Arjuna is kinda confused with Krishna's speech. although Arjuna is not agree with Krishna in some parts, but still why he keep asking for his guide?

Krishna believe that fighting against Bhishma and Drono is a big sin for him. because they do not deserve to be killed instead they deserve to worship.

If women corrupted the corruption will grow in society, because women shape the half of society, beside they playing an important role in families. so it shows that when a women corrupted then his son can also follow his path.

what does Krishna meant by three world? is it the three world that they believe to the life after death?

What does Krishna mean by scarifies? is it something like sharing knowledge?

Arjuna stated that there are all my kinsman such as: teachers, fathers, sons i do not want to go the battle and kill them. is Krishna meant only his kinsman the reason to not fight or he was not able to do it?

Krishna state that if i want kingship, it is not because of victory or pleasure. then what Krishna meant by delight and life itself in the statement?

It describes that just talking about something is not enough, we have to show it by action then by the time passed action will change to success.

Arjuna stated in this part to Krishna about his weakness that he is able to fight, he do not have power to fight in the battle.

(Under "Viewing Options", select PDF.) In this article, Ernawaty and Sujono (2019) summarize results of a study funded by the Research and Higher Education Directorate of Indonesia. The study aimed to evaluate the cogency of information and communication technologies (ICTs) in problem based learning (PBL) and traditional teaching methods (TTM) based upon learner test scores. The concepts of PBL, TTM, and implications of ICTs are briefly reviewed. Results of the study revealed that PBL with the support of an ICT yielded the highest test scores. (6/10)

The sound of this to me know reminds me of the type of suppression of thought that might have occurred in the middle ages.

Of course open thought and discussion is important for teachers the same way it is for every other person. However there are a few potential counterexamples where open discussion of truly abhorrent ideas can run afoul of community mores.

Case in point:

• https://boffosocko.com/2018/03/04/exclusive-florida-public-school-teacher-has-a-white-nationalist-podcast-huffington-post/
• https://boffosocko.com/2018/03/07/florida-teacher-says-her-racist-podcast-was-satire-new-york-times/

I'm reminded here of the broad idea that many bloggers write about sooner or later of their website being a "thought space" or place to contemplate out in the open. More often than not, even if they don't have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).

While writing things out loud to no audience can be helpful and useful on an individual level, it's often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn't envisioned before. To me this is the real value of these open and often very public thought spaces.

For those interested in the general idea, I've been bookmarking/tagging things around the idea of thought spaces I've read on my own website. Hopefully this collection helps others better understand the spectrum of these ideas for themselves.

With respect to the vulnerability piece, I'm reminded of an episode of <cite>The Human Current</cite> I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here's a link to the audio portion and a copy of the relevant text.

Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10

This is a great page for teaching hoe to evaluate Wikipedia pages.

Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8

McArdle, Elaine, September 1, and 2020. ‘Making Lemonade from Lemons’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/making-lemonade-from-lemons/.

Each syllabus is a sample from Project Syllabus, hosted by the Society of Teaching of Psychology.

Gusso, H., Archer, A. B., Luiz, F. B., Sahão, F. T., de Luca, G. G., Henklain, M., Panosso, M. G., Kienen, N., Beltramello, O., & Gonçalves, V. M. (2020). Higher Education in the Times of Pandemic: University management guidelines [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/by5xj

*Game star mechanic

• Creativity is expressed via making video games online
• problem solving skills increase
• comments-feedback
• constructive criticism needed
• teachers need to be constructive in terms of feedback How does this change as school has become more online?

I like how the technology and collaborative aspects are being used to relate the issue of homelessness not only to the past events but also the issues facing their community on both a local and personal level.

Work collaboratively and smart not hard

Nothing is ever finished on the internet

the internet is constantly changing everyday as more information is uploaded daily. Nothing is ever finished being constructed

This is very true as flexibility is needed in the classroom.

This is especially important as technology integration in the classroom has become critical under our current situation.

Problem-based learning to help teach 5 C's (creativity, communication, collaboration, critical thinking, and comprehension

teachers must be up to date on the new tech trends as well as student interests.

Common interests motivated her to want to build relationships with others in order to gain opportunities later on.

Interest in the subject provides purpose to want to succeed.

Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3

Has anybody tried to do a semester walkthrough using a screencasting tool and a presentation tool of some kind? I think that might be a valuable tool for first year comp students.

Or maybe a short simulation like Clark Aldritch uses:

Here is a place to add more possible guidelines:

1. Provide a scratchpad each week where students can reflect on the week on progress or regress.

2. Get lots of quick feedback from learners with Google Forms.

3.Introduce the idea of feedforward to students and teachers.

Division 15 Sponsored Webinar: Dr. Daniel Willingham on “Truthiness” in Educational Psychology. (2020, May 20). https://www.youtube.com/watch?v=XQTHp2vdSSk&feature=youtu.be

This example shows the importance of technology and social media not only within the classroom, but also in the real world in how events are interpreted and analyzed. This is a very crucial skill in teaching humanities related courses such as ELA and Social Studies. In particular, social media can encourage students to be more thoughtful about the origin and biases of a particular source.

