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Working Notes
CSU Chico Curriculum & Instruction Graduate School 2015-2017 |
INTRO TO SELASSIE
Read Haile Selassie on Encyclopedia.com, Contemporary Black Biography, note the following points, and then take the "Intro to Selassie" quiz below.
Who was Haile Selassie?
Where was his home?
When did he live?
What was his legacy?
How did he accomplish his goals?
Haile Selassie (2005). Encyclopedia.com. Retrieved December 3, 2015, from http://www.encyclopedia.com/topic/Haile_Selassie.aspx
Who was Haile Selassie?
Where was his home?
When did he live?
What was his legacy?
How did he accomplish his goals?
Haile Selassie (2005). Encyclopedia.com. Retrieved December 3, 2015, from http://www.encyclopedia.com/topic/Haile_Selassie.aspx
QUIZ
Who was Haile Selassie?
1) President of Nigeria. 2) Emperor of Ethiopia 3) Emperor of Mali 4) King of Egypt. |
When did Haile Selassie live?
1) 1892 - 1975 2) 1850 - 1933 3) 1918 - 2001 4) 1787 - 1860 |
When was Haile Selassie's coronation?
1) November 2, 1897 2) November 2, 1923 3) November 2, 1930 4) November 2, 1885 |
Haile Selassie was recognized in international circles.
True False |
Haile Selassie traveled to other countries.
True False |
ANSWERS
Emperor of Ethiopia
1892 - 1975
November 2, 1930
True
True
Emperor of Ethiopia
1892 - 1975
November 2, 1930
True
True
TRAVELS
According to the Haile Selassie entry in Wikipedia, "Travels Abroad," he traveled to several European and Middle Eastern locations in 1924. Download a trial version of SmartDraw (link below) and create a map of his travels.
http://www.smartdraw.com/
Haile Selassie. Wikipedia. Retrieved December 3, 2015, from https://en.wikipedia.org/wiki/Haile_Selassie
http://www.smartdraw.com/
Haile Selassie. Wikipedia. Retrieved December 3, 2015, from https://en.wikipedia.org/wiki/Haile_Selassie
A QUESTION OF DIVINITY
Read the BBC article, "Haile Selassie and Africa," and answer the following two questions. Cite your sources.
1. What is the main point of the article?
2. What evidence is used to support the main point?
Haile Selassie and Africa (2009). BBC. Retrieved December 2, 2015 from http://www.bbc.co.uk/religion/religions/rastafari/beliefs/haileselassie.shtml
1. What is the main point of the article?
2. What evidence is used to support the main point?
Haile Selassie and Africa (2009). BBC. Retrieved December 2, 2015 from http://www.bbc.co.uk/religion/religions/rastafari/beliefs/haileselassie.shtml
INVASION & APPEAL
I) Read the South Africa History Online article, "WW2: Italy Invades Ethiopia," and answer the following questions.
1. What was Mussolini's justification for invading Ethiopia (Abyssinia)?
2. What were Mussolini's desired goals to be achieved by invading Ethiopia (Abyssinia)?
WW2: Italy Invades Ethiopia (n.d). South Africa History Online. Retrieved December 6, 2015, from http://sahistory.org.za/dated-event/ww2-italy-invades-ethiopia
1. What was Mussolini's justification for invading Ethiopia (Abyssinia)?
2. What were Mussolini's desired goals to be achieved by invading Ethiopia (Abyssinia)?
WW2: Italy Invades Ethiopia (n.d). South Africa History Online. Retrieved December 6, 2015, from http://sahistory.org.za/dated-event/ww2-italy-invades-ethiopia
II) Read Haile Selassie, Appeal to League of Nations (1936), and take the "Appeal to League of Nations" quiz below.
Selassie, H. (1936). Appeal to League of Nations. Mount Holyoke College. Retrieved December 6, 2015, from https://www.mtholyoke.edu/acad/intrel/selassie.htm
Selassie, H. (1936). Appeal to League of Nations. Mount Holyoke College. Retrieved December 6, 2015, from https://www.mtholyoke.edu/acad/intrel/selassie.htm
QUIZ
- It is to _______________ struggling for its age-old independence that the head of the Ethiopian Empire has come to Geneva to fulfil this supreme duty, after having himself fought at the head of his armies.
- In particular I succeeded in concluding with Italy the _________________ of 1928, which absolutely prohibited the resort, under any pretext whatsoever, to force of arms, substituting for force and pressure the conciliation and arbitration on which civilized nations have based international order.
- The Governments thought that the entry of Ethiopia into the League, whilst giving that country a new guarantee for the____________________, would help her to reach a higher level of civilization.
- The Wal-Wal incident, in December, 1934, came as a thunderbolt to me. The Italian provocation was obvious and I did not hesitate to appeal to the League of Nations. In the Wal-Wal incident, as in the subsequent incidents, no international responsibility was to be attributed to ___________.
- Once the Wal-Wal dispute had been settled by arbiration, however, the Italian Government submitted its detailed memorandum to the Council in support of ___________________. It asserted that a case like that of Ethiopia cannot be settled by the means provided by the Covenant.
- In October, 1935, the 52 nations who are listening to me today gave me an assurance that the aggressor _______________....
- On October 3rd, 1935, the Italian troops _____________my territory.
- I assert that the problem submitted to the Assembly today is _______________. It is not merely a question of the settlement of Italian aggression.
- The question is the _____________ of the League of Nations. Should it happen that a strong Government finds it may with impunity destroy a weak people, then the hour strikes for that weak people to appeal to the League of Nations to give its judgment in all freedom. God and history will remember your judgment.
- When Ethiopia requested and requests that she should be given _________________, was that a measure which it was impossible to apply whereas _________________ of the League has been granted, even in times of peace, to two countries and exactly to two countries who have refused to apply sanctions against the aggressor?
ANSWERS
defend a people
Treaty of Friendship
maintenance of her territorial integrity and independence
Ethiopia
its claim to liberty of action
would not triumph
invaded
a much wider one
very existence
financial assistance
defend a people
Treaty of Friendship
maintenance of her territorial integrity and independence
Ethiopia
its claim to liberty of action
would not triumph
invaded
a much wider one
very existence
financial assistance
ADDRESS TO THE UNITED NATIONS
I) Read Haile Selassie Address to United Nations (U.N.) posted on Nazret.com. Emperor Selassie reflects on the speech he gave twenty-seven years earlier to the U.N.'s predecesor, the League of Nations. He opens the speech with words of hope for the newly establishing U.N., calling them the best hope for the "peaceful survival of mankind". As you read, reflect on the questions below, choose two and journal your thoughts.
1. What does Haile Selassie suggest be done to help the world move toward peace?
2. What does Haile Selassie propose be done with the money being used for the arms race?
3. What does Haile Selassie say about President Kennedy in the United States?
4. What hope does Haile Selassie have for the Heads of States of African Governments?
HIM Haile Selassie Address to the United Nations Oct 6, 1963. Nazret.com. Retrieved December 6, 2015 from http://www.nazret.com/history/him_un.php
II) Discuss your journal entry with a friend. Based on what you discovered about Haile Selassie's recommendations regarding what should be done to move humanity toward peace, converse and draw a mutual conclusion about whether any of those recommendations were followed in the last fifty years. Do the research. Write a referenced journal entry. Credit for this assignment is based on your interaction as well as the content of your post.
1. What does Haile Selassie suggest be done to help the world move toward peace?
2. What does Haile Selassie propose be done with the money being used for the arms race?
3. What does Haile Selassie say about President Kennedy in the United States?
4. What hope does Haile Selassie have for the Heads of States of African Governments?
HIM Haile Selassie Address to the United Nations Oct 6, 1963. Nazret.com. Retrieved December 6, 2015 from http://www.nazret.com/history/him_un.php
II) Discuss your journal entry with a friend. Based on what you discovered about Haile Selassie's recommendations regarding what should be done to move humanity toward peace, converse and draw a mutual conclusion about whether any of those recommendations were followed in the last fifty years. Do the research. Write a referenced journal entry. Credit for this assignment is based on your interaction as well as the content of your post.
MANSA MUSA
In small groups, use clay to build a small scale model of the Djinguereber Mosque https://www.youtube.com/watch?v=wMf--M0blRY
In practice, the core of normative religion in Islam is consistently aniconic. Its embodiment are spaces such as the mosque... https://en.wikipedia.org/wiki/Aniconism_in_Islam nevermind replicating the mosque... no need to violate Islamic practices for an art lesson. RESPECT. How about recreating a map of Mansa Musa's travels as a digtized poster? http://www.phschool.com/atschool/california/webcodes/history_interactive/mxp-3053/common_player.html yes. maps... https://www.smartdraw.com/ Using effective poster design techniques, create a map of Mansa Musa's travels (pilgrimage). http://www.readwritethink.org/classroom-resources/lesson-plans/designing-effective-poster-presentations-1076.html |
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"There is a way to take back the control of our bodies that is lost when traumatic aftereffects become chronic. It is possible to deliberately stimulate the nervous system into becoming aroused and then to gently discharge the arousal." (p.153)
"There is a way to take back the control of our bodies that is lost when traumatic aftereffects become chronic. It is possible to deliberately stimulate the nervous system into becoming aroused and then to gently discharge the arousal." (p.153)
Tenets
• Power and privilege can play out in our group dynamics in destructive ways. For the good of all, we must challenge words and actions that marginalize, exclude or dehumanize others.
• We can only identify the ways that power and privilege play out when we are conscious and committed to understanding how systems of oppression affect us all.
http://beautifultrouble.org/theory/anti-oppression/
Tenets
• Power and privilege can play out in our group dynamics in destructive ways. For the good of all, we must challenge words and actions that marginalize, exclude or dehumanize others.
• We can only identify the ways that power and privilege play out when we are conscious and committed to understanding how systems of oppression affect us all.
http://beautifultrouble.org/theory/anti-oppression/
BE PROACTIVE
Personal practices • When you witness, experience, or commit an abuse of power or oppression, address it as proactively as the situation permits, either one-on-one or with a few allies, keeping in mind that the goal is to encourage positive change. |
BUILD COMMUNITY
Personal practices • Contribute time and energy to building healthy relationships, both personal and political. (rasta family gatherings and attendance at community meetings) |
"Up you mighty race, you can accomplish what you will. First, I would like to say a pleasant good day to you, and I would like to take this golden opportunity to welcome you and give you our warm welcome to the Ethiopia Africa Black International Congress True Divine Church of Salvation... " Sizzla 21:40 https://www.youtube.com/watch?v=70eURdPoh3A
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Our look has to appreciate what did slavery and colonialism inflict on us in economic terms? Look in terms of George Beckford and persistent poverty. Development is not something where we can come up the steps, because the ladder has already been thrown down. If economists now are going to look into reparations, these are the fundamental areas we must examine, not gratuities and aid, but the fundamental system of how we are going to change what is now being called the New World Order, but to many is just a reintensification of that Old World Order, that triangular trade, colonialism, African slavery. https://www.youtube.com/watch?v=VNjhEF-vLQQ
REGGAE SHOWS
Organizational practices
• Commit time to facilitated discussions on discrimination and oppression.
Organizational practices
• Commit time to facilitated discussions on discrimination and oppression.
Marcus Garvey's words come to pass
https://www.youtube.com/watch?v=j5Text6rBhs |
Rise up Black Men, and take your stand.
https://www.youtube.com/watch?v=3ykhPHWIk48 |
COMMUNICATE
Tenets
• Dialogue, discussion and reflection are some of the tools through which we overcome oppressive attitudes, behaviors and situations in our groups. Anti-oppression work requires active listening, non-defensiveness and respectful communication.
Tenets
• Dialogue, discussion and reflection are some of the tools through which we overcome oppressive attitudes, behaviors and situations in our groups. Anti-oppression work requires active listening, non-defensiveness and respectful communication.
CHALLENGE
Tenets
• Power and privilege can play out in our group dynamics in destructive ways.
For the good of all, we must challenge words and actions that marginalize, exclude or dehumanize others.
Tenets
• Power and privilege can play out in our group dynamics in destructive ways.
For the good of all, we must challenge words and actions that marginalize, exclude or dehumanize others.
Street, B.V. (2005). Recent applications of new literacy studies in educational contexts. Research in the Teaching of English, 417-423.
New Literacy Studies (NLS) represents a shift to perceiving the individual as a student who incorporates their culture in the academic process rather than as an autonomous learner. The Western (autonomous) view focuses on learning as an independent activity with equally measured outcomes. In reality, literacy is a social act, new information is acquired within surrounding social dimensions and existing power structures. A new, ideological, approach suspends judgement about literacy in a specific audience until the social contexts affecting their reading and writing is understood. The goal is to develop curriculum, assessment and teacher training that capture the students actual literacy practices.
New Literacy Studies (NLS) represents a shift to perceiving the individual as a student who incorporates their culture in the academic process rather than as an autonomous learner. The Western (autonomous) view focuses on learning as an independent activity with equally measured outcomes. In reality, literacy is a social act, new information is acquired within surrounding social dimensions and existing power structures. A new, ideological, approach suspends judgement about literacy in a specific audience until the social contexts affecting their reading and writing is understood. The goal is to develop curriculum, assessment and teacher training that capture the students actual literacy practices.
Berghof B., & Borgmann C.B. (2007). Imagining new possibilities with our partners in the arts. English Education, 21-40.
Berghof notes the diversity in learners and explores how arts can facilitate every student's engagement in the lesson. Art develops skills in abduction, creates intentional learners and fosters imagination. Learners becomes autonomous, self-motivated and self-directed. Their learning resonates with intentionality and social imagination, developing community.
Berghof notes the diversity in learners and explores how arts can facilitate every student's engagement in the lesson. Art develops skills in abduction, creates intentional learners and fosters imagination. Learners becomes autonomous, self-motivated and self-directed. Their learning resonates with intentionality and social imagination, developing community.
The amount of time required to design in 3D may limit the scope of my project to a few key lessons. I will know more about this once I start working on it. The unanswered question, "What is the academic benefit of creating these lessons in a 3D world?"
https://books.google.com/books/about/We_Shall_Overcome.html?id=qDzomwEACAAJ
Initiate, create, activate: practical solutions for making culturally diverse music education a reality
Cain, M., Lindblom, S., Walden, J.. Australian Journal of Music Education, 2. (79-97) 2013 http://eric.ed.gov/?q=teacher+and+student+perceptions+of+creativity+in+the+classroom+&ff1=pubInformation+Analyses&id=EJ1061811
Cain, M., Lindblom, S., Walden, J.. Australian Journal of Music Education, 2. (79-97) 2013 http://eric.ed.gov/?q=teacher+and+student+perceptions+of+creativity+in+the+classroom+&ff1=pubInformation+Analyses&id=EJ1061811
The critical role individual music educators play in assisting students to develop qualities of curiosity, open-mindedness, respect and empathy for ‘the other
While difficult to quantify, it may be argued one of the most important and long lasting benefits of exploring the arts of a variety of cultural groups, is the resulting increase in intercultural understanding and empathy, and the reduction of prejudice.
