Inventory For College Success - School Of Education: Fill & Download for Free

Imagine you are in a hospital and feel worse than you have ever felt with a fever that is making you delirious. In the room there are two doctors. One wants to give you a rotating dosage of aspirin and Tylenol to fight the fever and the other wishes to give you an alcohol bath to get your temperature down. Neither is considering fighting the infection ravaging your body.This is the state of the American gun control debate.Gun violence is the fever not the infection.There are actually multiple infections raging at once.Mental health. The U.S. slashed funding for inpatient mental health treatment in the 80's and shifted to public out-patient mental health treatment. Funding for that has declined over the years. Untreated people are more likely to be violent, more likely to be drawn into substance abuse, more likely to engage in crime for financial support. Better access to mental health services and greater availability of in-patient treatment and rehab services as well as greater access to therapy and medications can make a big dent in crime.High profit margin crime. In the lead up to some states removing or reducing their penalties for marijuna possession and sales some argued legalization would reduce drug crime but that is a stretch. Pot was already fairly available with plenty of supply. It has a low profit margin and therefore was not lucrative enough for gangs to fight for control of sales territory nor to fight to steal inventory or attempt to disrupt their supplies. Efforts to interdict drugs makes sales of what makes it in more profitable because of scarcity or perceived short supplies. The focus on the supply side of the curve rather than the demand side means the number of buyers and demand remain high compared to supply. As above mental health treatment can work to reduce demand. Whether it is drug trade or sex trade or whatever, if there is high demand and limited supply there will be high profit margins and incentive to maintain and increase market share by violence.Flawed education focus. The US has operated on the idea that high school should prepare students for college yet most will not go to college but schools offer classes to meet standards that measure preparation for college. Classes that teach basic adult life skills such as balancing a checking account, understanding credit, or filing a tax return are in short supply. Few job skills are taught. The U.S. is oversupplied in workers in many degree fields and most low skill fields and undersupplied in many semi-skilled and skilled non degree jobs and little affordable training is available. Turning out unprepared workers leads to despair and frustration and makes it more appealing to get involved in crime.Anti-Family Policies. For all the talk of pro-family politics the politicians have given us a system where the poor are punished for being in a marriage and punished for working to get out of poverty unless they find a really good paying job. The tax code in most though not all cases punishes marriage as well. Family and economic stability impairs academic success and has negative impacts on mental health.Gun bans aren't going to ever work without curing those underlying problems.

What is the best way to study effectively and logically?1.OVERVIEWHow to study determines what you are trying to accomplish and using appropriate tools. Keep in mind there is no “secret sauce[1] ” or algorithm. Each student is an individual and learns best depending on their own abilities, the subject, demands of the course, and personal goals[2] . There are a number of general study skills list but not all for for everyone[3] [4][5] . A common myth is you need a quiet place to study. I and others need background noise forcing concentration while blocking out the background[6] .SOURCE: Study skills assessment2.GENERALYou can take an learning styles inventory to assess your style and what specific tactics would work best for you. Take at least three and triangulate[7] the results (Links are in Section VIDEO: #7).Habit, sufficient time, a study place and rest are important as well as a plan of action are precursors[8][9] . Learning goals have a hierarchy or taxonomy[10] that point to the best strategies — many are tried and true automated tactics such as flashcards from free Quizlet app or website or creating a wiki using your school's online learning management system (LMS)[11][12] or eLearning[13] suite.3.VIDEOSYouTube[14] , TEDTalks, and other [15] [16] educational video sites[17] [18] [19] [20] are an excellent source of educational learning by subject matter and subtopics. There are plenty of Science and math videos, a subject many students struggle with such as Best Science and Educational YouTube Channels . More importantly, there are at least a