjust ourselves to. Now it's not talking about a kind of cosmic plan.The unseen order that is referred to, is the truth about the way things work. The truth about the structure of reality, the truth about human beings, even the truth about yourself. According to Buddhism, these truths often go unseen because the human mind contains certain built-in. distortions, illusions. We don't see the word clearly. And Buddhism certainly does assert that our supreme good lies in harmoniously adjusting ourselves to this normally hidden truth. And in fact Buddhism lays a path for the harmonious adjustment.


Feelings and Illusions  12m

The First Two Noble Truths  15m

Evolutionary Psychology and the First Two Noble Truths  21m

Glossary:

denominations of Christianity

hungry ghost

equinimity:mental calmness, composure: 






FTL: #1 Introduction

Foundations of Teaching for Learning: Introduction

https://www.coursera.org/learn/teaching

by Commonwealth Education Trust  Professor John MacBeath

One of the things that is important in the teacher's repertoire is to think about how change in information is requiring children and teachers to store information outside the body.

Are we preparing students for jobs that don't yet exist, using technologies that haven't even been invented yet, in order to solve problems that we don't even know are problems yet?

that process of thinking about our thinking often called metacognitive activity.


Week 1: Being a teacher: a professional privilege

  • Video lecture 1: About the course 
  • Video lecture 2: Being a teacher 
  • Video lecture 3: The world of childhood 
  • Video lecture 4: Being a professional


Week 2: Thinking about learning

  • Video lecture 1: Revisiting learning 
  • Video lecture 2: Thinking about thinking 
  • Video lecture 3: Teaching for learning  
  • Video lecture 4: Thinking about curriculum


Week 3: How good is my classroom?

  • Video lecture 1: What is a good school? 
  • Video lecture 2: Questioning 
  • Video lecture 3: Thinking about Assessment 
  • Video lecture 4: Planning for Improvement


Week 4: Continuing to learn in a changing world

  • Video lecture 1: A world of change 
  • Video lecture 2: Outside of school 
  • Video lecture 3: Professional development 
  • Video lecture 4: A review: Questions of professionalism

Grading policy:

  1. Quizzes (Weighting: 40%): There will be four quizzes in total. Each quiz is worth 10% of the final course grade.
  2. There will be two Peer Reviewed Essays (Weighting: 60%): In weeks two and four, you will have a peer reviewed essay of around 500-700 words to write. 
  3. For the peer review essays, you are expected to grade three other pieces of work. In return three other people will grade your work. You are also expected to grade your own essay after seeing what other people have said. There is a penalty of 20% on your grade if you do not complete the peer assessment process of others and yourself.


Week 1: Being a teacher: a professional privilege

























Week 2: Thinking about learning







  • do your students ever doubt their ability or intelligence? 
  • Do they talk themselves down? I'm not very good at...
  • Are they influenced by what their friends and their peers do or say?
  • As a teacher, am I aware of the prior knowledge they bring with them into the classroom. 
  • Do I understand and check out their misconceptions before going on? 
  • Do I use the best medium for communicating with them?









Week 3: How good is my classroom?














Week 4: Continuing to learn in a changing world