How do we ensure that all schools obtain high-quality UbD curriculum materials?

This can possibly be due to the mentality of "Teaching to the test" where teachers focus on having students memorize rather than analyze information to prepare them for standardized testing.

This is why it is important for teachers to build relationships with students to discover what their individual interests are. This way, teachers can use those interests to infer on crucial points found within the lesson.

These six facets are crucial for students to learn not only the facts related to a subject, but how to properly using analysis when learning and writing about the subject. This is especially crucial as technology has become more integrated into the classroom as well as the real world.

This helps encourage student engagement in the subject that you are teaching.

This is very important in helping students find interest not only in the course that you are teaching, but in learning altogether.

Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9

Velez, G., & Power, S. A. (2020). Teaching students how to think, not what to think: Pedagogy & political psychology [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/yedap

Ian Nurmi on Twitter: “In the midst of a global pandemic, @BU_Tweets has just threatened to pull the medical insurance of any graduate student unwilling to teach in the classroom this fall. https://t.co/VPHlskry6A” / Twitter. (n.d.). Twitter. Retrieved June 25, 2020, from https://twitter.com/i_nurmi/status/1275457100454465542

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-75.

Adams, R., Stewart, H., & Brooks, L. (2020, May 15). BMA backs teaching unions’ opposition to schools reopening. The Guardian. https://www.theguardian.com/world/2020/may/15/bma-backs-teaching-unions-in-opposing-reopening-of-schools

this also connects to the teaching presence since it resonds to how a teacher sets up the course and focusing on the assessment of student learning

What Do We Know and What Should We Be Teaching Others About Our Field. (2020 March 18). https://www.youtube.com/watch?v=ny-NAgYiYIs&feature=youtu.be&t=2920

Remote | Coronavirus Tech Handbook. (n.d.). Retrieved April 24, 2020, from https://coronavirustechhandbook.com/remote

COVID-19: Online teaching and learning. (n.d.). Retrieved April 24, 2020, from https://www.bera.ac.uk/news/covid-19-online-teaching-and-learning

Resources | Science at home | Royal Society. (n.d.). Retrieved April 21, 2020, from https://royalsociety.org/topics-policy/education-skills/teacher-resources-and-opportunities/science-at-home/

As the educational system operates today, many teachers easily put in 60 hours of work per week. But when you teach remotely, it sounds like work becomes much more manageable.

Do I want to become a teacher? If I can teach like this I do—and no, not because it seems easier but because it seems easier AND more effective.

My goodness! This woman deserves to be Teacher of the Year! She's teaching empathy too!

...how to function independently in the world too.

Introverts v extroverts. Oil and water. They've always differed, always will. Maybe this virtual, personalized learning movement will finally allow introverts to stop feeling so defeated in the presence of extroverts who live so much more loudly than they do. Finally, they'll be able to live peacefully in their own mind, undisturbed by the stress of feelings like you need to be more extroverted to fit in.

Btw: I'm not encouraging each party to distance themselves from each other all the time. What I am saying is that when value is trying to be distributed, distribute it however it'll best be received. Then, later, once teaching time is over, they can socialize in traditional ways... IF that's what they want to do.

Sounds like Mrs. Moore deserves a raise! This woman knows what's up! She represents the future while living in a community that (probably) latches on to tradition.

Any of you big city school systems reading this? If you are, hire her. You can probably pay her less than what your other teachers are earning and still give her a bump in pay compared to what she's earning in Mississippi.

Sorry, but this begs the question...

Should teachers who don't have the skills to teach online be teaching at all? If they can't, they're either not qualified for the job or they're unwilling to put in the effort required to learn.

Sure, new problems will surface. But so will solutions. And hopefully, in the end, there will be fewer problems using the new approach than the old.

this should be handled in conjunction with an early research phase and having a back up plan.

Another Reggio philosophy is understanding that to practice a Pedagogy of Listening and teaching into the intentions of our students makes us vulnerable and that we have to become more comfortable living with doubt and uncertainty. We participate in a process of Negotiated Learning that is child originated and teacher framed. This is an early childhood approach, and my background (K-4). Possibly adolescents can frame their own learning? Here is more info on Negotiated Learning.

Peter's theory/terminology/analysis

another tag.

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website from University of Arizona provides a list of trends and issues in learning technologies

Rating 9/10

this website is consisted of available resources.

Rating: 9/10

I can't help but wonder if the emphasis on "content retention" and "compliance" that seems to be core to the authors' concept of learning doesn't make some bad assumptions: that learning is something that an instructor does to a student, and not something that students have agency over. This seems to me to be in extreme conflict with what might be even more inclusive practice: far less emphasis on the grade, more individual attention and greater emphasis on personal growth, less teacher control and more student agency. This is basic Freire stuff. Students aren't vessels to be filled.