couple dozen brief to hour long or more videos on any given subject such as the tricky concept of “statistical confidence intervals[21] ”. It's trial and error to find which presenter’s style works best for you but the search itself has several learning benefits that the growing field of neuroscience of learning and memory tells us[22] :Repetition is one catalyst to form memories[23]Repetition is “active learning[24] [25][26] ” and neorologically signals the brain this is important: rememberSearching is “active learning” helping the brain build paths between concepts and understanding[27]You can work at your own ability level moving slowly or quickly to more difficult concepts[28] [29]Visuals and sounds impact memory recall more than text alone and meet the needs of modern students living in a 24/7 multimedia world[30] (avoid Khan Academy if you find the traditional talk, chalk, & test instruction unhelpful)Reading is not [31] studyingPreferred learning styles[32][33] are helpful for strategizing but do not depend on them — the brain is quite flexible. You can take an inventory; try at least three for triangulation[34] [35][36] [37] [38] [39] [40] [41] and view their study suggestions.4.APPSThen, there are literally hundreds of subject matter specific apps as well as generalized study apps for IOS, Android, but fewer for Windows.SOURCE: Pyp Ict Inthe Classroom - Lessons - Tes TeachSOURCE: 20 Creative Bloom's Taxonomy Infographics Everybody Loves UsingSOURCE: 25 Of The Best Math Resources For 2018 -5.BLOOM'S TAXONOMY GOALS & TOOLSCreating –To produce new or original work. Tools – Animating, blogging, filming, podcasting, publishing, simulating, wiki building, video blogging, programming, directingEvaluating – To justify a stand or decision; to make judgements based on criteria and standards through checking and critiquing. (reviews, critiques) Tools – Grading, networking, rating, testing, reflecting, reviewing, blog commenting, posting, moderatingAnalyzing – To draw connections among ideas, concepts, or determining how each part interrelate to an overall structure or purpose. (papers, annotated bibliography, and reports) Tools – Mashing, mind mapping, surveying, linking, validatingApplying – To use information in new situations such as models, diagrams, or presentations. Tools – Calculating, Charting, editing, hacking, presenting, uploading, operating, sharing with a groupUnderstanding – To explain ideas, concepts, or construct meaning from written material or graphics (traditional short answer, essays, papers, powerpoints). Tools – Advanced searching, annotating, blog journaling, tweeting, tagging, commenting, subscribingRemembering – To recall facts, basic concepts, or retrieval of material. (exams, short answers, quizzes) Tools – Bookmarking, copying, googling, bullet-pointing, highlighting, group networking, searchingIntegrating Technology with Bloom’s Taxonomy - TeachOnline6.ADDITIONAL COMMENTSIt goes without saying, your mileage will vary … however,Did the inventory suggest you are a visual learning? It is my guess from your words and auditory is your backup“watch” is one of the key items;see a video clip; and“close your eyes and visualize”, a technique called the “mind's eye[42] ”Kinesthetic learners are antsy, busy, body always moving, prefer hands on and using fingers., doodle. You can't miss them when they are younger — they are little jumping beans — may or may not be ADHDThe important element is preferred leading to more successful study outcomes.The double-check is do the suggested strategies work better than what ever the learner was doing?SOURCE: Wichita StateLearning styles inventory has been revised and expanded over time to account for what we have since learned about cognition and how environment changes the learner's preference.It's value is mostly for instructional design:what is the style composition of the students;when possible are you varying instruction to meet the learner where they are; andchallenge them to use a wider range of styles.SOURCE: SylvanFootnotes[1] the definition of secret sauce[2] 12 Study Tips for 2019 | ExamTime[3] Academic Skills Center[4] Study Tips, Strategies & Lessons for Students[5] 7 Best Study Tips for College Students[6] Find an Effective Study Location[7] What is triangulation of data in qualitative research? Is it a method of validating the information collected through various methods?[8] Top 10 Study Tips for Students[9] 10 Good Habits for Students: How Top Students Learn[10] Bloom’s Taxonomy Definition[11] Learning management system - Wikipedia[12] List of learning management systems - Wikipedia[13] E-learning (theory) - Wikipedia[14] YouTube Channels: Top-10 Helpful Channels for College Students[15] TED Talks[16] Education[17] 100+ Must-See Video Sites For Educators[18] TeacherTube[19] Great Videos and Movies for Your Classroom | Common Sense Education[20] The 100 Best Video Sites For Educators[21] Confidence interval - Wikipedia[22] The Neuroscience of Learning, Memory, and Emotions[23] 20 Study Hacks to Improve Your Memory[24] Active learning - Wikipedia[25] What Is ‘Active Learning’ and Why Is It Important?