A nonprofit public awareness campaign dedicated to
defeating Al Qaeda on the ideological battlefield
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At Home Schooling Notes

- social and performance anxiety - show a better system for diagnosing learning difficulties
- studious, socially withdrawn and unaware, primary visual learner class, in a class with student's of more scientific background than other
- uses the optional pulse monitor which teacher sees readout for - to induce relaxation - positive feedback pulse monitor - for every increment of slowed pulse, receive a musical note lower and lower and slower and slower (headphones)
- include beginning of class
- big emphasis on emotional/artistic development
- Abel's outstudy (homework) comes in two forms: group study and private study.  Abel is most comfortable learning on his own, so when the material is new or difficult, he does solitary outstudy.  When he is more familiar with the material, he does group outstudy.  Although he is not nearly as shy as he used to be before @Home Schooling, Abel still feels certain unease around people.  Despite this fact, Abel still enjoys group study because he can share other's perspectives and broaden his own.  He finds he understands the material a lot better, and is more confident of his grasp on it
- Problem - car A driving has another car B pull out in reverse in front of it and driver hits brakes immediately and comes to a virtual stop before bumping into car - cop witnesses whole thing and appears to have clocked the car at 20 mph over the speed limit, though the cop thinks the reading is faulty, and thinks the car that pulled out is at fault - considering no wind, clear road and tire treads, prove or disprove the cops assertion that car A was going the speed limit and therefore car B is at fault
- Simulation - video feed of driver A's view - include radio song and air bag explosion and crash noises and sights and stationary US flag hanging at crash sight - pedestrian's view, passenger's view (who is a physicist), in the cop's view we can see a bird fly through the radar path right before the car passes
- Group activity - the case has gone to court and the judge believes that the radar reading is correct and unless further evidence is admitted will side with driver B - the group's task is to introduce this evidence - the cop has lab evidence length of tire tread) to court in addition to her observations (virtual stop before hitting car and bird) - Physicist is guided searching for Coeff.'s of friction for the road - teacher offers guiding advice throughout - - - involve derivations of the relevant formulas from basic understanding - involve labeled diagrams drawn up by student's of the problem - teacher initiates students into conversation with guided questions
- Abel is an innovative learner, so he needs to relate the material to his personal experience to be able to learn it well - Teacher's computer automatically dispatches a message before video shows to Abel's asking "Have you or anyone you've known ever been in an accident? (Y or N)" To which Abel answers "N", which prompts the second question, "Do you think it's at all possible you one day might get in a fender bender" to which Abel answers "Y" - for others in the class, like Tom and Fred, these questions do not appear as they are both common sense learners, for which there is inherent appeal in this problem
- Using force and other diagrams
- Interdisciplinary problems
- Physics discussion begins with guided conversation of the basic laws at play here, force, friction and mechanics.  Friction will be the newly introduced subject.
- Show teacher modeling effective learning behavior and E and facilitation
- Show freedom to deviate from the topic
- When speaking to the class Abel only sees the teacher, though he is aware that the whole class sees his image - training wheels approach to confronting fearful experiences
- Activities are structured so that students need each other to accomplish their common tasks or learning activities.
- absence of competition except in role playing when the material is mostly review
- Collaboration takes advantage of the fact that students can sometimes explain concepts to other students more effectively than someone who is vastly more knowledgeable, as the concept is fresh and the difficulties are ripe in mind.
- Show teacher redirect conversation through subtle means when digressions bring the students far off the topic
- Show teacher resolve a dispute
- Show failure and a positive response to it
- Student experimentation
- a flexible environment where “what if” questions can be answered
- clockwork orange discussion - topic chosen by students -
- interclass collaboration
- city dweller
- make use of every day objects and their Lab Kits
- Material is presented to accentuate the novel, instill wonderment, and encourage a playful, low pressure atmosphere.
- Every day class will start with the sharing of music, movement and humor.  