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A brief history of the argument to include multicultural music in education is followed by a discussion about globalization's impact on multicultural music accessibility. Benefits to students are include increased creativity, curiosity, open-mindedness, respect, and empathy. Struggles to implementation include a lack of in-service training and difficulty replicating authenticity and context. Obstacles need not stifle programs. Discussion is followed by examples of inclusive multicultural music programs. |
Yes, Internet globalization has connected the world. The result? Multicultural music is now readily accessible. Is it, however, an academic necessity? Referencing the Tanglewood Symposium's 1964 recommendation to include cultural music in the curriculum without stating why does nothing to bridge the justification gap. Quantifying an increase in intercultural understanding and empathy would help bridge this gap. Studies do reflect an increase in musical creativity after exposure to multicultural music. However, cultural context can be blurred during musical instruction. Incorporating multicultural music into appropriate history lessons could increase the probability that students make the correlation between the originating culture and its music. Pre-service training can increase teachers confidence and certainty about how and why to include multicultural music in the curriculum: Student creativity engaging all learning styles is cultivated through discovery-based lessons where both the teacher and students are comfortable with a moderate level of uncertainty and ambiguity. This is a modification of the traditional academic environment of route memorization and regurgitation of socially accepted facts that, ideally, leads to a more imaginative learning system. Implementation of an inclusive multicultural program can be as easy as following specific examples and as fascinating as innovation allows.
Deforming/Reforming the Canon: Challenges of a Multicultural Music History Course. Christopher Wilkinson
Black Music Research Journal
Vol. 16, No. 2, Educational Philosophy and Pedagogy (Autumn, 1996), pp. 259-277
http://www.jstor.org/stable/779331?seq=1#page_scan_tab_contents
The need for a multicultural study of music history is great as the current century draws to a close.* Absent such an approach, not only do we deprive our students of a rigorous and and critical understanding of the complexities of the musical culture in which they must function successfully as professionals, we also deprive them as American citizens of one of the more meaningful ways in which to connect their knowledge of themselves and their chosen field to contemporary social, political, ethnic, and racial issues, some of which deeply divide the people of this nation.
Black Music Research Journal
Vol. 16, No. 2, Educational Philosophy and Pedagogy (Autumn, 1996), pp. 259-277
http://www.jstor.org/stable/779331?seq=1#page_scan_tab_contents
The need for a multicultural study of music history is great as the current century draws to a close.* Absent such an approach, not only do we deprive our students of a rigorous and and critical understanding of the complexities of the musical culture in which they must function successfully as professionals, we also deprive them as American citizens of one of the more meaningful ways in which to connect their knowledge of themselves and their chosen field to contemporary social, political, ethnic, and racial issues, some of which deeply divide the people of this nation.
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Loke, S. (2015). How do virtual world experiences bring about learning? a critical review of theories.
Australasian Journal of Educational Technology, 31(1). Retrieved from https://www.researchgate.net/publication/271517567_How_do_virtual_world_experiences_bring_about_learning_A_critical_review_of_theories
A comprehensive literature search reveals seven theories with learning mechanisms applicable in virtual worlds. Five theories; experiential learning, situated learning, social constructivism, constructivism, and self-efficacy theory; explain how four learning mechanisms; reflection, verbal interactions, mental operations (e.g., decision-making), and vicarious experiences are utilized. These theories' implication that students undergo physical sensorimotor experience of the real-world phenomenon through their virtual world actions is rendered implausible without a correspondence between the virtual world action and real-world action. Through speculation and conjecture, Loke further disregards projective identity model and presence theory as providing this correlation.
Australasian Journal of Educational Technology, 31(1). Retrieved from https://www.researchgate.net/publication/271517567_How_do_virtual_world_experiences_bring_about_learning_A_critical_review_of_theories
A comprehensive literature search reveals seven theories with learning mechanisms applicable in virtual worlds. Five theories; experiential learning, situated learning, social constructivism, constructivism, and self-efficacy theory; explain how four learning mechanisms; reflection, verbal interactions, mental operations (e.g., decision-making), and vicarious experiences are utilized. These theories' implication that students undergo physical sensorimotor experience of the real-world phenomenon through their virtual world actions is rendered implausible without a correspondence between the virtual world action and real-world action. Through speculation and conjecture, Loke further disregards projective identity model and presence theory as providing this correlation.
Loke is quick to disregard any correlation between the virtual world experience and learning as it happens in actual physical existence because there are currently no explanations for this phenomenon. For example, the lack of explanation of the correspondence between virtual world experience and concrete experience when considering experiential learning is used as justification to disregard a connection. Yet, Backlund, et al (2010), conducted research that “indicate a positive correlation between gaming and some skill-oriented aspects of driving” (p. 165). Furthermore, the lack of explanation of the correspondence between the virtual world experience and the physical experience when considering situational learning does not undermine this potential connection. To be sure, video games do produce some sensorimotor conditioning as evidenced by military style interactions. According to Kontour (2012), “the field of action that is established by trends in gaming and warfare delineates how people act” (p. 359). Ultimately, learning in virtual reality is a new occurrence. It would be understandable if only a few of the explanations about how people learn in virtual reality have been discovered. The intellectual connections are being explained much faster than the physical connections. This is logical; a great deal of energy has been expended discovering how thinking is connected to learning. Rather ironic, considered the fact that there is not yet an explanation for the initial spark that creates a thought. Be that as it may, theorists are doing their best to explain learning using observable and quantifiable information. Rightfully so. It is estimated that one-third of American households own virtual realty gaming consoles. Learning via virtual reality is reality. Wisdom, however, dictates a prudent approach to uncovering the mechanisms through which information is acquired while performing game-based activities. It is possible that paying careful, conscientious attention to all potential channels of information acquisition may reveal undiscovered secrets about the learning process.
CAN HEALING BE TAUGHT
Research indicates that emotional awareness, and self awareness more broadly, are major contributors to resilience (Justeson, 2017). High empathy can have positive or negative impact on caring behaviors depending on the way it combines with other EI dimensions (Rego et.al, 2010). There is reason to believe that the correlation between learning critical thinking, creativity, and caring behavior can be fostered in online virtual reality (3D) (Eberhardt, 2016). Could the emotional awareness that leads to increased resilience mitigate the physical reaction of reduced blood flow, and, ultimately, the disruption of left frontal networks in torture (e.g. terrorist) victims? Can online virtual reality provide healing?
Research indicates that emotional awareness, and self awareness more broadly, are major contributors to resilience (Justeson, 2017). High empathy can have positive or negative impact on caring behaviors depending on the way it combines with other EI dimensions (Rego et.al, 2010). There is reason to believe that the correlation between learning critical thinking, creativity, and caring behavior can be fostered in online virtual reality (3D) (Eberhardt, 2016). Could the emotional awareness that leads to increased resilience mitigate the physical reaction of reduced blood flow, and, ultimately, the disruption of left frontal networks in torture (e.g. terrorist) victims? Can online virtual reality provide healing?
Lake, J. (2017). Preventing PTSD after trauma: a brief review of psychological and technology-based approaches. Psychology Today. (n/p). Retrieved from https://www.psychologytoday.com/blog/integrative-mental-health-care/201703/preventing-ptsd-after-trauma
Emerging findings suggest that desensitization training employing advanced technologies may also be an effective preventive intervention in individuals or groups who are at risk of encountering traumatic events by increasing emotional resiliency in coping with stress and reducing the risk of developing PTSD. Virtual reality graded exposure therapy (VRGET) is a rapidly evolving form of exposure therapy that employs real-time computer graphics, advanced visual displays and body tracking devices to create computer-generated ‘virtual’ environments that provide intense ‘immersive’ experiences for patients with the goal of minimizing avoidance and facilitating emotional processing of traumatic memories. VR technology expands the paradigm of exposure therapy by permitting individuals suffering with PTSD who avoid trauma cues or cannot evoke vivid mental images to experience vivid life-like scenarios simulating remembered trauma (Rizzo et al 2011). Sessions are guided by a therapist who regulates the virtual scenario to achieve the appropriate intensity of arousal for the patient. Repeated exposure results in habituation to a particular fear-inducing environment (ie, reduced autonomic arousal), extinction of fear response and reduction in severity of PTSD symptoms. A recent review of studies on VRGET for treatment of established cases of PTSD yielded promising findings (Botella et al 2015). [The authors cautioned that findings of studies on interventions used in groups exposed to specific types of trauma may not generalize to other trauma types including terrorist attacks, natural disasters, sexual assault and combat, and commented that these groups are under-represented in PTSD prevention studies.]
Emerging findings suggest that desensitization training employing advanced technologies may also be an effective preventive intervention in individuals or groups who are at risk of encountering traumatic events by increasing emotional resiliency in coping with stress and reducing the risk of developing PTSD. Virtual reality graded exposure therapy (VRGET) is a rapidly evolving form of exposure therapy that employs real-time computer graphics, advanced visual displays and body tracking devices to create computer-generated ‘virtual’ environments that provide intense ‘immersive’ experiences for patients with the goal of minimizing avoidance and facilitating emotional processing of traumatic memories. VR technology expands the paradigm of exposure therapy by permitting individuals suffering with PTSD who avoid trauma cues or cannot evoke vivid mental images to experience vivid life-like scenarios simulating remembered trauma (Rizzo et al 2011). Sessions are guided by a therapist who regulates the virtual scenario to achieve the appropriate intensity of arousal for the patient. Repeated exposure results in habituation to a particular fear-inducing environment (ie, reduced autonomic arousal), extinction of fear response and reduction in severity of PTSD symptoms. A recent review of studies on VRGET for treatment of established cases of PTSD yielded promising findings (Botella et al 2015). [The authors cautioned that findings of studies on interventions used in groups exposed to specific types of trauma may not generalize to other trauma types including terrorist attacks, natural disasters, sexual assault and combat, and commented that these groups are under-represented in PTSD prevention studies.]
Mastery learning is used in order to advance an individual's potential for learning. Compared to traditional learning models, sufficient time, attention, and help are afforded to each student. This paper shows that by applying mastery learning as a teaching strategy, students achieve higher learning and better academic performance.
Motamedi, V. (n/d). Mastery learning: an effective teaching strategy. Tarbiat Moallem University (n/p). Retrieved from
http://www.nyu.edu/classes/keefer/waoe/motamediv.htm
Motamedi, V. (n/d). Mastery learning: an effective teaching strategy. Tarbiat Moallem University (n/p). Retrieved from
http://www.nyu.edu/classes/keefer/waoe/motamediv.htm
Puzziferro, M., Shelton, K. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12 (3-4), p. 119-136.
The model presented in this paper is one way of achieving a curriculum that is well structured, innovative, filled with usable and appropriate course content, and interesting to a variety of people.
The model presented in this paper is one way of achieving a curriculum that is well structured, innovative, filled with usable and appropriate course content, and interesting to a variety of people.
Content Mastery. Interaction. Application. This is exactly what we were doing while teaching Law & the Legal System online at UCF in 1998.
Multiple choice, fill-in-the-blank, and matching to master the material in the chapter. A case brief submitted as an essay assignment to learn the law. A scenario discussed as a class to apply the law.
Puzziferro, M. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, Volume 12: Issue 3-4 (119-136).
"Thus, as illustrated in Figure 3,
our online learning model utilizes instructivist techniques, mastery learning, to guide students to fully grasp terms/concepts (content), and then employs constructivist techniques to engage students to apply the information in collaborative contexts." (125)
our online learning model utilizes instructivist techniques, mastery learning, to guide students to fully grasp terms/concepts (content), and then employs constructivist techniques to engage students to apply the information in collaborative contexts." (125)
As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialog (i.e., socratic learning). The task of the instructor is to translate information to be learned into a format appropriate to the learner's current state of understanding. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
Constructivist Theory. Jerome Bruner. http://www.instructionaldesign.org/theories/constructivist.html
Thinking is not driven by answers but by questions.
The statement that water boils at 100 degrees centigrade is an answer to the question “At what temperature centigrade does water boil?” Hence every declarative statement in the textbook is an answer to a question. Hence, every textbook could be rewritten in the interrogative mode by translating every statement into a question.
http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
The statement that water boils at 100 degrees centigrade is an answer to the question “At what temperature centigrade does water boil?” Hence every declarative statement in the textbook is an answer to a question. Hence, every textbook could be rewritten in the interrogative mode by translating every statement into a question.
http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
QUESTION:
purpose info interpretation assumption implication view relevance accuracy precision consistency LOGIC |
Questions of information force us to look at our sources of information as well as at the quality of our information.
Questions of interpretation force us to examine how we are organizing or giving meaning to information and to consider alternative ways of giving meaning. Questions of assumption force us to examine what we are taking for granted. Questions of implication force us to follow out where our thinking is going. Questions of point of view force us to examine our point of view and to consider other relevant points of view. Questions of relevance force us to discriminate what does and what does not bear on a question. Questions of accuracy force us to evaluate and test for truth and correctness. Questions of precision force us to give details and be specific. Questions of consistency force us to examine our thinking for contradictions Questions of logic force us to consider how we are putting the whole of our thought together, to make sure that it all adds up and makes sense within a reasonable system of some kind. |
Mastery learning techniques encourage students to engage curriculum multiple times in order to learn the content. Limiting the number of attempts, rather than providing an unlimited number of attempts, while providing specific feedback on wrong answers appears to provide the highest level of motivation for students as indicated by their time on task and ultimate scores on the assignment. The online quiz design; fill-in-the-blank, multiple choice, or matching; dictates the most appropriate number of attempts for student learning. Restraining a student from progressing to the next lesson based on their performance on the previous lesson can create frustration, undermining students' ability to self-evaluate and setting potentially unrealistic time expectations. Short essay assignments assessing cumulative understanding and application of the lesson content shared in a community discussion board serve as Constructionist foundation for student interaction with instructor-guided Socratic learning. Students forming original thoughts and improving critical thinking skills provides the instructor with assurance that they have an increased understanding of how to use an essential life skill.
Culatta, R. (2015). Constructivist theory (jerome bruner). InstructionalDesign.org (n.p.). Retrieved from http://www.instructionaldesign.org/theories/constructivist.html
Puzziferro, M., Shelton, K. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12 (3-4), p. 119-136.
The roll of socratic questioning in thinking teaching learning. (2015). The Critical Thinking Community (n.p.). Retrieved from http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
Culatta, R. (2015). Constructivist theory (jerome bruner). InstructionalDesign.org (n.p.). Retrieved from http://www.instructionaldesign.org/theories/constructivist.html
Puzziferro, M., Shelton, K. (2008). A model for developing high-quality online courses: integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12 (3-4), p. 119-136.