[26] Active Learning Strategies[27] Search Education[28] Benefits of Technology in the Classroom[29] 5 surprising results of a self-paced classroom[30] Importance of av aids[31] https://learningcenter.unc.edu/tips-and-tools/studying-101-study-smarter-not-harder/[32] Understanding The Seven Learning Styles[33] 8 Types of Learning Styles[34] Free learning styles inventory (test, quiz or questionnaire), including graphical results[35] What's Your Learning Style? 20 Questions[36] Free learning styles inventory (test, quiz or questionnaire)[37] Determine My Learning Style[38] The VARK Questionnaire[39] Index of Learning Styles Questionnaire[40] How To Learn Quiz[41] What Is My Learning Style[42] Definition of MIND'S EYE

Distributed learning could be a huge new development - see What is the newest innovation in online learning?1: Replace traditional lectures with tutorials and problem solving. http://www.nytimes.com/2011/05/13/science/13teach.html provides an excellent overview of an experiment conducted by Carl E. Wiemann (a Nobel laureate), showing that students taking tutorial-based courses under inexperienced TAs score higher than students taking traditional lecture courses under experienced professors. As an ACM article (http://cacm.acm.org/magazines/2007/7/5613-games-for-science-and-engineering-education/fulltext) says...For example, the Force Concept Inventory (FCI) is a seasoned assessment tool used to evaluate learning in introductory physics classes in U.S. high schools, community colleges, and universities. The degree of learning obtained via a particular mode of instruction is quantified by the <g> score on the FCI, calculated as:<g> = (posttest% − pretest%)/(100% − pretest%).When analyzed, the results of a 6,542-student meta-study involving 62 introductory physics classes across the U.S. at about 20 high schools, colleges, and universities showed conclusively that <g> is 0.23 ± 0.04 for courses taught in the conventional lecture mode; <g> = 0.48 ± 0.14 for courses in which students have at least some kind of "interactive engagement" [4]. What is surprising about this result is not that mass lectures are an intrinsically poor learning vehicle but that the quality of the lecturer matters not at all. Even a superb, highly entertaining lecturer appears to make little difference to the depth of understanding achieved by students.It would appear that the primary advantage of the lecture format is not pedagogical but economical. Having one salaried teacher/professor instructing many students in parallel makes it possible to provide sophisticated technical education at an affordable price point. Needed is a medium that provides similar cost-effectiveness but with the ability to retain rather than alienate learners.Furthermore, it's an enormous waste of time and resources when a teacher (or professor) has to practically give the same lecture several times a day to each individual class. It would be much more productive if students were given an environment where they could do tutorial sessions on their own, and be guided by instructors and TAs (and also be given the opportunity to watch the very best lectures on a given subject, AND use the very best textbooks on a given subject). In fact, it would even provide an excellent employment opportunity for many with limited training, if we had more education funding. It's really a win-win situation here - rather than use education funds to prevent students from learning as well as they could learn if they were simply homeschooled on zero taxpayer dollars, the money could be put to extremely good use this way. And all the teachers would keep their jobs. [1]With tutorials, students could even socialize with each other more (if they want to do so). People often say that "people should go to school to socialize with each other", but in reality, they're not socializing for the vast majority of the time they spend sitting.Interestingly enough - the Economist just ran a piece saying almost the same thing a few months after I wrote this - see http://www.economist.com/node/21529062. The basic synopsis of the article: instead of lectures at school and homework at home - why not have lectures at home and homework at school? (where it also really reduce inequality among students in different home environments too!)Online tutorials can easily be integrated with computer programs. There are numerous computer programs available for each K-12 subject - it's just that they're so dispersed that no one knows where they are, and no one knows which ones are "better" than