- physical then a mental relaxation - first two min. - of visual/auditory stimuli
- "virtual adventures", audio/visual interaction with teams of scientists on research
- facilitate memorization through the use of memory maps for context, music and regular review.  we naturally remember (but this has to be reinforced) by grouping and connecting info - we need to create our own unique connections (like a story) with a maximum number of senses involved and focus on the theme (the thread that connects it all)
- instill the wonderment of human faculties
- exploring realistic examples with peers
- wheelchair confined
- a relation of the subject in terms of past material, present and future, as well as the student's knowledge base.  Students will create memory maps of the material that has been covered as words, pictures or sounds and explain the map to the class.  Students then choose another memory map that they like and add it to their running detailed summary of their study.
- Tests will be geared to the student's learning and expression style.  Students who do not pass to their own satisfaction can take the test again and again in alternative forms until they pass.
- .  If the student doesn't pick up the material right away, this is no problem, as the meanings and contexts are always immediately available.
- variety of evaluation techniques, including oral, group and written activities, projects, student portfolios, and some traditional testing.  
- Show internet surfing control
- Describe physical classroom
- feeling of social presence, including eye contact and nonverbal communications.
- video display is controlled by the teacher and will either be a view of the teacher, view of one or more students, a prepared visual part of presentation, shared application or the whiteboard
- The video display is the majority of the screen, and surrounding it is the toolbar.  Here student's can access one-touch their daily schedule, zoom tool, calculator, ruler, assignments/due dates, among other important options.  The Classtalk icon allows students to view class recordings up to the moment in their preferred format, and to flag material that they have questions about and review what has been said and done.  A journal icon, for both private and academic entries, is available on the toolbar so the student can instantly record thoughts in their preferred style.  Also, class records and all relevant reading materials are toolbar icons.  
- Show personal interests and how they become part of education
- Include memories of the first day of class
- Show use of internet libraries in research
- have links to cutting edge research that students can "take part" in as a project by using newly acquired or specialized skills
- show a teacher/student conference
- collaborate on our memorization techniques, speed reading, and other study skills
- acknowledge the extent of supervision of the young student
- collaborate with the students on how we learn in a physiological sense, and what we can know about learning from this process - more you use your brain, the smarter you get, improving neuron connections (increasing the number of), so you can expect to get smarter - explain rudimentary brain structure - learning will become progressively easier - building student confidence
- one teacher and one grad student instructor per class
* At the beginning of each conference, remind students that they are to participate actively.
* Model different types of active learning behavior.
* Remind the students this is two-way video, not one-way TV.
* Discuss etiquette required for two-way video.
Pre-assign activities to get the students more involved
- Our techniques help sleeping and depression, and liberates creativity
- students will be more willing (removes elements of self consciousness in learning) and able to seek help or otherwise communicate with the teacher
- Social grounding is easier when participants can monitor the facial expression of their partners, to find hints of misunderstanding or to know what they are looking at.
- Reflections on increased emotional awareness and their own special skills/gifts
- Show students learning at different paces
- approach learning through posing questions and consensus building - hear out all disagreements with the accepted model
- - keys involve motivating, specifying what is to be learned, prompting student to draw on their own knowledge , relating new info to this knowledge base
- must convince students of the value of discussion - unlikely to listen to something they disagree with, thus closing their minds - must focus the disagreement into challenging the argument for the benefit of the group, which requires listening to the person in question
- memory presentation sentences are short and with rhythm
- must have regular breaks from mental activity - exercise is good then
- review material after 10 min., after 1 day, 1 week, 1 month, 6 months
- breaks between repetition of the same material help, as the more similar material presented in between, the more forgetting goes on - about 5 min every 30 min of study - also try deep breathing and relaxation
- we remember the beginning and end of a presentation best, as well as the outstanding or bizarre, and the material next in sequence to this
- for memorization material, take it visually and audibly in concert with background classical music (suggested baroque 1700-1750 ex. Corelli, Teleman, Haydu, Bach, Albinoni, Vivaldil - voice should follow the rhythm naturally, as if an instrument - if can succinctly convey the meaning of the material (as in a language course), do so laid out in the peripheral vision of the student - access subconscious through art because it involves emotions, both sides - next step involves more relaxing, closing your eyes, the text is just barely audible - sidestepping the conscious mind - after a night's sleep (assimilation), class plays games (deliberately childlike) that review what was learned
- subliminal, use peripheral suggestion
- One technique to set a positive frame of mind for the student, first get the student to think about a pleasurable learning experience, then offer forth a distinctive input to their senses (sound, picture, smell?) to act as an anchor - now when this input is introduced, the positive frame will have been realized and the class material will be learned most effectively
- students set the goals themselves during the "role profile" write-up.