The roll of socratic questioning in thinking teaching learning. (2015). The Critical Thinking Community (n.p.). Retrieved from http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522
I feel awe, amazement, and surprise every time the Reggae fraternity comes together to produce an insightful and inspirational piece of music or a successful live show, especially considering the roadblocks that must be circumnavigated in order to achieve these accomplishments. I feel inspired, optimistic, and happy with the prominence of the Reggae industry, because I believe insightful music opens the opportunity for discussion and provides groundwork to improve some of the struggles in humanity. I am hopeful that this discussion will foster enough mutual respect, peace, and equity to create a cooperative environment that meets the minimal survival needs of all the people. Embracing the challenge of creating a change in society that could solve a problem empowers me with courage and inspires me with optimism for the future.
my teaching and learning styles
I am an inquisitive and curious student who enjoys investigating and taking risks. My thinking is divergent, original, change-oriented, and focused on solving problems. Independent and inventive, I love the challenge of experimenting with course material and exploring new topics. Creative learning is exciting and amusing for me; the stimulation sparks surprisingly ingenuous and original thoughts.
Jauk, E., Benedek, M., Dunst, B., and Neubauer, A.C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence 41(4), p. 212-221.
Min, M., Van Oystaeyen, F. (2016). A measurable model of the creative process in the context of a learning process. Journal of Education and Training Studies 4(1), p. 180-191.
Jauk, E., Benedek, M., Dunst, B., and Neubauer, A.C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence 41(4), p. 212-221.
Min, M., Van Oystaeyen, F. (2016). A measurable model of the creative process in the context of a learning process. Journal of Education and Training Studies 4(1), p. 180-191.
My typical teaching style is logical, idea-oriented, theoretical, and analytical. I find comfort and power in presenting evaluative, intellectual, logically structured position statements for student critique and analysis. A history of success with written debate supported by extensive and in-depth reading has fostered feelings of confidence in my academic discourse and my ability to fairly judge content.
Zare, P., Mukundan, J. (2015). The use of socratic method as a teaching/learning tool to develop students' critical thinking: a review of literature. Language in India 15(6), p. 256-265.
Zare, P., Mukundan, J. (2015). The use of socratic method as a teaching/learning tool to develop students' critical thinking: a review of literature. Language in India 15(6), p. 256-265.
Is my teaching style diametrically opposed to my learning style? I learned to teach at a different time in my life, when I was studying and teaching law. Since then, I have become a trained Art Docent and begun incorporating art into the core curriculum. Has this new perspective appeared in my studies more quickly than in my teaching? According to Akinde (2015), “employing the Socratic teaching method will help students beyond possessing heuristics to produce creative outcomes” (p. 2830). The conclusion? Becoming an Art Docent who incorporates art in the core curriculum was fostered by my time studying and teaching using the Socratic Method to facilitate critical thinking. Apparently, creativity is a direct upshot of critical thinking.
Akinde, O. A., (2015). A pilot study of students' learning outcomes using didactic and socratic instructional methods: an assessment based on bloom's taxonomy. Educational Research and Reviews 10(21), p. 2821-2833.
Akinde, O. A., (2015). A pilot study of students' learning outcomes using didactic and socratic instructional methods: an assessment based on bloom's taxonomy. Educational Research and Reviews 10(21), p. 2821-2833.
Both my teaching and learning styles are autonomous, requiring interaction with content rather than people. Strength in logic and creativity do not necessarily correlate with an ability to participate in positive, productive personal interactions. Given the opportunity, I would focus on integrating social intelligence into my teaching, and practice paying attention to the motives and feelings of other people. Understanding how to put others at ease fosters trust and security, improving the quality of the academic environment and increasing the probability of successful communication between students and teacher which, in turn, leads to increased acquisition of lesson content.
One way to improve social intelligence is to practice being assertive. Speaking up for myself in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, I need to recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, I need to speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare myself for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or excuse myself from the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction. Speak up for myself.
Finally, I can help foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Start with questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson. This exchange of information can be followed by co-operative learning exercises designed in a constructive fashion in order to help students analyze and synthesize new information. Individual assessments to evaluate mastery of material reveal subject matter mastery or a need for review.
One way to improve social intelligence is to practice being assertive. Speaking up for myself in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, I need to recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, I need to speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare myself for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or excuse myself from the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction. Speak up for myself.
Finally, I can help foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Start with questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson. This exchange of information can be followed by co-operative learning exercises designed in a constructive fashion in order to help students analyze and synthesize new information. Individual assessments to evaluate mastery of material reveal subject matter mastery or a need for review.
Gregorc Style Profile
Concrete Random: 30
Abstract Sequential: 27
Abstract Random: 24
Concrete Sequential: 19
http://gregorc.com/instrume.html
Concrete Random: 30
Abstract Sequential: 27
Abstract Random: 24
Concrete Sequential: 19
http://gregorc.com/instrume.html
Concrete Random
inquisitive curious investigative able to take risks divergent original change-oriented problem-solving challenging experimental independent inventive |
Abstract Sequential
logical idea-oriented theoretical analytical evaluative intellectual structured reading-oriented academic debating judging researching |
Abstract Random
emotional sensitive personal sociable understanding imaginative colorful media-oriented thematic interpretive flexible adaptable |
Concrete Sequential
orderly organized to-the-point thorough structured industrious detailed task-oriented concrete practical reliable realistic |
Select Questionnaires: VIA Survey of Character Strengths.
Positive Psychology Resources
***{{{FREE}}}***
https://www.authentichappiness.sas.upenn.edu/home
Positive Psychology Resources
***{{{FREE}}}***
https://www.authentichappiness.sas.upenn.edu/home
OCTOBER 2016
Your Top Strength Capacity to love and be loved - You value close relations with others, in particular those in which sharing and caring are reciprocated. The people to whom you feel most close are the same people who feel most close to you. Your Second Strength Creativity, ingenuity, and originality - Thinking of new ways to do things is a crucial part of who you are. You are never content with doing something the conventional way if a better way is possible. Strength #3 Forgiveness and mercy - You forgive those who have done you wrong. You always give people a second chance. Your guiding principle is mercy and not revenge. Strength #4 Gratitude - You are aware of the good things that happen to you, and you never take them for granted. Your friends and family members know that you are a grateful person because you always take the time to express your thanks. Strength #5 Fairness, equity, and justice - Treating all people fairly is one of your abiding principles. You do not let your personal feelings bias your decisions about other people. You give everyone a chance. |
OCTOBER 2017
Your Top Strength Fairness, equity, and justice - Treating all people fairly is one of your abiding principles. You do not let your personal feelings bias your decisions about other people. You give everyone a chance. Your Second Strength Citizenship, teamwork, and loyalty - You excel as a member of a group. You are a loyal and dedicated teammate, you always do your share, and you work hard for the success of your group. Strength #3 Caution, prudence, and discretion - You are a careful person, and your choices are consistently prudent ones. You do not say or do things that you might later regret. Strength #4 Kindness and generosity - You are kind and generous to others, and you are never too busy to do a favor. You enjoy doing good deeds for others, even if you do not know them well. Strength #5 Appreciation of beauty and excellence - You notice and appreciate beauty, excellence, and/or skilled performance in all domains of life, from nature to art to mathematics to science to everyday experience. |
Strength #24
Social intelligence -
You are aware of the motives and feelings of other people.
You know what to do to fit in to different social situations, and you know what to do to put others at ease.
Social intelligence -
You are aware of the motives and feelings of other people.
You know what to do to fit in to different social situations, and you know what to do to put others at ease.
I spent weeks preparing for the presentation... even created a website. Tech gremlins ate my site for two hours; it was unavailable during the presentation. They also consumed some of the slides in my PowerPoint... and blocked me from opening anything in .pdf format. grrrrr... I thought about it, and used a browser to open the .pdf... shared some printed copies of the web page... sat in a chair and leaned on the desk when my back went out... and, somehow... Jah know... finished a successful presentation. whew. lord have mercy
Holistic Approach to Technology Enhanced Learning (HOTEL)
edtech gamification studentcentered oer models MOOC
http://classroom-aid.com/2014/02/05/holistic-approach-to-technology-enhanced-learning-hotel/
edtech gamification studentcentered oer models MOOC
http://classroom-aid.com/2014/02/05/holistic-approach-to-technology-enhanced-learning-hotel/
Jauk, E., Benedek, M., Dunst, B., and Neubauer, A.C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence 41(4), p. 212-221.
Min, M., Van Oystaeyen, F. (2016). A measurable model of the creative process in the context of a learning process. Journal of Education and Training Studies 4(1), p. 180-191.
LEARNING CONSTRUCTIVE CRITICISM
1) Listen to "Capture Land" and read the lyrics:
And I say "Dread and Terrible"* pon dem
Good god of grace, well I have his mercy
And me say old slave driver
Time is catching up on you
Old slave driver I know your sins dem a haunt you
[Chorus:]
Carry we go home, Carry we go home
And bring we gone a east
Cause man a rasta man
And rasta nuh live pon no capture land
Carry we go home
An mek we settle and seize
Caw man a rasta man
And rasta nuh live pon no capture land
Lord America a capture land
Di whole a Jamaica a capture land
A long time dem wah trick the rasta man
Like dem nuh know say man a real African
Yuh tink** me nuh memba King Ferdinand
And teifing Columbus have a Golden plan
Dem make a wrong turn and end up in the Caribbean
One rass*** genocide kill nuff indian
Lord Fi turn paradise in a plantation
And bring cross one ship load a African
No here comes the teifing Queen from England
No she Carmwell and envy mother
Century pon top a century full a sufferation****
And after four hundred year mi say no referation*****
And now dem wah fi kill we wid taxation
But a beg you please take me to the mother land
[Chorus]
Watch dem pon di top a di hill
A look inna dem plate how it proper and it fill
Because down town have shotta fi kill
Dem tell the tourist say fi stop a Negril
So come mek we start a new chapter
We nah stay pon di land weh dem capture
A me say Africa fi all true rasta
A say go tell di unscrupulous factors say
[Chorus]
Cherry Garden a capture land
Me tell you Shortwood a capture land
Los Angeles dat a capture land
And New York City dat a capture land
East some a di place weh you wah go live sweet
A teifing land there's no title fi it
And some a these place weh you wah go live nice
A tief dem tief it in the name of Christ
Spanish Town dat a capture land
The whole a Kingston dat a capture land
Remember Portland dat a capture land
And all down a Trinidad dat a Capture land
Barbados dat a capture land
Tell dem Bermuda dat a Capture land
And tell Columbia dat a Capture land
All round a Cuba dat a Capture land
And I say "Dread and Terrible"* pon dem
Good god of grace, well I have his mercy
And me say old slave driver
Time is catching up on you
Old slave driver I know your sins dem a haunt you
[Chorus:]
Carry we go home, Carry we go home
And bring we gone a east
Cause man a rasta man
And rasta nuh live pon no capture land
Carry we go home
An mek we settle and seize
Caw man a rasta man
And rasta nuh live pon no capture land
Lord America a capture land
Di whole a Jamaica a capture land
A long time dem wah trick the rasta man
Like dem nuh know say man a real African
Yuh tink** me nuh memba King Ferdinand
And teifing Columbus have a Golden plan
Dem make a wrong turn and end up in the Caribbean
One rass*** genocide kill nuff indian
Lord Fi turn paradise in a plantation
And bring cross one ship load a African
No here comes the teifing Queen from England
No she Carmwell and envy mother
Century pon top a century full a sufferation****
And after four hundred year mi say no referation*****
And now dem wah fi kill we wid taxation
But a beg you please take me to the mother land
[Chorus]
Watch dem pon di top a di hill
A look inna dem plate how it proper and it fill
Because down town have shotta fi kill
Dem tell the tourist say fi stop a Negril
So come mek we start a new chapter
We nah stay pon di land weh dem capture
A me say Africa fi all true rasta
A say go tell di unscrupulous factors say
[Chorus]
Cherry Garden a capture land
Me tell you Shortwood a capture land
Los Angeles dat a capture land
And New York City dat a capture land
East some a di place weh you wah go live sweet
A teifing land there's no title fi it
And some a these place weh you wah go live nice
A tief dem tief it in the name of Christ
Spanish Town dat a capture land
The whole a Kingston dat a capture land
Remember Portland dat a capture land
And all down a Trinidad dat a Capture land
Barbados dat a capture land
Tell dem Bermuda dat a Capture land
And tell Columbia dat a Capture land
All round a Cuba dat a Capture land
2) Translate Patois to English using the footnotes on this page and the Patois Dictionary: http://jamaicanpatwah.com/dictionary/
|
*a phrase used by many Jamaicans to describe Rastafari people
**think *** a derogatory term ****suffering as a result of oppression *****reparations for slavery |
3) To understand the context of specific lyrics within the song, create a working definition for the phrase "Capture Land". What is Chronixx talking about when he uses these words? Write this definition at the top of a piece of paper.
4) Consider the definition of "Constructive Criticism": criticism or advice that is useful and intended to help or improve something, often with an offer of possible solutions. HINT: The definition you wrote in Step #3 is the something.
5) Keeping in mind that the goal of constructive criticism is improving a situation, review the "Capture Land" lyrics looking for words that could be interpreted as recommendations for possible solutions. For example, "but a beg you please take me to the mother land" is a reference to Africa (mother land). Is Chronixx asking to be physically transported to Africa?
6) On your piece of paper, write a line from the lyrics that you consider to be constructive criticism. After that, write a question about the line of lyrics you selected, similar to the question you see in step #5. We will be returning to this question later in the lesson. Right now, we are going to consider the structure of constructive criticism.
As a class, discuss the following concepts. because they offer additional insight into the definition of constructive criticism. Record your insights about the questions on your paper.
|
POSITIVE: In order to consider the relationship between the singer and his audience, look at your chosen line of lyrics in the context of the entire song. Do the lyrics convey a positive tone?
SPECIFIC: In order to facilitate comprehension, constructive criticism should be speak directly about the desired change in behavior. How specific is your chosen line of lyrics?
OBJECTIVE: In order to improve the probability that constructive criticism is embraced by the recipient, it should avoid personal attacks.
Are there examples of personal attacks in your chosen line of lyrics?
CONSTRUCTIVE: In order to increase the likelihood that critical feedback is implemented by the listener, give an example of undesired behavior prefaced with reflective language, such as an "I feel..." statement followed by an example of the impact of the undesired behavior.
Where do you see examples of constructive "I feel..." statements, or their equivalent, in this song?
SPECIFIC: In order to facilitate comprehension, constructive criticism should be speak directly about the desired change in behavior. How specific is your chosen line of lyrics?
OBJECTIVE: In order to improve the probability that constructive criticism is embraced by the recipient, it should avoid personal attacks.
Are there examples of personal attacks in your chosen line of lyrics?
CONSTRUCTIVE: In order to increase the likelihood that critical feedback is implemented by the listener, give an example of undesired behavior prefaced with reflective language, such as an "I feel..." statement followed by an example of the impact of the undesired behavior.
Where do you see examples of constructive "I feel..." statements, or their equivalent, in this song?