the others. In fact, there are some very excellent programs like SuperCharged, which have been proved to increase test scores among MIT undergraduates taking electromagnetism, and it's a tremendous loss that it's not available anywhere else (and MIT doesn't even seem to continue using it for some reason). See http://portal.acm.org/citation.cfm?id=1149189Also, see (paywalled articles, sadly) http://cacm.acm.org/magazines/2007/7/5614-how-to-build-serious-games/fulltext and http://cacm.acm.org/magazines/2007/7/5613-games-for-science-and-engineering-education/fulltextI'll attach the good quotes to the footer [2]Also, see the NAP report on "Learning Science Through Computer Games and Simulations": http://books.nap.edu/catalog.php?record_id=13078 and http://onthespiral.com/principles-disruptive-learning-environments also provides some more nice analysis:Coaching and Mentoring Replace TeachingThe explicit information we all learned in school is ubiquitously available on the internet. The traditional teacher who lectures to a group in order to convey this information is obsolete. In environments that encourage learning by doing, we need coaches rather than teachers. We need people who observe us in action, correct our mistakes, and point us in the right direction. We need mentors who have the experience to help us formulate the questions we don’t yet know how to ask.More to look at:http://fnoschese.wordpress.com/2011/05/10/khan-academy-my-final-remarks/http://www.wired.com/magazine/2011/07/ff_khan/all/1 (and the first comment to that article)Also...http://www.sciencedaily.com/releases/2011/08/110808104521.htmScienceDaily (Aug. 8, 2011) — Self-directed learning has long been heralded as the key to successful education. Yet until now, there has been little research into this theory. Educational researchers at the Technical University of Munich (TUM) have now shown that schoolchildren can independently develop strategies for solving complex mathematical tasks, with weaker students proving just as capable as their stronger class mates.2: Integrate a novel means of test-taking into the curriculum. http://www.nytimes.com/2011/01/21/science/21memory.html shows that test-taking is better at cementing knowledge than traditional lectures. Certainly, there are many complaints about the way many tests are administered today. But there are so many possible test questions on any subject that are available today (just look at all the Princeton Review, Kaplan, CliffNotes, SparkNotes, Schaum's, and Barron's books on the market), that you really can't run out of test bank questions. In fact, you can integrate these tests *into* the tutorials I've mentioned in point (1) above, where students take tests at their own pace (they don't have to be graded on every test), and then get a score, and then check over their questions and mistakes with an instructor/TA.Tutorials would also help students learn at their own pace. Absolutely no tracking would be required, and gifted students wouldn't be held back from learning at their optimal pace - they could even learn calculus at age 12 if they wanted to do so. There are many problems that tracking has on disadvantaged students (that you can read at http://www.amazon.com/Keeping-Track-Schools-Structure-Inequality/dp/0300037252), but at the same time, detracking has many issues, and is effectively institutional torture to our brightest and most promising students.3: Integrate our newest findings of cognitive psychology into the curriculum. See this very excellent post on Quora: Lawrence Kurnarsky's answer to What are some of the biggest problems with public education in America?And this EDGE response:http://www.edge.org/q2006/q06_10.html#bharucha4: Vouchers for educational materials (that schools or students can use). This would actually help introduce competition into the textbook (and online tutorial) market, so that the price of textbooks can finally go down. And it would help introduce innovation.Also, students would learn better if they actually knew about all the educational resources and options that were really available for them. But in many cases, they're socialized into believing that their school's education is the best education for them, and fail to find the best resources available for advancing their own education (their parents often find these opportunities, but unfortunately, only privileged students have parents who are willing to do that). And it's sad, because the truth is - that any student - rich or poor, could easily find the best possible learning resources for free, if these resources were somehow more available on the Internet. I've collected a long list of them at Collection of educational resources for the sciences . But I would prefer it if someone else could do it, and distribute it in a way that it were easily accessible to anyone else.