1. role-play: playing with possibilities and alternative worlds, and playing to have fun. By playing a role (in all these senses), students start to identify with the role, which gives them a personal stake in the proceeding and enhances their motivation. Of course, in order to play roles effectively, students must research,
- By virtually filling the shoes of various local statesmen, world leaders, and media figures, students experience politics hands-on - All three simulations begin with a scenario outlining the state of the world based on present-day facts.
- The object of the simulation is for students to reach the objectives of their role profiles and enhance the positions of their roles in the simulation. They achieve these goals by contacting relevant players through the mail system and Sim-conferences and using diplomacy, threat, coercion, etc., as warranted by the specific conditions of their role. The simulation begins with a scenario to which students in different roles react. This scenario, written by the lecturers, is developed in accordance with real-world events but includes plausible "what if" events. Students attempt to confront these developments from the perspective of their role by creating new developments, the viability of which they assess through their research. - use current events - since the simulation takes place over time, examiners may intervene to pose specific questions that clarify whether a student understands the material.
- Teaching technique - deliberately introducing ideas that will be contradicted facilitates learning (the rebuttal being their answer)
- Relaxation - hand over navel, deep breath thru nose - fill up your balloon (stomach), then deflate - maintain the visual of the balloon throughout; next hold breath for 2-4 sec becoming aware of the stillness - for each step take notice of how you feel, focusing on one feeling one place in particular each breath; next stand up and continue this breathing, hanging arms loose for 3 breaths, rotate shoulders slowly both wise 3 breaths each, hands on thighs push shoulders forward 3, touch shoulder blades 3, neck rotations; arms loose at side, shake hands and let the shake move up your arm till both arms are shaking - out with the tension - do the same thing with legs 171-3a
* Sitting - start straight, slump into a comfortable position - dress warm
- Now mind relaxation - watch a flame in a dark place - baroque music plays with relaxing sound effects (ocean, etc) - next visualize peaceful country scenes (have computer aids to visualization)
- Change the images in the classrooms - keep presenting fresh material, only for review do we replay images
- continuous monitoring of study habits
- Use demonstrations to ask or answer questions
- In place of HW quizzes, get everyone involved in discussion of key topics - failure to do PL means student can't participate in class and must do PL and listen to audio/video of class time afterwards
- fundamental questions about identity, the world, human relations, public service
- have all young students submit autobiographies after trust has built up between them and the teacher, with assurances that only the teacher will read it - use this information to better present
- having students offer their predictions before every experiment, etc. is key to involving students in the class - have students voice the reasoning behind their predictions
- Learning progress - conceptualization - knowledge is presented - learner sorts the knowledge, relating it to the existing knowledge base - then learner can apply the knowledge to gain a deeper understanding and to create - in so doing, learner selects relevant material, combines it with what they know already in a way that has meaning for the learner, and classifies it/ to put in context - use this model as an effective learning skill
- Increase perceptual arousal (suspense) with the use of novel, surprising, incongruous and uncertain events. Increase inquiry arousal by stimulating information seeking behavior; pose or have the learner generate questions or a problem to solve. Maintain interest by varying the elements of instruction.
- Explain the utility of instruction for both present and future uses.