According to Johnson, "I feel..." statements are more likely to be rejected when the content is negative, because this infers blame. To improve the probability of acceptance, make "I feel..." statements positive. Refer back to the question you wrote about your selected line of lyrics. Using the three essential components, write an "I feel..." statement that provides insight into your question.
Three Essential Components
*THE BEHAVIOR *YOUR FEELINGS *THE EFFECT |
For example:
Being with Africans is stimulating and exciting. I feel respected and worthwhile. This brings me cheer and joy. |
http://www.blakkrosemusic.org/critiquing-design.html
http://www.nannymaroon.xyz/critiquing.html (the lesson)
http://www.nannymaroon.xyz/critiquing.html (the lesson)
Pai, H., Eng, C., Ko, H. (2013). Effect of caring behavior on disposition toward critical thinking of nursing students. Professional Nursing 29 (p. 423-429)
This is a study to explore the correlation between caring behavior and critical thinking in nurses, motivated by improved patient health care and outcomes. Caring behavior was measured across three dimensions: the illness trajectory, knowing the patient, and advocating for the patient. The critical thinking that supports clinical judgment was measured through seven domains: inquisitiveness, systematicity, analyticity, truth seeking, open-mindedness, self-confidence, and maturity. Results indicate that caring behavior is an important factor in the disposition toward critical thinking.
Consider these connections: Critical thinking fosters creativity which reaches all learning styles, therefore critical thinking reaches all learning styles. There is a positive correlation between critical thinking and caring behavior; there is, therefore, a positive correlation between caring behavior and creativity. The logical conclusion? Caring behavior reaches all learning styles.
Additionally, “a student’s mental operation (e.g.,decision-making) is similar whether in the virtual or real world” (Loke, p. 134). Therefore students can learn critical thinking in virtual worlds in the same way that they learn critical thinking in the real world. Because critical thinking can be learned in a virtual world, creativity can be learned in a virtual world. Because creativity reaches all learning styles, learning in virtual worlds reaches all learning styles.
Finally, Backlund and Kontour observed that behavior can be acquired by completing comparable tasks in desktop virtual reality games. Because of this, there is reason to believe that physical components of caring behavior, such as body language, can be learned in a desktop virtual reality game. Research has shown that caring behavior correlates with critical thinking, which correlates with creativity, reaching all learning styles. Along the same lines, how realistic is it to believe that learning caring-behavior-specific body language via virtual reality can correlate with improved critical thinking and creativity in order to reach all learning styles?
Additionally, “a student’s mental operation (e.g.,decision-making) is similar whether in the virtual or real world” (Loke, p. 134). Therefore students can learn critical thinking in virtual worlds in the same way that they learn critical thinking in the real world. Because critical thinking can be learned in a virtual world, creativity can be learned in a virtual world. Because creativity reaches all learning styles, learning in virtual worlds reaches all learning styles.
Finally, Backlund and Kontour observed that behavior can be acquired by completing comparable tasks in desktop virtual reality games. Because of this, there is reason to believe that physical components of caring behavior, such as body language, can be learned in a desktop virtual reality game. Research has shown that caring behavior correlates with critical thinking, which correlates with creativity, reaching all learning styles. Along the same lines, how realistic is it to believe that learning caring-behavior-specific body language via virtual reality can correlate with improved critical thinking and creativity in order to reach all learning styles?
FACEBOOK IN THE CLASSROOM
Replace Discussion Boards
- Create a Facebook “group” (private/invite only) and use the Wall as the class discussion board. Students are notified by home page notification when someone replies to their thread.
Notify Students Quickly
– Posting to Facebook will reach your students much faster than an email, because most of them check Facebook regularly.
Fan Page
- An alternative to a group is a “fan” page, which has the advantage that your “status updates” will show up for students on their Live Feed. Disadvantage: some students turn off Live Feed and only see status updates of their friends.
Direct Facebook Friendship
- Allowing your students to “friend” you will give you unfettered access to them (unless they’ve set up a special role for you), but more importantly, your status updates will be visible to them on the home page (unless they block you manually). Disadvantage: too much information will be revealed on both sides, unless both you and the students set up “lists” with limited access allowed.
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
I must analyze a colleague's lesson. http://questgarden.com/61/99/5/080306154328/index.htm
Woodard's “The Music of the Soul” WebQuest is designed around the Co-operative Teaching Model. The primary objective is twofold: to describe the legacy and influence of slave songs. Student are placed in groups of four people that are tasked to complete individual research discovering examples; imagery, metaphors and analogies; function, sound and origin of slave songs, as well as connections to modern music with specific examples of styles, forms, and artists influenced by slave songs. After this, the group comes together and assembles their work in a Jigsaw fashion, with each student being the expert teaching their fellow group members, while the group brainstorms the important or main ideas, developments, moments, and examples provided by each person. Using the information gathered by the group, and online examples of museum exhibits, students are asked to name and create an engaging showcase that teaches people about slave songs and their connections to modern music.
The lesson is broad, asking students to consider both the legacy and influence of slave songs, as well as creating a museum exhibit. Dividing the research into two discrete sections would allow students to focus their research in support of a single objective. e.g. Section #1: Describe the legacy of slave songs. Section #2: Describe the influence of slave songs. This allows the instructor to divide the instructions in support of each lesson. e.g. Section #1: Discover examples; imagery, metaphors and analogies; function, sound and origin of slave songs. Section #2: Connect slave songs to modern music by providing specific examples of correlating styles, forms, and artists. The group will then be able to synthesize each person's examples in support of the individual points rather than have to infer meaning into the instructor's generalized instruction to brainstorm the important or main ideas, developments, moments, and examples provided by each person. Presenting the museum exhibit as a third section supporting the creation of a display showcasing two objectives, legacy and influence, allows students to integrate the two clearly delineated and researched sections. Telling students that the exhibit is only engaging when they are able to correlate slave songs with modern music undermines the value of slave songs standing on their own merit. Giving equitable weight to both the historical significance of slave songs, as well as their correlation with modern music brings life to the entire story.
The lesson could use a little scaffolding. Direct Instruction about imagery, metaphors and analogies would help students best understand the instructor's questions and find appropriate examples in the slave songs. A Vocabulary Acquisition lesson defining the word “function” in relation to slave songs provides insight into what, at the time, were frequently hidden and obscure meanings behind the words, rhythm and tone of slave songs. To be sure, students should be told that the “function” of slave songs may remain forever a mystery to modern white culture because modern-day oppression causes some people in black society to live in continued silence regarding their culture and history. Indeed, modern-day white society can, at best, only infer their own meanings into slave songs. This insight provides critical information that helps improve students' acceptance and tolerance of other cultures, as well as opening their mind to the reality of culturally-significant “functions” for slave songs.
This lesson has not been maintained. Many of the links are no longer attached to functional pages. This, of course, should be corrected and broken links replaced with links to pages with supportive information. One such page can be found at http://soundsofslavery.com/ Although this page speaks most directly to the black musical heritage of slaves transported through Liverpool, it draws some broad generalizations about the Trans-Atlantic Slave Trade that, in general, could apply worldwide. The Slavery Song Database in the Sounds of Slavery website includes a list of songs specific to America that are described by song types: spirituals, work songs, and songs of freedom. This information provides students with additional understanding into the function of slave songs.
Finally, add the following quoted section exploring specific examples of the musical aesthetics that serve as the foundation of black music in order to provide students with insight providing an increased understanding of what the instructor means when asking students to consider the “sound” of slave songs and their modern-day derivatives.
African-Influenced Musical Aesthetics
*Heterogeneous Sound Ideal: Complex interaction of contrasting musical elements.
*Call and Response: Statement by singer or instrumentalist followed by response from others.
*Vocal Styles: Guttural effects, lyric improvisation, vocal rhythmization, blue notes, falsetto, metaphors/codes
*Rhythmic Features: Syncopation, rhythmic improvisation, the groove, swing, body rhythm
*Melodic Features: Minor pentatonic and blues scale, microtones in ambiguous modes.
For example, listen to the 1928 recording of Bessie Smith singing “Empty Bed Blues”. This recording includes most of these African musical aesthetics. Appell & Hemphill (p. 26-27)
Appell, G. and Hemphill, D. (2006). American popular music: a multicultural history. Thomson Higher Education (26-27).
Musical Creativity: Insights from Music Education Research
How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.
How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.
Odena, O. and Welch G. (2012). Teachers' perceptions of creativity. Odena, O. (Ed.) In Musical creativity: insights from music education research. (pp. 29-50). Great Britain. MPG Books Group.
creativity is defined as imagination successfully manifested in any valued pursuit
creativity is defined as imagination successfully manifested in any valued pursuit
"This chapter draws on a four-year qualitative investigation of creativity in music education with particular reference to the case study perceptions of six secondary school teachers in England. In addition to discussing the findings, the main contribution of the chapter is the consideration of a new generative model of how the teachers’ thinking about creativity may develop over time. The following section reviews the recent surge of ‘creativity’ in education research and policy. In sections three and four the research questions, theoretical framework and research methodology are outlined. The case study teachers’ perceptions of creativity and the influence of their backgrounds on their perceptions are discussed in sections five and six. The final two sections present the generative model of the teachers’ thinking and consider some educational implications."
The exploration of a focus on creativity as a desirable thinking style (e.g. imagination) manifested in any valued pursuit expands the traditional focus to the output rather than the process. To this end, teachers discovered that learning environment can encourage as well as distract from creativity; time constraints undermine creativity, while preparing students for the assessment with discussion improves performance. Furthermore, a school's socioeconomic status impacts teachers' perceptions of student creativity. Affluence lends itself to a belief that a musical family does not affect a student's creativity. While indigence influences the teacher's conclusion that the musical background of the family does impact a student's creativity. These perceptions are part of interplay with teachers' experiences that contribute to the development of the learning environment. For example, teachers with a varied and broad musical background are more adapt at creating a student-centered learning environment; teachers with a fundamental understanding of musical concepts and teaching concepts have tools that facilitate the inclusion of music in the core curriculum. Ultimately, a depth of experience provides more options when designing curriculum. It also improves the probability that a teacher is aware of the limited scope an individual's perception of creativity, thereby allowing room for addition concepts to be adopted by students and colleagues. In other words, music students can guide their teacher's performance by expressing expectations. As the teacher adapts to students, an environment of student-centered learning is created, taking into consideration different learning styles and increasing the probability of reaching all students. Additionally, extra-curricular experiences extend an instructor's capacity to construct and implement a variety of teaching environments. Finally, it is important to note that, although “studies exemplify the complexity of creativity in music education that is not always reflected in manuals and statutes” (Odena, 40), manuals and statutes can provide guidelines within which teachers and students are free to explore and develop enriched learning options such as interdisciplinary collaborations.
The exploration of a focus on creativity as a desirable thinking style (e.g. imagination) manifested in any valued pursuit expands the traditional focus to the output rather than the process. To this end, teachers discovered that learning environment can encourage as well as distract from creativity; time constraints undermine creativity, while preparing students for the assessment with discussion improves performance. Furthermore, a school's socioeconomic status impacts teachers' perceptions of student creativity. Affluence lends itself to a belief that a musical family does not affect a student's creativity. While indigence influences the teacher's conclusion that the musical background of the family does impact a student's creativity. These perceptions are part of interplay with teachers' experiences that contribute to the development of the learning environment. For example, teachers with a varied and broad musical background are more adapt at creating a student-centered learning environment; teachers with a fundamental understanding of musical concepts and teaching concepts have tools that facilitate the inclusion of music in the core curriculum. Ultimately, a depth of experience provides more options when designing curriculum. It also improves the probability that a teacher is aware of the limited scope an individual's perception of creativity, thereby allowing room for addition concepts to be adopted by students and colleagues. In other words, music students can guide their teacher's performance by expressing expectations. As the teacher adapts to students, an environment of student-centered learning is created, taking into consideration different learning styles and increasing the probability of reaching all students. Additionally, extra-curricular experiences extend an instructor's capacity to construct and implement a variety of teaching environments. Finally, it is important to note that, although “studies exemplify the complexity of creativity in music education that is not always reflected in manuals and statutes” (Odena, 40), manuals and statutes can provide guidelines within which teachers and students are free to explore and develop enriched learning options such as interdisciplinary collaborations.
It is widely accepted that our incoming president manifests some of the dirty behaviors that have, historically, been kept hidden in America's seedy underbelly. Electing the man to the highest political position in the world has brought these behaviors into the public eye. As long as people are willing to bubble scum to the surface in America, why not get busy with it and take a look at 1960's and 70's Bronx*? During this era, America saw the origins of gang activity, graffiti tagging, and a musical culture that tells the story: Hip-Hop (Rhodes 2016, n.p.). This is not to glorify the era, but to bring into light a moment of history in order to find the comprehension and clarification needed to facilitate correction for future generations. People who assimilate all of history's lessons better understand how to make decisions that lead to a bright future. An exciting prospect considering the technological tools, instructional techniques, and interpersonal awareness available to help modern-day teachers guide the youth. To be sure, the introduction of multicultural music into the core curriculum via online 3D can be facilitated by collaborating with colleagues, employing Socratic Seminar questions about comprehension as a scaffold for exploring feelings, and teaching critical thinking or creativity as these are directly related to caring behavior.
To start with the end in mind, consider these connections: Akinde (2015) explains how critical thinking fosters creativity. Maroon (2015) shares how creative teaching reaches all learning styles. Therefore, critical thinking fosters an environment that can reach all learning styles. There is a positive correlation between critical thinking and caring behavior (Pai, 2013, p. 428); it follows that there exists a positive correlation between caring behavior and creativity. The logical conclusion? Caring behavior reaches all learning styles. Additionally, “a student’s mental operation (e.g.,decision-making) is similar whether in the virtual or real world” (Loke, 2015, p. 134). Because of this, students can learn critical thinking in virtual worlds in the same way that they learn critical thinking in the real world. Because critical thinking can be learned in a virtual world, creativity can be learned in a virtual world. Because creativity reaches all learning styles, learning in virtual worlds reaches all learning styles. Finally, Backlund et al (2010) and Kontour (2012) observed that behavior can be acquired by completing comparable tasks in desktop virtual reality games. This means that there is reason to believe the physical components of caring behavior, such as body language, can be learned in a desktop virtual reality game. Research has shown that caring behavior correlates with critical thinking, which correlates with creativity, reaching all learning styles. Along the same lines, it is realistic to believe that learning caring-behavior-specific body language via virtual reality can correlate with improved critical thinking and creativity in order to reach all learning styles. “The non-linear nature of technology lends itself to students’ using their intrinsic critical thinking abilities.” The result? Technology provides an environment that can be creative, fostering caring behavior, reaching all learning styles. Enter Online 3D.
