Archive | juni, 2014

Stemmen zonder stemkastjes? Het kan met Plickers!

25 Jun

Er bestaan intussen heel wat digitale student response systems (Socrative, Nearpod, …). Plickers onderscheidt zich van de meeste andere doordat je enkel als leerkracht over een iPad of tablet hoeft te beschikken. De leerlingen brengen hun stem uit via papieren stemkaarten die je als leerkracht kunt inscannen! Handig en zeker de moeite waard om uit te proberen! Hier vind je alvast een goede handleiding om ermee aan de slag te gaan.

Antoine van Dinter: Frans en ICT

Vanmorgen las ik een blogpost van Frans Droog (@FransDroog) waarin hij het had over een heel eenvoudig stemsysteem waarbij je geen gebruik hoeft te maken van dure stemkastjes of van mobiele telefoons. Ik werd meteen nieuwsgierig en ik ben naar de tool gaan kijken en ik moet zeggen: die viel niet tegen. Het gaat om Plickers. Het enige wat je daarvoor nodig hebt is een Android-telefoon of een iPhone (alleen de docent) en papieren stemkaartjes (voor de leerlingen).

– Eerst moet je op de website van Plickers een account aanmaken.
– Vervolgens kun je een klas aanmaken. Daar voer je de namen van de leerlingen in. Elke leerling wordt gekoppeld aan een kaart. Zo heeft de eerste leerling die je invoert kaart 1. Een handige tip die ik daarbij wil geven: voer de namen van de leerlingen in op volgorde van de klassenplattegrond. Op deze manier kun je de…

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Learning by repetition impairs recall of details (study)

25 Jun

From experience to meaning...

Found this study via @J3ro3nJ. I often say to students that the basics of learning and remembering is deep learning, emotion and repetition. With the latter I mean spaced repetition. Repetition does work, but a new study adds an important nuance. UC Irvine neurobiologists Zachariah Reagh and Michael Yassa have found that while repetition do enhances the factual content of memories, it can reduce the amount of detail stored with those memories. This means that with repeated recall, nuanced aspects may fade away.

From the press release:

In the study, which appears this month in Learning & Memory, student participants were asked to look at pictures either once or three times. They were then tested on their memories of those images. The researchers found that multiple views increased factual recall but actually hindered subjects’ ability to reject similar “imposter” pictures. This suggests that the details of those…

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What group projects are supposed to teach you …

23 Jun

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Alternatives to Traditional Homework

21 Jun

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Bron: http://www.educatorstechnology.com/2013/06/awesome-chart-for-teachers-alternatives.html

Study: 12 minutes of exercise improves attention, reading comprehension in low-income adolescents

13 Jun

From experience to meaning...

If you ever saw the Classroom Experiment with Dylan William, than you maybe already know the benefits of exercise for learning. A new follow-up study from a 2012 study shows 12 minutes of exercise can improve attention and reading comprehension in low-income adolescents, suggesting that schools serving low-income populations should work brief bouts of exercise into their daily schedules. The earlier study found that brief aerobic exercise improved selective visual attention among children, with low-income participants experiencing the biggest improvement.

The new study, published as part of the June volume of Frontiers in Psychology, compared low-income adolescents with their high-income peers. While both groups saw improvement in selective visual attention up to 45 minutes after exercising, the low-income group experienced a bigger jump. (Selective visual attention is the ability to remain visually focused on something despite distractions.) The low-income students also improved on tests of reading comprehension following the physical…

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Physical fitness linked to better language skills in kids

4 Jun

From experience to meaning...

Mens sana in corpore sano, sometimes old sayings are being confirmed by today science.  Researchers report that children who are physically fit have faster and more robust neuro-electrical brain responses during reading than their less-fit peers. These differences correspond with better language skills in the children who are more fit, and occur whether they’re reading straightforward sentences or sentences that contain errors of grammar or syntax.

But do note, this research is about a link, not about a cause. Whether the difference is caused by fitness or maybe some third variable that (affects) both fitness and language processing, the researchers don’t know yet.  But this study shows that the brain function of higher fit kids is different, in the sense that they appear to be able to better allocate resources in the brain towards aspects of cognition that support reading comprehension

Abstract of the research:

Event-related brain potentials (ERPs) have been instrumental for discerning…

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