- at roll call, students say how they feel on a scale of 1-10 - use real world situations for discussion (if feel bad, are asked (but not pressured) to talk about it that solutions may be offered)
- Lessons in identifying emotions - facial expression w/ description of muscle activity - students identify emotion and imitate face
- Have an anonymous suggestion box to field suggestions/problems/complaints that the class can discuss and try to resolve - brings an air of openness - complaints are spoken of in a positive light, making use of them to learn
- teach rudiments of emotional biology in E classes - understanding gives a sense of control
- Have guest collaborators coordinate presentation beforehand - visuals, applications to be used
- Research tells us that the brain does not record information like a videocassette recorder. Instead, it handles information by reducing it into meaningful chunks that we call categories. Learning consists of fitting this reduced information into already existing categories or, sometimes, of forming new ones. students need an opportunity to practice thinking in terms of that concept. - Abel remarks on this
- Be sure to earmark at least one-third of the time you allow for the activity for debriefing afterwards; this is when most of the substantive lessons of the activity will be confirmed.
- Show problem solving skills in action - physics force diagram, etc.
What makes a good case?
* The incident has emotional power.
* The incident entails difficult choices.
* Is open-ended, allowing multiple interpretations and solutions.
* Entails fundamental/underlying value conflicts.
* Speaks to important aspects of your goals for your student learning
- interviews can be used as an ice breaker for team members to get to know one another
- Focused listing can be used as a brainstorming technique or as a technique to generate descriptions and definitions for concepts. Focused listing asks the students to generate words to define or describe something. Once students have completed this activity, you can use these lists to facilitate group and class discussion
- Students pair up to review/learn same article, chapter or content area and exchange double-entry journals for reading and reflection.  Students discuss key points and look for divergent and convergent thinking and ideas.  Together students prepare a composite annotation that summarizes the article, chapter, or concept
- activity to allow the group to outline acceptable group behavior
Sample question stems: have 1-touch access for this when student's are analyzing/forming questions of subject
* What is the main idea of...?
* What if...?
* How does...affect...?
* What is a new example of...?
* Explain why...?
* Explain how...?
* How does this relate to what I've learned before?
* What conclusions can I draw about...?
* What is the difference between... and...?
* How are...and...similar?
* How would I
- If the tutor observes too much homogeneity among the group members, he may modify some conditions in order to activate anyway the mechanisms that normally rely on heterogeneity. He may for instance allocate role to participants which will inevitably create conflict or provide them with contradictory information
- It is related to what psychologists refer to as the 'confirmation biases': subjects tend to design only experiments that confirm their hypotheses and to disregard any empirical finding that contradicts their hypotheses [4, 5]. The fact that the confirmation bias is reduced in collaborative learning can be explained by the 'conflict' mechanism: if the learners disagree, there are fewer chances that they design an experiment or a data analysis which satisfies one hypothesis to the detriment of the other. - show this in action
- When two people collaborate, they often have to justify their action to each other
- the 'reciprocal teaching method' and applied it to reading skills. One learner plays the 'teacher role' for a while, asking questions to the other in order to assess his understanding of the last sentences. For the next paragraph, the tutee becomes tutor and vice-versa.
- Student upon submission of graded work will rate their performance (enough time, any difficulties?)
- numerous ongoing discussions (called "forums") that students initiate. Creating the forums is easy, and if desired, forum access may be limited to specific participants;. When the course manager indicates that a forum will be private, the system quickly produces a list of the class members from which to select

- confident, social,
- teacher picks up on a decline in study habits/performance/motivation and addresses this in private with student
- suburban dweller
- Wideman virtual project
- Not computer fluent so show the teachers assist students in becoming comfortable with the technology

- Notice your non-verbal behavior as well. - teachers can review their own video
- female teachers as an essential quality will be the ability to create secure learning environments (in part) by the sound of your voice
- Shy away from answering with a final answer, but rather use one's that encourage further thought
Only use words that are encouraging, and will construed positively (don't use difficult, don't, etc
requires all professionals to write annual professional development goals that must be aligned with the school’s improvement plan
Before endorsing one student's point of view, here all the opinions present, and use focus questions to bring class to the heart of the matter, without placing importance on who was right or wrong
personality conflicts with a few students. If this happens, remember that the classroom is not an appropriate place to air these conflicts