Now, to spend a minute with the correlation between creativity and musical instruction. The exploration of a focus on creativity as a desirable thinking style (e.g. imagination) manifested in any valued pursuit expands the traditional focus to the output rather than the process. To this end, teachers discovered that learning environment can encourage as well as distract from creativity; time constraints undermine creativity, while preparing students for the assessment with discussion improves performance. Furthermore, a school's socioeconomic status impacts teachers' perceptions of student creativity. Affluence lends itself to a belief that a musical family does not affect a student's creativity. While indigence influences the teacher's conclusion that the musical background of the family does impact a student's creativity. These perceptions are part of interplay with teachers' experiences that contribute to the development of the learning environment. For example, teachers with a varied and broad musical background are more adapt at creating a student-centered learning environment; teachers with a fundamental understanding of musical concepts and teaching concepts have tools that facilitate the inclusion of music in the core curriculum. Ultimately, a depth of experience provides more options when designing curriculum. It also improves the probability that a teacher is aware of the limited scope an individual's perception of creativity, thereby allowing room for addition concepts to be adopted by students and colleagues. In other words, music students can guide their teacher's performance by expressing expectations. An example might be student reactions to Rhode's hip-hop related cultural immersion instruction that they canvas a potentially dangerous neighborhood looking for graffiti tag names or mural. Words like “overwhelmed”, “anxious” and “scared” come to mind. This assignment raises a question about the teacher's concern for his students' welfare. Online 3D mitigates any potential danger by providing a virtual reality neighborhood with representative graffiti tags and murals for student exploration and observation. Ultimately, as the teacher adapts to students, a healthy, safe environment of student-centered learning is created, taking into consideration different learning styles and increasing the probability of reaching all students. Additional learner-centered lesson designs include creating new interactive, participatory learning spaces using such tools as online classes, gaming and simulations, online tutors and virtual reality environments (Project Tomorrow). It is important to note that, although “studies exemplify the complexity of creativity in music education that is not always reflected in manuals and statutes” (Odena, 2012, p. 40), manuals and statutes can provide guidelines within which teachers and students are free to explore and develop enriched learning options such as interdisciplinary collaborations.
The Ruben (2106) study regarding the benefits of co-teaching speaks to interdisciplinary collaborations and contributes to the Blue Ribbon Panel on Clinical Preparation and Partnerships' 2010 call for expanding the knowledge base on effective practices in teacher preparation. The results indicated an overall gain for almost every student in each evaluated subject area. Adult participants were especially pleased with the extended (two-year) duration of the program as they were able to establish strong professional interactions, facilitating cohesion and confidence. Cooperating teachers experienced increased introspection and reflection, becoming strong peer leaders, enabling everybody to reach more students. Teacher candidates brought special education training with specific knowledge of student needs, providing direct support in small groups and one-on-one interactions that resulted in significant students gains in performance. Co-teaching is highly advised in an online classroom as there exists the need for both a subject matter expert (teacher) and curriculum or instructional designer comfortable with basic website structure and online communication philosophy. Back in the classroom, teacher candidates gave an additional and fresh perspective which increased student support and created more social bonds, encouraging enthusiastic student participation. The power of collaboration generated a stronger learning experience and re-energized teachers, bringing inspiration and increasing accountability; two interactive instructors, ultimately, demonstrated for students adult roll models in healthy relationships. This supports the Sternberg et al., (2013) observation that “if you want to teach for creativity, teach attitudes for life and roll model them as well”. Overall, teacher candidates were assets, and schools should recognize the benefits of having as many teacher candidates as possible on campus. As far as online education goes, embracing the wisdom and insight of an instructional designer when venturing into Web-based instruction helps ensure the creation and delivery of appropriate, high-quality curriculum.
A focus on integrating social intelligence into teaching, and practice paying attention to the motives and feelings of other people promotes a introspective, insightful, learner-centered academic environment. Understanding how to put others at ease fosters trust and security, improving the quality of the academic environment, and increasing the probability of successful communication between students and teacher which, in turn, leads to increased acquisition of lesson content. One way to improve social intelligence is to practice being assertive (5 tips to developing your social intelligence, 2016, n.p.). Speaking up in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or discontinue the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction (Tucker-Ladd, 2010, n. p.). Foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Scaffold with Socratic Seminar questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson (Estes & Mintz, 2016, 169). An example? Cite a specific instance of Hip-hop embodying the oral traditions of the African griot, kept alive by Jamaican slaves, and, ultimately, transported to New York in the form of Reggae toasts:
Clive Campbell (Kool D.J. Herc) is regarded as the father of hip-hop. Modern rap music finds its origins deeply embedded in the toasting and dub talk over elements of reggae music. In the early 70’s he attempted to incorporate his Jamaican style of dj which involved reciting improvised rhymes over the dub versions of his reggae records. Unfortunately, reggae wasn’t received positively by the majority of New Yorkers. Kool Herc realized this quickly and modified his style by chanting over the instrumental or percussion sections of the day’s popular songs. Because these breaks were relatively short, he learned to extend them indefinitely by using an audio mixer and two identical records in which he continuously replaced the desired segment. Rhodes 2016, n.p.
Internet globalization has connected the world. The result? Multicultural music is now readily accessible. Is it, however, an academic necessity? Cain, Lindblom, and Walden's (2015) reference of the Tanglewood Symposium's 1964 recommendation to include cultural music in the curriculum without stating why does nothing to bridge the justification gap. Quantifying an increase in intercultural understanding and empathy would help bridge this gap. Empathy is embodied in the caring behavior that is learned when teaching methods use critical thinking and creativity. Studies do reflect an increase in musical creativity after exposure to multicultural music. It is understood that:
Intrinsic benefits accrue to the public sphere when works of art convey what whole communities of people yearn to express. Examples of what can produce these benefits are art that commemorates events significant to a nation’s history or a community’s identity, art that provides a voice to communities the culture at large has largely ignored, and art that critiques the culture for the express purpose of changing people’s views. (McCarthy, 2013, xv)
However, cultural context can be blurred during musical instruction. Incorporating multicultural music into appropriate history lessons could increase the probability that students make the correlation between the originating culture and its music. Pre-service training can increase teachers confidence and certainty about how and why to include multicultural music in the curriculum: Student creativity engaging all learning styles is cultivated through discovery-based lessons where both the teacher and students are comfortable with a moderate level of uncertainty and ambiguity. Co-teaching increases the probability that ambiguity be accurately identified and guided to a constructive conclusion. This is a modification of the traditional academic environment of route memorization and regurgitation of socially accepted facts that, ideally, leads to a more imaginative learning system. Remember to integrate Socratic Seminar questions that facilitate comprehension and provide scaffolding upon which to explore feelings. At that point, implementation of an inclusive multicultural program becomes as easy as following specific examples, and as fascinating as innovation allows.
*Funny, I see things differently now. The hip-hop era was born in the aftermath of national dialog that saw the addition of amendments intended to correct ongoing civil rights issues. Once the amendments passed, the dialog stopped.. with the notable exception of the Bronx.
To start with the end in mind, consider these connections: Akinde (2015) explains how critical thinking fosters creativity. Maroon (2015) shares how creative teaching reaches all learning styles. Therefore, critical thinking fosters an environment that can reach all learning styles. There is a positive correlation between critical thinking and caring behavior (Pai, 2013, p. 428); it follows that there exists a positive correlation between caring behavior and creativity. The logical conclusion? Caring behavior reaches all learning styles. Additionally, “a student’s mental operation (e.g.,decision-making) is similar whether in the virtual or real world” (Loke, 2015, p. 134). Because of this, students can learn critical thinking in virtual worlds in the same way that they learn critical thinking in the real world. Because critical thinking can be learned in a virtual world, creativity can be learned in a virtual world. Because creativity reaches all learning styles, learning in virtual worlds reaches all learning styles. Finally, Backlund et al (2010) and Kontour (2012) observed that behavior can be acquired by completing comparable tasks in desktop virtual reality games. This means that there is reason to believe the physical components of caring behavior, such as body language, can be learned in a desktop virtual reality game. Research has shown that caring behavior correlates with critical thinking, which correlates with creativity, reaching all learning styles. Along the same lines, it is realistic to believe that learning caring-behavior-specific body language via virtual reality can correlate with improved critical thinking and creativity in order to reach all learning styles. “The non-linear nature of technology lends itself to students’ using their intrinsic critical thinking abilities.” The result? Technology provides an environment that can be creative, fostering caring behavior, reaching all learning styles. Enter Online 3D.
Now, to spend a minute with the correlation between creativity and musical instruction. The exploration of a focus on creativity as a desirable thinking style (e.g. imagination) manifested in any valued pursuit expands the traditional focus to the output rather than the process. To this end, teachers discovered that learning environment can encourage as well as distract from creativity; time constraints undermine creativity, while preparing students for the assessment with discussion improves performance. Furthermore, a school's socioeconomic status impacts teachers' perceptions of student creativity. Affluence lends itself to a belief that a musical family does not affect a student's creativity. While indigence influences the teacher's conclusion that the musical background of the family does impact a student's creativity. These perceptions are part of interplay with teachers' experiences that contribute to the development of the learning environment. For example, teachers with a varied and broad musical background are more adapt at creating a student-centered learning environment; teachers with a fundamental understanding of musical concepts and teaching concepts have tools that facilitate the inclusion of music in the core curriculum. Ultimately, a depth of experience provides more options when designing curriculum. It also improves the probability that a teacher is aware of the limited scope an individual's perception of creativity, thereby allowing room for addition concepts to be adopted by students and colleagues. In other words, music students can guide their teacher's performance by expressing expectations. An example might be student reactions to Rhode's hip-hop related cultural immersion instruction that they canvas a potentially dangerous neighborhood looking for graffiti tag names or mural. Words like “overwhelmed”, “anxious” and “scared” come to mind. This assignment raises a question about the teacher's concern for his students' welfare. Online 3D mitigates any potential danger by providing a virtual reality neighborhood with representative graffiti tags and murals for student exploration and observation. Ultimately, as the teacher adapts to students, a healthy, safe environment of student-centered learning is created, taking into consideration different learning styles and increasing the probability of reaching all students. Additional learner-centered lesson designs include creating new interactive, participatory learning spaces using such tools as online classes, gaming and simulations, online tutors and virtual reality environments (Project Tomorrow). It is important to note that, although “studies exemplify the complexity of creativity in music education that is not always reflected in manuals and statutes” (Odena, 2012, p. 40), manuals and statutes can provide guidelines within which teachers and students are free to explore and develop enriched learning options such as interdisciplinary collaborations.
The Ruben (2106) study regarding the benefits of co-teaching speaks to interdisciplinary collaborations and contributes to the Blue Ribbon Panel on Clinical Preparation and Partnerships' 2010 call for expanding the knowledge base on effective practices in teacher preparation. The results indicated an overall gain for almost every student in each evaluated subject area. Adult participants were especially pleased with the extended (two-year) duration of the program as they were able to establish strong professional interactions, facilitating cohesion and confidence. Cooperating teachers experienced increased introspection and reflection, becoming strong peer leaders, enabling everybody to reach more students. Teacher candidates brought special education training with specific knowledge of student needs, providing direct support in small groups and one-on-one interactions that resulted in significant students gains in performance. Co-teaching is highly advised in an online classroom as there exists the need for both a subject matter expert (teacher) and curriculum or instructional designer comfortable with basic website structure and online communication philosophy. Back in the classroom, teacher candidates gave an additional and fresh perspective which increased student support and created more social bonds, encouraging enthusiastic student participation. The power of collaboration generated a stronger learning experience and re-energized teachers, bringing inspiration and increasing accountability; two interactive instructors, ultimately, demonstrated for students adult roll models in healthy relationships. This supports the Sternberg et al., (2013) observation that “if you want to teach for creativity, teach attitudes for life and roll model them as well”. Overall, teacher candidates were assets, and schools should recognize the benefits of having as many teacher candidates as possible on campus. As far as online education goes, embracing the wisdom and insight of an instructional designer when venturing into Web-based instruction helps ensure the creation and delivery of appropriate, high-quality curriculum.
A focus on integrating social intelligence into teaching, and practice paying attention to the motives and feelings of other people promotes a introspective, insightful, learner-centered academic environment. Understanding how to put others at ease fosters trust and security, improving the quality of the academic environment, and increasing the probability of successful communication between students and teacher which, in turn, leads to increased acquisition of lesson content. One way to improve social intelligence is to practice being assertive (5 tips to developing your social intelligence, 2016, n.p.). Speaking up in a non-aggressive manner shows healthy boundaries and relays clear communication of desires and expectations. First, recognize when to be assertive. Does a specific situation create insignificance, helplessness, or fear? If so, speak up. Be objective and specific about the situation, using “I” statements to share feelings, and clearly expressing reasonable expectations. Prepare for an adverse reaction from the other person and, when there is no room for compromise, be willing to repeat expectations or discontinue the interaction. Stay open to everyday situations that allow the opportunity to be assertive. Do not shy away from the interaction (Tucker-Ladd, 2010, n. p.). Foster successful student-teacher interaction by beginning discussions at an appropriate level within Bloom's hierarchy. Scaffold with Socratic Seminar questions of knowledge and comprehension, using specific scenarios and independent activities to facilitate material application and verify students understand fundamental concepts in the lesson (Estes & Mintz, 2016, 169). An example? Cite a specific instance of Hip-hop embodying the oral traditions of the African griot, kept alive by Jamaican slaves, and, ultimately, transported to New York in the form of Reggae toasts:
Clive Campbell (Kool D.J. Herc) is regarded as the father of hip-hop. Modern rap music finds its origins deeply embedded in the toasting and dub talk over elements of reggae music. In the early 70’s he attempted to incorporate his Jamaican style of dj which involved reciting improvised rhymes over the dub versions of his reggae records. Unfortunately, reggae wasn’t received positively by the majority of New Yorkers. Kool Herc realized this quickly and modified his style by chanting over the instrumental or percussion sections of the day’s popular songs. Because these breaks were relatively short, he learned to extend them indefinitely by using an audio mixer and two identical records in which he continuously replaced the desired segment. Rhodes 2016, n.p.
Internet globalization has connected the world. The result? Multicultural music is now readily accessible. Is it, however, an academic necessity? Cain, Lindblom, and Walden's (2015) reference of the Tanglewood Symposium's 1964 recommendation to include cultural music in the curriculum without stating why does nothing to bridge the justification gap. Quantifying an increase in intercultural understanding and empathy would help bridge this gap. Empathy is embodied in the caring behavior that is learned when teaching methods use critical thinking and creativity. Studies do reflect an increase in musical creativity after exposure to multicultural music. It is understood that:
Intrinsic benefits accrue to the public sphere when works of art convey what whole communities of people yearn to express. Examples of what can produce these benefits are art that commemorates events significant to a nation’s history or a community’s identity, art that provides a voice to communities the culture at large has largely ignored, and art that critiques the culture for the express purpose of changing people’s views. (McCarthy, 2013, xv)
However, cultural context can be blurred during musical instruction. Incorporating multicultural music into appropriate history lessons could increase the probability that students make the correlation between the originating culture and its music. Pre-service training can increase teachers confidence and certainty about how and why to include multicultural music in the curriculum: Student creativity engaging all learning styles is cultivated through discovery-based lessons where both the teacher and students are comfortable with a moderate level of uncertainty and ambiguity. Co-teaching increases the probability that ambiguity be accurately identified and guided to a constructive conclusion. This is a modification of the traditional academic environment of route memorization and regurgitation of socially accepted facts that, ideally, leads to a more imaginative learning system. Remember to integrate Socratic Seminar questions that facilitate comprehension and provide scaffolding upon which to explore feelings. At that point, implementation of an inclusive multicultural program becomes as easy as following specific examples, and as fascinating as innovation allows.