[1] I'm not sure how much the economics would scale - but it is something I'm thinking about. One tutor can only handle so many students. At the same time, however, computer tutorials could *really* decrease the costs of monitoring. And let students opt out if they choose to do so - resources aren't completely infinite, so maybe give a small reward to them (which is still less than the cost it takes to educate each pupil) if they can show that they can do it better by themselves without needing any state-funded resources.[2]The gradation in learning outcomes between traditional lectures, Web-based experiences, and immersive games was captured in a 2001 study [8] that measured learning outcomes from a virtual-world-based geology game called Geography Explorer and a virtual-world-based biology game called Virtual Cell. The researchers then compared these outcomes against both Web-based presentation of the material and traditional classroom lectures. Lectures produced the lowest learning outcomes, as measured by a graded test. The Web-presented information increased these outcomes by a margin that ranged from not statistically significant (geology) to 13%–30% (cell biology). The games increased learning outcomes by 15%–40% (Geography Explorer) and 30%–63% (Virtual Cell), compared to the lecture format. These outcomes suggest it is not merely visual representation but active engagement that stimulates improved learningAs a sign of things to come, the creators of a commercially developed algebra game calledDimenxian in 2005 commissioned the Princeton Review, a test education and preparation company (www.princetonreview.com/home.asp), to evaluate the game's learning effectiveness, in collaboration with the Harlem Children's Zone and the Grid Lab at Ohio University in Athens, Ohio. In the study of 75 students (tabuladigita.com/ugroups.php?s2=2&s3=0), playing Dimenxian reportedly increased students' algebra knowledge by one grade level (such as from B to A). Underachieving students increased their test scores by as many as three grade levels by playing the game.For example, a numerical methods course taught using a race-car game as the "homework" resulted in students spending roughly twice the time working on the course outside of class compared to other mechanical engineering courses. The professor of this undergraduate course, Brianno Coller of Northern Illinois University, notes that the time was spent willingly; about 80% of the students went on to take the advanced numerical methods course.The principles of science and engineering can be taught not only by playing games but by designing games. In Brianno Coller's race car game/numerical methods course described earlier, students taking the game version of the course had to apply their numerical methods knowledge to programming virtual cars to navigate a virtual race track. In a parallel, non-game-playing version of the course, students instead performed textbook exercises throughout the semester. At the end of the year, Coller asked both sets of students to draw concept maps of what they had learned. Game design/playing and non-game-design/playing students were equally able to recall the major topics learned in class and the names of techniques within each topic. In other words, both groups could reproduce the equivalent of a table of contents in a numerical methods textbook. But for game designers, significant improvement was observed in the number of defining features they could ascribe to a main topic (0.494 vs. 0.145 features/topic, p<0.001) and the number of connections they could make between techniques learned (0.82 vs. 0.02 connections/concept map, p<0.001). The game design exercises did not change the breadth of the content learned but did significantly increase the depth and complexity of what was learned.In one study [11], a middle school class was divided into two groups. The first (the control group, 32 students) learned electrostatics through interactive lectures, experiments, observations, and teacher demonstrations. The second group (58 students), with the same teacher, mostly played an electrostatics game called Supercharged during class time while also receiving lectures and handouts. The 32 in the control group improved their understanding by 15% over their pre-test scores; those who played the game improved their understanding by 28%. Much more impressive was how the simulation contributed to girls' achievement; among girls, the control group improved on their pre-test scores by only 5% and the game group by 23%. A disturbing conclusion is that, at least in this study, lectures alone did nothing for girls.Some more info:User-9918985937555143421's answer to Should we shut down the U.S. Department of Education?Will lecture-style teaching at universities become obsolete? If so, what will replace lectures?