*Funny, I see things differently now. The hip-hop era was born in the aftermath of national dialog that saw the addition of amendments intended to correct ongoing civil rights issues. Once the amendments passed, the dialog stopped.. with the notable exception of the Bronx.
Spireworks is Management Consulting reinvented.
We turn unprecedented threats into practical opportunities.
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Once again, I was functioning at the higher levels of Bloom's while our instructor was teaching us about ACES. Applying resiliency techniques in such a way as to avoid creating trauma is definitely a couple of steps ahead on the social development scale. It turns out that people need help with Step #1 in resiliency: identifying and communicating feelings. I am guessing this would be good place to focus next semester's instructional design work.
https://www.cdc.gov/violenceprevention/acestudy/
This Year's Graduate School Take-away
The Seven Ingredients of Resilience:
1. Emotion Awareness
2. Impulse Control
3. Realistic Optimism
4. Flexible Thinking
5. Self-confidence
6. Empathy
7. Reaching Out
http://www.cnbc.com/id/2546452
The Seven Ingredients of Resilience:
1. Emotion Awareness
2. Impulse Control
3. Realistic Optimism
4. Flexible Thinking
5. Self-confidence
6. Empathy
7. Reaching Out
http://www.cnbc.com/id/2546452
I believe each student has a personal set of constructs both inherited and experienced which serve as the structure within which they incorporate or reject new information. Subjects are both concrete and evolving, independently taught using appropriate traditional and contemporary educational philosophies. A successful teacher chooses learning methods which best share lesson content in a context the student most easily comprehends. Learning occurs when the instructor accurately assesses student constructs and subject type, selects relevant learning methods supported with suitable educational philosophy, and introduces new information in an engaging fashion.
I recommend that policymakers address race conscious policies, practices and conditions that perpetuate segregation and inequality while simultaneously tapping into the changing racial attitudes of Americans by supporting racially diverse schools.
.
Wells, A. S. (2014, March). Addressing racial and ethnic inequality and supporting culturally diverse schools. Retrieved from http://nepc.colorado.edu/files/pb-colorblind_0.pdf
.
Wells, A. S. (2014, March). Addressing racial and ethnic inequality and supporting culturally diverse schools. Retrieved from http://nepc.colorado.edu/files/pb-colorblind_0.pdf
Policy Recommendation No. 1:
Creating and Sustaining More Racially and Ethnically Diverse Schools
-Support and Sustain Diverse Districts and Communities
-Fostering Cross-District Cooperation/Collaboration
-Encouraging Inter-district Transfers to Promote Diversity
Policy Recommendation No. 2:
Supporting Curriculum, Teaching and Assessment that Taps into the Educational Benefits of Diversity
-Expand Legal Challenges Based on the Educational Benefits of Diversity
-Tapping into the Common Core's Potential to Support the Educational Benefits of Diversity
-Placing Far Less Emphasis on Standardized Tests
Creating and Sustaining More Racially and Ethnically Diverse Schools
-Support and Sustain Diverse Districts and Communities
-Fostering Cross-District Cooperation/Collaboration
-Encouraging Inter-district Transfers to Promote Diversity
Policy Recommendation No. 2:
Supporting Curriculum, Teaching and Assessment that Taps into the Educational Benefits of Diversity
-Expand Legal Challenges Based on the Educational Benefits of Diversity
-Tapping into the Common Core's Potential to Support the Educational Benefits of Diversity
-Placing Far Less Emphasis on Standardized Tests
Much can be done in the policy arena to support and further the educational benefits of diversity. Such efforts will only progress, however, in a context in which people in power admit that they and their constituents can indeed see color.
In fact, we know that seeing is believing in the potential of the most racially and ethnically diverse democracy in the world.
In fact, we know that seeing is believing in the potential of the most racially and ethnically diverse democracy in the world.
Several education policies passed during [civil rights] era did directly address racial inequality and coincided with the largest reductions in the Black-White achievement gap in the nation’s history. But by the mid-1980s, these “equity-minded” Civil Rights policies were seen as overly regulatory and, even worse, a prominent cause of the faltering U.S. economy. This led to the “excellence” era in education, just as a “colorblind” ideology was expanding within conservative think tanks and among legal scholars who characterized policies such as affirmative action and school desegregation as unconstitutional and undemocratic
Through the private and increasingly for-profit institutions that implement choice and accountability reforms, our educational system defines the “success” and “failure” of schools primarily based upon purportedly “colorblind” tests designed to address racial inequality by enabling all students, regardless of race, to achieve high standards. While equalizing educational outcomes is an admirable goal, framing such efforts as if students’ racial, ethnic and socio-cultural backgrounds do not matter in this process is problematic given our history of racial inequality and our understanding of the role of culture, which is highly non-standardized across (and within) racial/ethnic groups, in the way students learn.
every word in this brief is gold
Public school constituency has become less White and more impoverished due to growing income inequality and the resulting affluent flight.
HISTORY: Neither argument for race-conscious policies—the legacy of age-old discrimination or the more recent argument for the educational benefits of diversity—has carried much weight with today’s conservative colorblind judges. Still, of the two, the latter argument has been more successful, especially in the higher education cases...
The U.S. Supreme Court declined to hear Comfort v. The Lynn School Committee, in which the Lynn, MA, public school officials had put forth a much stronger argument for the educational benefits of race-conscious student assignment policies in K-12 education (Comfort cites Grutter).
Social science evidence demonstrates why the rulings in both the Grutter and Comfort cases, most notably their focus on the educational benefits of diversity, are far more important to the future of our increasingly diverse country than a “colorblind” argument.
Being race-conscious and progressive on issues of race in the U.S. today requires a two dimensional approach
Dimension No. 1:
Address Ongoing Racial/Ethnic Inequality
Dimension No. 2:
Promote Racially/Ethnically Diverse and Integrated Communities
Dimension No. 1:
Address Ongoing Racial/Ethnic Inequality
Dimension No. 2:
Promote Racially/Ethnically Diverse and Integrated Communities
Dimension No. 1:
Address Ongoing Racial/Ethnic Inequality
...there is ample evidence that even as individual racial attitudes improve, the choices people make about where to live and send their children to school continue to be influenced by multiple factors still correlated with race.
We need housing and school choice policies that explicitly tackle barriers to creating sustainable, racially diverse communities and schools. Small, piecemeal efforts in housing policy have been made in the last few decades to address these issues, including the federal “Moving to Opportunity” program or court-ordered housing integration plans in places such as Westchester County, NY. These efforts can and should be improved and expanded. So, too, should our school choice policies—which could work in sync with pro-integration housing policies
...school choice policies can be designed to have different results that lead to more and not less racial diversity. This requires a strong pro-active, race-conscious focus to reverse the tide, however. It will also require a closer examination of the relationship between “colorblind” school choice policy and an accountability system that ranks schools, students—and now teachers,too—according to test scores that strongly correlate to race and class.
When the entire educational system is not only separate and unequal along racial/ethnic lines,but also measured, evaluated and then “valued” almost exclusively according to test scores, the correlation between race and schools deemed to be “bad” based only on these narrow measures is high, exacerbating the race-based inequalities that already exist. Such a system is anything but colorblind, and can only be addressed via a race-conscious and progressive agenda.
...many progressive educators celebrate the fact that the Common Core, if taught in a manner that does not put standardized tests at the center, provides students with the opportunity to engage in close critical readings of complex texts and to question and interrogate what they read. In theory, the Common Core provides teachers with more freedom for planning meaningful literacy experiences for students. Furthermore, the Common Core guidelines recommend some texts that reflect a departure from the traditional canon that has marginalized students from non-White and low-income backgrounds for many years.
As a result of this potential, a small but growing band of educators at the grassroots level are attempting to use the Common Core framework, with its emphasis on “complexity, range and quality” to engage students in anti-bias texts and in deeper, richer dialogues in which their assumptions are challenged. Such pedagogy is best used in culturally and racially diverse schools and classrooms. Historic Civil Rights organizations, such as the Southern Poverty Law Center, are embracing this “progressive potential” of the Common Core. Such efforts can and should be shared and expanded.
When good ideas that could help support racially and ethnically diverse schools
and prepare all students for a more dynamic and divers global economy are being thwarted by a testing regime, it is time to reevaluate the importance we have placed on narrow measures of “student achievement.”
Address Ongoing Racial/Ethnic Inequality
...there is ample evidence that even as individual racial attitudes improve, the choices people make about where to live and send their children to school continue to be influenced by multiple factors still correlated with race.
We need housing and school choice policies that explicitly tackle barriers to creating sustainable, racially diverse communities and schools. Small, piecemeal efforts in housing policy have been made in the last few decades to address these issues, including the federal “Moving to Opportunity” program or court-ordered housing integration plans in places such as Westchester County, NY. These efforts can and should be improved and expanded. So, too, should our school choice policies—which could work in sync with pro-integration housing policies
...school choice policies can be designed to have different results that lead to more and not less racial diversity. This requires a strong pro-active, race-conscious focus to reverse the tide, however. It will also require a closer examination of the relationship between “colorblind” school choice policy and an accountability system that ranks schools, students—and now teachers,too—according to test scores that strongly correlate to race and class.
When the entire educational system is not only separate and unequal along racial/ethnic lines,but also measured, evaluated and then “valued” almost exclusively according to test scores, the correlation between race and schools deemed to be “bad” based only on these narrow measures is high, exacerbating the race-based inequalities that already exist. Such a system is anything but colorblind, and can only be addressed via a race-conscious and progressive agenda.
...many progressive educators celebrate the fact that the Common Core, if taught in a manner that does not put standardized tests at the center, provides students with the opportunity to engage in close critical readings of complex texts and to question and interrogate what they read. In theory, the Common Core provides teachers with more freedom for planning meaningful literacy experiences for students. Furthermore, the Common Core guidelines recommend some texts that reflect a departure from the traditional canon that has marginalized students from non-White and low-income backgrounds for many years.
As a result of this potential, a small but growing band of educators at the grassroots level are attempting to use the Common Core framework, with its emphasis on “complexity, range and quality” to engage students in anti-bias texts and in deeper, richer dialogues in which their assumptions are challenged. Such pedagogy is best used in culturally and racially diverse schools and classrooms. Historic Civil Rights organizations, such as the Southern Poverty Law Center, are embracing this “progressive potential” of the Common Core. Such efforts can and should be shared and expanded.
When good ideas that could help support racially and ethnically diverse schools
and prepare all students for a more dynamic and divers global economy are being thwarted by a testing regime, it is time to reevaluate the importance we have placed on narrow measures of “student achievement.”
Dimension No. 2:
Promote Racially/Ethnically Diverse and Integrated Communities
A growing number of parents realize that their children need to be prepared for a diverse global society. At the same time, they are making choices about schools within a competitive and hierarchical educational system, and they fear race-conscious policies may hurt their children’s chances of winning.
This policy context creates three strikes against parents who desire racially diverse schools. First, neighborhood and school district boundaries are divided by race. Second, the policy drift away from desegregation and toward market-based school choice policies has led to more racially segregated schools. And finally, the narrow, test-driven accountability system has fostered negative perceptions of racially diverse schools in comparison with privileged and homogeneous schools. In light of this contradiction between what parents say about racially diverse schools and the so-called “colorblind” policies that foster more segregation, strong leadership is needed to move this increasingly diverse society toward a more progressive future.
Promote Racially/Ethnically Diverse and Integrated Communities
A growing number of parents realize that their children need to be prepared for a diverse global society. At the same time, they are making choices about schools within a competitive and hierarchical educational system, and they fear race-conscious policies may hurt their children’s chances of winning.
This policy context creates three strikes against parents who desire racially diverse schools. First, neighborhood and school district boundaries are divided by race. Second, the policy drift away from desegregation and toward market-based school choice policies has led to more racially segregated schools. And finally, the narrow, test-driven accountability system has fostered negative perceptions of racially diverse schools in comparison with privileged and homogeneous schools. In light of this contradiction between what parents say about racially diverse schools and the so-called “colorblind” policies that foster more segregation, strong leadership is needed to move this increasingly diverse society toward a more progressive future.
"And finally, research on tuition voucher plans in the U.S. shows us that once again school choice is anything but colorblind: that disproportionately White low-income families will use vouchers to flee racially diverse public schools, and that many predominantly White private and more affluent private schools will elect to not admit lower-income students of color with vouchers. This pattern is reminiscent of the 1960s and ‘70s, when White families in the South were provided vouchers to send their children to private White schools once the public schools were finally forced to dismantle state-sanctioned racial segregation." Choices in Education Act of 2017
https://www.congress.gov/bill/115th-congress/house-bill/610/all-infoh
https://www.congress.gov/bill/115th-congress/house-bill/610/all-infoh
As the district court noted, “intergroup contact theory” is a prominent and widely accepted psychological theory which posits that interaction between students of different races promotes empathy, understanding, positive racial attitudes, and the disarming of stereotypes. Id. at 356. http://escholarship.org/uc/item/0439r8bn
We conclude... that Lynn has a compelling interest in securing the educational benefits of racial diversity. #edlaw
http://caselaw.findlaw.com/us-1st-circuit/1113502.html
http://caselaw.findlaw.com/us-1st-circuit/1113502.html
“Intergroup Contact Hypothesis,” links contact under appropriate conditions with decreased prejudice #edu #apa
http://www.apa.org/about/offices/ogc/amicus/comfort.aspx
http://www.apa.org/about/offices/ogc/amicus/comfort.aspx
Yes, I understand The Supreme Court refused to hear the Lynn case. This undermines its significance as precedent. It does not, however, change the validity of the Lynn argument, or its ability to be referenced while lobbying for statutory change. The Core Curriculum might be a good place to start...
Wallace is clumsy. One day, he even tangled his neck in a tree! Oh dear... how does he get free? We will just have to wait and see.
Wallace was brought home from the African savanna by a very sweet teacher who thought keeping him in the back yard would save him. Regularly finding his way around the fence, we watch as Wallace encounters the many adventures of life in the city!
Wallace is bi-racial; just look at all those freckles! From the frieghtening flora and fauna in the tundra to the mean streets of his new neighborhood, Wallace learns lessons of strength and resilience every day, in every way. http://www.intermix.org.uk/news/news_221105_03.asp
Wallace, our wonderful wallflower... sweet and shy... curious and co-operative... overcoming calamity with comfortable calm and glorious grace.
Wallace was brought home from the African savanna by a very sweet teacher who thought keeping him in the back yard would save him. Regularly finding his way around the fence, we watch as Wallace encounters the many adventures of life in the city!
Wallace is bi-racial; just look at all those freckles! From the frieghtening flora and fauna in the tundra to the mean streets of his new neighborhood, Wallace learns lessons of strength and resilience every day, in every way. http://www.intermix.org.uk/news/news_221105_03.asp
Wallace, our wonderful wallflower... sweet and shy... curious and co-operative... overcoming calamity with comfortable calm and glorious grace.
Information about safe, supportive learning environments is important for how we design curriculum and instruction because it gives us the insight needed to reject message delivery styles that trigger traumatic memories or create secondary trauma in favor of sharing information in a way that enriches people's lives and inspires them to do good.
Critical Incident: Students became overwhelmed and frozen with emotion when trauma-related information was fed directly to them. To avoid this, introduce the information in layers, starting with the solution, resilience, and following with the problem, trauma. This will give students the opportunity to focus on and recognize solutions as they are reading about the problem, thereby minimizing the probability of triggering or traumatizing students during their studies. Breaking the lesson into smaller segments also allows the instructor to scaffold and check for understanding through multiple short assignments
I was invited to Taiwan as a guest lecturer because I had used PowerPoint to create a music and graphic-only presentation that ran exactly like a video. At the time, this was considered a trend-setting design in Instructional Technology and Information Systems. Technology and Education skills aside, I am naturally shy. It took my mentoring professor one year to convince me to teach his class, and it was online! Even without the face-to-face interaction, I still froze when it came time to speak in front of others. I think everyone agrees that speaking in front of a group requires a unique set of social skills and is very much of a learned dynamic.
By the time I had arrived in Taiwan, I had learned how to conduct a class discussion Socratic Seminar style using the upper levels of Bloom's taxonomy. Without an understanding of how to start a conversation with basic comprehension questions, I was lost in front of a classroom of students whose first language was not English. Luckily, my graduate advisor was on hand to ask the students the simple question that eluded me: "The video tells a story. What is the story?" I was able to mimic his model for the next lecture, but honestly, I didn't learn to start conversations with comprehension questions until last semester here at the university. This semester, we are learning about educational philosophies. Consequently, I am left wondering where these critical incidents fall on the Curriculum and Instruction continuum.
By the time I had arrived in Taiwan, I had learned how to conduct a class discussion Socratic Seminar style using the upper levels of Bloom's taxonomy. Without an understanding of how to start a conversation with basic comprehension questions, I was lost in front of a classroom of students whose first language was not English. Luckily, my graduate advisor was on hand to ask the students the simple question that eluded me: "The video tells a story. What is the story?" I was able to mimic his model for the next lecture, but honestly, I didn't learn to start conversations with comprehension questions until last semester here at the university. This semester, we are learning about educational philosophies. Consequently, I am left wondering where these critical incidents fall on the Curriculum and Instruction continuum.
Interactive Techniques
These techniques are often perceived as “fun”,
yet they are frequently more effective than lectures at enabling student learning.
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
These techniques are often perceived as “fun”,
yet they are frequently more effective than lectures at enabling student learning.
http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
Big Ideas and Core Tasks
Step #1 in Backward Design: Identify desired results
*Build Resilience
*Reduce Trauma
*Build Resilience
*Reduce Trauma
Important to Know and Do
Step #2 & 3 in Backward Design:
Determine Acceptable Evidence & Plan Learning Experiences
*Recognize Factors Associated with Resilience
*Identify Ways to Build Resilience
*Recognize Trauma Symptoms
*Identify Resilience Behaviors used in response to Trauma or its Symptoms
Determine Acceptable Evidence & Plan Learning Experiences
*Recognize Factors Associated with Resilience
*Identify Ways to Build Resilience
*Recognize Trauma Symptoms
*Identify Resilience Behaviors used in response to Trauma or its Symptoms
Resiliency Relation to Trauma
PREVENTION
RECOVERY
PREVENTION
RECOVERY
Mentor Online Training-Module
https://www.slideshare.net/drenonfite/mentor-online-trainingmodule-38009826
https://www.slideshare.net/drenonfite/mentor-online-trainingmodule-38009826
Conscious Competence Model #ExpertBlindSpots
http://bobdestefanospeaks.blogspot.com.au/2011/05/interesting-model-of-understanding.html
http://bobdestefanospeaks.blogspot.com.au/2011/05/interesting-model-of-understanding.html
Our analysis thus far suggests, then, the need for three types of “uncoverage” in designing and teaching for understanding to avoid forgetfulness, misconception, and lack of transfer:
(1) Uncovering students’ potential misunderstandings (through focused questions, feedback, diagnostic assessment) (2) Uncovering the questions, issues, assumptions, and gray areas lurking underneath the black and white of surface accounts (3) Uncovering the core ideas at the heart of understanding a subject, ideas that are not obvious—and perhaps are counterintuitive or baffling—to the novice
Wiggins, Grant; McTighe, Jay. Understanding by Design, Expanded 2nd Edition (Page 46). Association for Supervision & Curriculum Development.
(1) Uncovering students’ potential misunderstandings (through focused questions, feedback, diagnostic assessment) (2) Uncovering the questions, issues, assumptions, and gray areas lurking underneath the black and white of surface accounts (3) Uncovering the core ideas at the heart of understanding a subject, ideas that are not obvious—and perhaps are counterintuitive or baffling—to the novice
Wiggins, Grant; McTighe, Jay. Understanding by Design, Expanded 2nd Edition (Page 46). Association for Supervision & Curriculum Development.
Post-Traumatic Stress Disorder (PTSD)
Like those with social phobia, those with PTSD are also prone to flashbacks - in this case, their traumatic event. Often those with PTSD relive the event any time they come across a trigger.
http://www.calmclinic.com/anxiety/signs/intrusive-thought
Like those with social phobia, those with PTSD are also prone to flashbacks - in this case, their traumatic event. Often those with PTSD relive the event any time they come across a trigger.
http://www.calmclinic.com/anxiety/signs/intrusive-thought
Make connections. Good relationships with close family members, friends or others are important. Accepting help and support from those who care about you and will listen to you strengthens resilience. Some people find that being active in civic groups, faith-based organizations, or other local groups provides social support and can help with reclaiming hope. Assisting others in their time of need also can benefit the helper.
http://www.apa.org/helpcenter/road-resilience.aspx
http://www.apa.org/helpcenter/road-resilience.aspx
Take decisive actions. Act on adverse situations as much as you can. Take decisive actions, rather than detaching completely from problems and stresses and wishing they would just go away.
http://www.apa.org/helpcenter/road-resilience.aspx
Keep things in perspective. Even when facing very painful events, try to consider the stressful situation in a broader context and keep a long-term perspective. Avoid blowing the event out of proportion. http://www.apa.org/helpcenter/road-resilience.aspx
Maintain a hopeful outlook. An optimistic outlook enables you to expect that good things will happen in your life. Try visualizing what you want, rather than worrying about what you fear.
http://www.apa.org/helpcenter/road-resilience.aspx
http://www.apa.org/helpcenter/road-resilience.aspx
Take care of yourself. Pay attention to your own needs and feelings. Engage in activities that you enjoy and find relaxing. Exercise regularly. Taking care of yourself helps to keep your mind and body primed to deal with situations that require resilience. http://www.apa.org/helpcenter/road-resilience.aspx
Several additional factors are associated with resilience, including:
The capacity to make realistic plans and take steps to carry them out. A positive view of yourself and confidence in your strengths and abilities. Skills in communication and problem solving. The capacity to manage strong feelings and impulses.
All of these are factors that people can develop in themselves.
http://www.apa.org/helpcenter/road-resilience.aspx
The capacity to make realistic plans and take steps to carry them out. A positive view of yourself and confidence in your strengths and abilities. Skills in communication and problem solving. The capacity to manage strong feelings and impulses.
All of these are factors that people can develop in themselves.
http://www.apa.org/helpcenter/road-resilience.aspx
Understanding by Design
Using "Backward Design" to Create Meaningful Units of Study
Adapted from and based on the work of Grant Wiggins and Jay McTighe by Teaching Secondary Reading.
https://www.slideshare.net/jillaaguilar/understanding-by-design-44052977
Using "Backward Design" to Create Meaningful Units of Study
Adapted from and based on the work of Grant Wiggins and Jay McTighe by Teaching Secondary Reading.
https://www.slideshare.net/jillaaguilar/understanding-by-design-44052977
“Historians disagree as to the main causes of the Civil War. Some focus on the evils of slavery while others focus on issues of states rights.” In his teaching, Grant (1979) was fond of using the following aphorism as an understanding related to interpretive reading and discussion of great literature:
There is no right answer to what the text is about. But that doesn’t mean that all answers are equal. There may be no right answers, but some answers are better than others, and figuring out what that means and how it can be so is one of your major challenges.
Indeed, a key shift in thinking that must occur if a curriculum for understanding is to achieve its goal is that the learner must be helped to realize that learning is an unending quest for understandings, not the search for “final facts” handed down by the “authorities.”
Wiggins, Grant; McTighe, Jay. Understanding by Design, Expanded 2nd Edition (Page 143). Association for Supervision & Curriculum Development. Kindle Edition.
There is no right answer to what the text is about. But that doesn’t mean that all answers are equal. There may be no right answers, but some answers are better than others, and figuring out what that means and how it can be so is one of your major challenges.
Indeed, a key shift in thinking that must occur if a curriculum for understanding is to achieve its goal is that the learner must be helped to realize that learning is an unending quest for understandings, not the search for “final facts” handed down by the “authorities.”
Wiggins, Grant; McTighe, Jay. Understanding by Design, Expanded 2nd Edition (Page 143). Association for Supervision & Curriculum Development. Kindle Edition.
Seligman found that training people to change their explanatory styles from internal to external (“Bad events aren’t my fault”), from global to specific (“This is one narrow thing rather than a massive indication that something is wrong with my life”), and from permanent to impermanent (“I can change the situation, rather than assuming it’s fixed”) made them more psychologically successful and less prone to depression.
#InternalLocusOfControl
https://flipboard.com/@flipboard/flip.it%2FtOquys-how-people-learn-to-become-resilient/f-af51fc8dfb%2Fnewyorker.com
#InternalLocusOfControl
https://flipboard.com/@flipboard/flip.it%2FtOquys-how-people-learn-to-become-resilient/f-af51fc8dfb%2Fnewyorker.com
"What is your topic?"
Teaching Emotional Awareness in Relation to Resiliency
"Good. Who is your audience?"
?
"Who do you want to convince that they should learn about emotional awareness..."
Oh! The first person I must convince is ME
Teaching Emotional Awareness in Relation to Resiliency
"Good. Who is your audience?"
?
"Who do you want to convince that they should learn about emotional awareness..."
Oh! The first person I must convince is ME
Mediational analyses showed that positive emotions experienced in the wake of the attacks--gratitude, interest, love, and so forth--fully accounted for the relations between (a) precrisis resilience and later development of depressive symptoms and (b) precrisis resilience and postcrisis growth in psychological resources. http://psycnet.apa.org/journals/psp/84/2/365/
I will show you an overview of Emotional Intelligence and the part it plays in shaping quality leadership and good interpersonal skills. I will look at the 6 Components of Personal Resilience which help individuals handle difficult times. From there I will explore how developing one can support and help the other. http://www.managingpressure.com/file/personal-resilience-and-emotional-intelligence-is-there-a-link/
Resilience is linked to your ability to cope with change and stress. Everyone has the ability to become more resilient but this will be affected by your age, health, the type and frequency of the adversities you encounter and the resources you have available to cope. Underpinning this is your ability to work effectively with your emotions – your emotional intelligence. http://ei4change.com/emotional-intelligence/resilience/
The findings suggest that students being emotionally intelligent can lead them to be resilient to stress, which determine their success at personal and professional front. The paper specifies aspects for building resiliency among students from the physiological and psychological point of view. These include the implementation of various educational programmes which can enhance their levels of emotions and be more resilient to stress.
Emotional Intelligence and Stress Resiliency: A Relationship Study (PDF Download Available). Available from: https://www.researchgate.net/publication/255670837_Emotional_Intelligence_and_Stress_Resiliency_A_Relationship_Study [accessed Apr 22, 2017].
Emotional Intelligence and Stress Resiliency: A Relationship Study (PDF Download Available). Available from: https://www.researchgate.net/publication/255670837_Emotional_Intelligence_and_Stress_Resiliency_A_Relationship_Study [accessed Apr 22, 2017].
As expected, El facets were related to lower threat appraisals, more modest declines in positive affect, less negative affect and challenge physiological responses to stress. However, findings differed for men and women. This study provides predictive validity that El facilitates stress resilience.
Emotional intelligence and resilience (PDF Download Available). Available from: https://www.researchgate.net/publication/263844471_Emotional_intelligence_and_resilience [accessed Apr 22, 2017].
Emotional intelligence and resilience (PDF Download Available). Available from: https://www.researchgate.net/publication/263844471_Emotional_intelligence_and_resilience [accessed Apr 22, 2017].
There appears to be a documented correlation between positive emotions and strong resilience. My experience, however, is that a purely positive emotional outlook can be maladaptive, leading to a delusional state of existence. Research is beginning to show that healthy resilience is a product of experiencing any emotion, including negative ones, when faced with an adverse situation.
I was in Africa because I had become an American Refugee. In order to share the details in a respectful and healthy fashion, I believe I should preface my story with a lesson in how emotional awareness is related to resilience in order to minimize the possibility of creating secondary trauma in others.
“I have a real-life story that might scare you.
Are you willing to sit with me while I share it?”
I was in Africa because I had become an American Refugee. In order to share the details in a respectful and healthy fashion, I believe I should preface my story with a lesson in how emotional awareness is related to resilience in order to minimize the possibility of creating secondary trauma in others.
“I have a real-life story that might scare you.
Are you willing to sit with me while I share it?”
Armstrong, et al's (2011) ground-breaking research is about how the ability to intelligently use emotional information might buffer the effects of aversive events. People's ability to cope with the adaptational challenges of the stress associated with negative events varies widely, and can include clinical distress in the form of depression, anxiety, and stress. One significant life event can even impede coping efficacy for additional events. Along this spectrum, resilient people experience only mild, transient preturbations. Emotional awareness is adaptive, a proposed buffer to the effects of aversive events. This study focuses on typical emotional intelligence (i.e. emotional awareness or EI) performance with a premise that EI facilitates resilience. Although a significant number of psychological studies show positive associations between EI and mental health, there was no substantial evidence of buffering. There is evidence in related fields that highlights the potential buffering effects of (1) awareness of emotions in self, and (2) others, (3) emotional expression, (4) emotional self-control, (5) emotional management of self, and (6) others. The findings in this study indicate that the benefits of intrapersonal EI outweigh the benefits of interpersonal EI.
Armstrong, A. R., Galligan, R. F., & Critchley, C. R. (2011). Emotional intelligence and psychological resilience to negative life events. Personality and Individual Differences 51 (331-336). Elsevier. Retrieved April 22, 2017, from https://www.researchgate.net/profile/Andrew_Armstrong5/publication/229324277_Emotional_intelligence_and_psychological_resilience_to_negative_life_events/links/0f3175334cc1428ec3000000.pdf
Armstrong, A. R., Galligan, R. F., & Critchley, C. R. (2011). Emotional intelligence and psychological resilience to negative life events. Personality and Individual Differences 51 (331-336). Elsevier. Retrieved April 22, 2017, from https://www.researchgate.net/profile/Andrew_Armstrong5/publication/229324277_Emotional_intelligence_and_psychological_resilience_to_negative_life_events/links/0f3175334cc1428ec3000000.pdf
Yes, there is ample research supporting a correlation between positive emotions and strong resilience, but “a purely positive emotional outlook can be maladaptive and lead to a delusional state of existence” (Eberhardt, confirmed by Mack, n/p). For example, a national administration that publicly taunts a political adversary with smiles of joy that apparently align the behavior with positive emotions creates a precedent readily replicated during a time of international tension. This mocking behavior, however, could be perceived as false bravado with delusions of grandeur, undermining credibility during a serious confrontation. To be sure, research shows that healthy resilience includes, “Emotional Self-Awareness, Emotional Expression, Emotional Self-Control and particularly Emotional Self-Management” (Armstrong, Galligan & Critchley, p. 334).
"Themes of vicarious resilience were... discovered and included changes in goals or priorities, increased hopefulness and client-based inspiration, change/impact on spiritual beliefs and practices, increases in self-care practices, increased resiliency and perspective-taking on one's own challenges, increased racial, cultural and structural consciousness, and awareness of relative privilege, marginalization, and oppression."
http://societyforhumanisticpsychology.blogspot.com/2015/04/trauma-workers-experience-both.html
http://societyforhumanisticpsychology.blogspot.com/2015/04/trauma-workers-experience-both.html
"...with more traumatized individuals being more likely to experience posttraumatic growth"
(Hernandez, et. al., 2014, p. 7)
"In vicarious resilience (VR), trauma therapists learn about overcoming adversity from witnessing and participating in trauma survivors’ own recovery processes"
(Hernandez, et. al., 2014, p. 6).
"...vicarious resilience emerged from observation, was built on grounded theory, and has been articulated through resilience and vicarious learning theory"
(Bandura, 1986; Luthar, 2003, 2006; Walsh, 2006)" (Hernandez, et. al., 2014, p. 6).
"Choosing to work in the trauma field with survivors of politically motivated violence, and becoming immersed in the profound, intertwined experiences of pain, joy and hope can enhance consciousness raising around one’s personal and professional roles in advocating for rehabilitation and issues of equity and social justice."
(Hernandez, et. al., 2014, p. 15).
"Finally, we selected to work with trauma therapists working
in one specific area of therapy because of the unique history of these treatment centers in the United States, and the clear connectedness of their philosophical, political, and training culture. We do not yet know now if vicarious resilience is a phenomenon in other areas of trauma work or if it is a process experienced primarily by seasoned therapists..." (Hernandez, et. al., 2014, p. 16).
(Hernandez, et. al., 2014, p. 7)
"In vicarious resilience (VR), trauma therapists learn about overcoming adversity from witnessing and participating in trauma survivors’ own recovery processes"
(Hernandez, et. al., 2014, p. 6).
"...vicarious resilience emerged from observation, was built on grounded theory, and has been articulated through resilience and vicarious learning theory"
(Bandura, 1986; Luthar, 2003, 2006; Walsh, 2006)" (Hernandez, et. al., 2014, p. 6).
"Choosing to work in the trauma field with survivors of politically motivated violence, and becoming immersed in the profound, intertwined experiences of pain, joy and hope can enhance consciousness raising around one’s personal and professional roles in advocating for rehabilitation and issues of equity and social justice."
(Hernandez, et. al., 2014, p. 15).
"Finally, we selected to work with trauma therapists working
in one specific area of therapy because of the unique history of these treatment centers in the United States, and the clear connectedness of their philosophical, political, and training culture. We do not yet know now if vicarious resilience is a phenomenon in other areas of trauma work or if it is a process experienced primarily by seasoned therapists..." (Hernandez, et. al., 2014, p. 16).
Emotional Awareness Instructional Strategies
in relation to
Learning Philosophies and Theories
Description:
Following Gingerich's (2012, n/d, n/p) recommendations about how to write a powerful description, begin the lesson by teaching students how to identify feelings. Be specific when sharing Burgess and Locke's belly breathing exercise (2014, n/p) and Shrivastava's (2012, n/p) relaxation techniques. Limit modifiers while describing how to select basic emotion from feelings faces (2015, n/p) page. Get to the point while finding basic feeling in the center of Willcox's (n/d) wheel, and then correlate appropriate emotion(s) from within the basic feelings subset in the outer rings. This exercise most closely represents information processing found in perennialism, although it may be appropriate to consider a new educational philosophy in connection with feeling-centric lessons: Emotionalism. Either way, these exercises serve as the foundation for all lessons that ask students to discuss positions from an emotional, as well as rational, perspective.
Case Studies
Following The Fact Situation's (2017, n/p) definition, write a fictional testimonial that parallels a real-life adverse occurrence without any discussion of the consequences. Seek connections between points in the fact situation (i.e. fact pattern) and specific emotional reactions, as explained in Synthesis Essay (2017, n/p). This exercise approaches essentialism in that feelings, typically, are part of the 'common core' of humanity. Sometimes, there is variation between individual's emotional reactions to the same situation. The existence of emotions, however, is generally a common factor shared by all people. Obviously, this is more an exercise of experientialism rather than behaviorism. Although, ultimately, there is a connection between experiencing feelings and choosing a behavior; this phenomenon will be further explored later the lesson.
Discussion Board:
Rewrite the previous fact pattern to include specific resilience behaviors and activities used to strengthen and stabilize people after the event, and share the expanded fact pattern in as a new thread in a class discussion board in order to seed the discussion as described by Suler (2004, n/p). Revisit the fact pattern by asking students to share an emotional reaction to one of the resilience behaviors or activities in the discussion board thread. Similar to the case study activity, both exercises loosely parallel information processing learning theory. There might be some discrepancy when trying to categorize emotions as information and limiting their storage and processing to the mind, especially considering the initial description of this lesson that teaches about how feelings are identified by paying attention to the body.
Learning Together
Create small groups of two or three students. In keeping with Johnson and Johnson's (n/d, n/p) description that cooperative learning is when students work together to reach a shared goal, ask groups to discuss the 10 Ways to Build Resilience from The Road to Resilience (n/d, n/p) in relation to the fact pattern. When the group has chosen the way to build resilience that they believe best builds resilience at any particular point in the fact pattern, have one group member share the selected situation, as well as how to apply the way to build resilience under the fact pattern post in the discussion board. Include all group member's names in the share. This section of the lesson is modeled on humanism learning theory in that it is learner-centered, includes interaction with others, and allows students to choose their destiny.
Shared Writing
Although interactive writing is commonly used to develop reading and writing skills, this last section of the lesson uses interactive writing to develop more advanced skills as mentioned in Interactive Writing and Interactive Editing (n/d, p. 1). Start a new thread in the online discussion board by introducing an adverse event that is similar to the one written in the case study section of this lesson. Ask each student to contribute one sentence to the story in a “reason to build resilience – way to build resilience – associated feeling – presumed reaction” format. When students exhaust the 10 Ways to Build Resilience list, have them add new ways to build resilience from their personal experience or online research results. The principle of constructivism learning theory leads this exercise. Although the interaction with the environment is theoretical rather than real, learning to identify emotions associated with thoughts projecting into theoretical actuality is very real.
REFERENCES
Burgess, P., and Locke, S. (2014). Stress Management: breathing exercises for relaxation. WebMD. Retrieved May 3, 2017, from http://www.webmd.com/balance/stress-management/stress-management-breathing-exercises-for-relaxation
Fact situation (2017). The Free Dictionary. Retrieved May 3, 2017, from http://legal-dictionary.thefreedictionary.com/Fact+Situation
Feelings faces: happy, sad, angry, scared (2015). Conscious Discipline. Retrieved May 3, 2017, from https://consciousdiscipline.com/resources/feeling_pictures.asp
Gingerich, J. (2012). Writing powerful descriptions. LitReactor. Retrieved May 2, 2017, from https://litreactor.com/columns/writing-powerful-descriptions
Interactive Writing and Interactive Editing (n/d). Retrieved May 3, 2017 from http://www.stanswartz.com/IAW%20excerpt.pdf
Johnson, D. W., and Johnson, R. T., (n/d). An overview of cooperative learning. co-operation.org. Retrieved May 3, 2017, from http://www.co-operation.org/what-is-cooperative-learning
The road to resilience (n/d). American Psychological Association. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx
Shrivastava, R (2012). Learn how to identify and express your feelings. Cognitive Healing. Retrieved May 3, 2017, from https://www.cognitivehealing.com/depression/learn-how-to-identify-and-express-your-feelings/
Suler J. (2004). Extending the classroom into cyberspace: the discussion board. The Psychology of Cyberspace. Rider University. Retrieved May 3, 2017, from http://users.rider.edu/~suler/psycyber/extendclass.html
Synthesis essay (2017). Studybay. Retrieved May 3, 2017, from https://studybay.com/synthesis-essay/
Willcox, Gloria (n/d). The feeling wheel. Emory Medical University. Retrieved May 3, 2017, from https://med.emory.edu/excel/documents/Feeling%20Wheel.pdf
Following Gingerich's (2012, n/d, n/p) recommendations about how to write a powerful description, begin the lesson by teaching students how to identify feelings. Be specific when sharing Burgess and Locke's belly breathing exercise (2014, n/p) and Shrivastava's (2012, n/p) relaxation techniques. Limit modifiers while describing how to select basic emotion from feelings faces (2015, n/p) page. Get to the point while finding basic feeling in the center of Willcox's (n/d) wheel, and then correlate appropriate emotion(s) from within the basic feelings subset in the outer rings. This exercise most closely represents information processing found in perennialism, although it may be appropriate to consider a new educational philosophy in connection with feeling-centric lessons: Emotionalism. Either way, these exercises serve as the foundation for all lessons that ask students to discuss positions from an emotional, as well as rational, perspective.
Case Studies
Following The Fact Situation's (2017, n/p) definition, write a fictional testimonial that parallels a real-life adverse occurrence without any discussion of the consequences. Seek connections between points in the fact situation (i.e. fact pattern) and specific emotional reactions, as explained in Synthesis Essay (2017, n/p). This exercise approaches essentialism in that feelings, typically, are part of the 'common core' of humanity. Sometimes, there is variation between individual's emotional reactions to the same situation. The existence of emotions, however, is generally a common factor shared by all people. Obviously, this is more an exercise of experientialism rather than behaviorism. Although, ultimately, there is a connection between experiencing feelings and choosing a behavior; this phenomenon will be further explored later the lesson.
Discussion Board:
Rewrite the previous fact pattern to include specific resilience behaviors and activities used to strengthen and stabilize people after the event, and share the expanded fact pattern in as a new thread in a class discussion board in order to seed the discussion as described by Suler (2004, n/p). Revisit the fact pattern by asking students to share an emotional reaction to one of the resilience behaviors or activities in the discussion board thread. Similar to the case study activity, both exercises loosely parallel information processing learning theory. There might be some discrepancy when trying to categorize emotions as information and limiting their storage and processing to the mind, especially considering the initial description of this lesson that teaches about how feelings are identified by paying attention to the body.
Learning Together
Create small groups of two or three students. In keeping with Johnson and Johnson's (n/d, n/p) description that cooperative learning is when students work together to reach a shared goal, ask groups to discuss the 10 Ways to Build Resilience from The Road to Resilience (n/d, n/p) in relation to the fact pattern. When the group has chosen the way to build resilience that they believe best builds resilience at any particular point in the fact pattern, have one group member share the selected situation, as well as how to apply the way to build resilience under the fact pattern post in the discussion board. Include all group member's names in the share. This section of the lesson is modeled on humanism learning theory in that it is learner-centered, includes interaction with others, and allows students to choose their destiny.
Shared Writing
Although interactive writing is commonly used to develop reading and writing skills, this last section of the lesson uses interactive writing to develop more advanced skills as mentioned in Interactive Writing and Interactive Editing (n/d, p. 1). Start a new thread in the online discussion board by introducing an adverse event that is similar to the one written in the case study section of this lesson. Ask each student to contribute one sentence to the story in a “reason to build resilience – way to build resilience – associated feeling – presumed reaction” format. When students exhaust the 10 Ways to Build Resilience list, have them add new ways to build resilience from their personal experience or online research results. The principle of constructivism learning theory leads this exercise. Although the interaction with the environment is theoretical rather than real, learning to identify emotions associated with thoughts projecting into theoretical actuality is very real.
REFERENCES
Burgess, P., and Locke, S. (2014). Stress Management: breathing exercises for relaxation. WebMD. Retrieved May 3, 2017, from http://www.webmd.com/balance/stress-management/stress-management-breathing-exercises-for-relaxation
Fact situation (2017). The Free Dictionary. Retrieved May 3, 2017, from http://legal-dictionary.thefreedictionary.com/Fact+Situation
Feelings faces: happy, sad, angry, scared (2015). Conscious Discipline. Retrieved May 3, 2017, from https://consciousdiscipline.com/resources/feeling_pictures.asp
Gingerich, J. (2012). Writing powerful descriptions. LitReactor. Retrieved May 2, 2017, from https://litreactor.com/columns/writing-powerful-descriptions
Interactive Writing and Interactive Editing (n/d). Retrieved May 3, 2017 from http://www.stanswartz.com/IAW%20excerpt.pdf
Johnson, D. W., and Johnson, R. T., (n/d). An overview of cooperative learning. co-operation.org. Retrieved May 3, 2017, from http://www.co-operation.org/what-is-cooperative-learning
The road to resilience (n/d). American Psychological Association. Retrieved from http://www.apa.org/helpcenter/road-resilience.aspx
Shrivastava, R (2012). Learn how to identify and express your feelings. Cognitive Healing. Retrieved May 3, 2017, from https://www.cognitivehealing.com/depression/learn-how-to-identify-and-express-your-feelings/
Suler J. (2004). Extending the classroom into cyberspace: the discussion board. The Psychology of Cyberspace. Rider University. Retrieved May 3, 2017, from http://users.rider.edu/~suler/psycyber/extendclass.html
Synthesis essay (2017). Studybay. Retrieved May 3, 2017, from https://studybay.com/synthesis-essay/
Willcox, Gloria (n/d). The feeling wheel. Emory Medical University. Retrieved May 3, 2017, from https://med.emory.edu/excel/documents/Feeling%20Wheel.pdf