It's worth noting that none of this is easy or efficient. If it was, we'd all do it. One must make a concerted effort to ensure students feel like they belong and that they're supported so that they can learn best. If that's not part of an instructor's job, then what exactly is the instructor's job?

minimize inequities = reduce harm; clear similarities to Hippocratic oath. See also Kaufman & Schipper (2018) Teaching With Compassion, p. xxiii

Emphasis on all. Frequently defensiveness kicks in when traditional teaching is called into question, because it does work, but just for some.

The absence of the teacher here seems like an issue. To what extent may the students have come up with that perception on their own, or might they perceive it because the teacher told them about the work involved in vetting this particular textbook? What, if anything, did the traditional textbook teachers say?

(Further down the paragraph it's made clear that the OERs were adapted to be more relevant, which I agree is part of the attraction of OERs and including that is fair. But I'd still like to know what the teachers said in class about it, if anything.)

Seems to hint to me that on-campus students may be receiving (or perceiving) a superior level of instructor support (thereby making the textbook less relevant). Interesting responsibility for F2F faculty and interesting possible criticism of the level of instructor support provided to online students.

focuses on inquiry instead of the final product of research

Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.

Phase 2: Essentially students and teachers initially have a thinking brainstorm session about the topic/theme. Teacher is the model in the start of this phase and then lets the student take the reigns. Students have responsibility for teaching their peers online reading comprehension strategies. Also moves into critical evaluation and synthesis skills.

phase 1; basics and introduction to internet skills, searching, etc.

reminds me of scaffolding; students are released into doing more and more of their own thinking one step at a time

definition of Internet Reciprocal Teaching

important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.

5 C's of Internet Reciprocal Thinking: Creativity, Communication, Collaboration, Critical Thinking, Comprehension

Dear all, Please provide us with some feedback on the Orientation Session and this resource by leaving a few annotations for:

• 1-2 things that you found interesting
• 1-2 general remarks on any items discussed today
• 1 question that you still need answered
• any suggestions relating to the workshop and/ or the Handbook resource

Thank you very much for your time! We look forward to working with you in the future! Joerdis (and the TC team)

Things like this are easy to forget or better said, it's easy to assume basics like socks/shoes are universally well-performed. I was reminded of this: it's the last month of school and I'm teaching individuals how to "control-click" on a google search page to open promising web pages worthy of more detailed examination.

If excellence is your aim, such details--and they are countless in education--must be addressed in a thoughtful, systemic way.

interesting story about how this guy, who did play football professionally, would like math teachers to take a few points from football coaches.

good for the overall sentiment and the individual interest & inspiration

I'd like to understand this better. How much choice is required for an assignment to be "meaningful" or "authentic". I can't recall a single writing assignment when I didn't have some freedom to choose a topic (within the bounds of the class) - though there were certainly lots of formal constraints in the way I wrote.

This book gets lots of praise

Ann starts speaking here about her experience teach with Hypothesis in the classroom. Close this sidebar and click on the text to advance the video to this point (53:29). Ann speaks for about 4 minutes. Worth watching till the end.

This article is a breakdown from the U.S. Department of Education around the types of learning environments that exist in the technology arena. It provides examples of schools fulfilling these different environments and offers a collection fo additional resources.

Rating: 9/10

This is a good idea.

Learning-Theories.com published a very handy few pages that describe various learning theories. This is a quick, straightforward, simple way to access information on the different theories. This article, Behaviorism, explains that the theory assumes learners learn by responding to external stimuli in their environment. Learning under behaviorism is characterized by a change in the learner's behavior. I use this in my horse training as I use both positive reinforcement (clicker training) and negative reinforcement (pressure-release) to structure my horse's behaviors. Behaviorism can be translated to human work, too. I've used TAG teaching (clicker training for humans) to teach people to get on and off horses with ease and also to trim horses' hooves. I also use it to clicker train my cats! 6/10

The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10

25 examples of mobile teaching This is a brief page that is cluttered with some irrelevant content that occurs in the form of rather large graphics. It is oriented toward higher education environments though the ideas would be quite easy to implement in other contexts, such as for training adult learners. The text is not in depth enough to be tremendously helpful but this resource does nonetheless make a contribution not made by other resources in that it shows actual teaching techniques. rating 4/5

personalize learning infographic

This is not quite what it sounds like. It is a Pinterest style page with links to assorted articles that relate to personalized learning, most of which are presented in an infographic. It is sufficiently useful if one has the patience to click through to the infographics. Usability is satisfactory although the top half of the page is taken up with graphics that are not directly related to the content. rating 3/5

just in time teaching This article provides practice strategies by which one can use just in time teaching. This was authored for use in higher education environments but can easily be used in other settings. It appears to have practical use. rating 5/5

mobile learning technologies for 21st century classrooms This undated article discusses mobile learning in classrooms in a nonspecific way. One of the sources is Marc Prensky, whose work has been called into question by multiple authors. The type of information provided by this article seems rather basic and a function of common sense. A few apps are discussed. rating 1/5

Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

This page offers general guidelines for facilitating class discussions. It is written for college environments and in usable in adult learning and training settings also. The presentation is straightforward but the content is not in depth. Part of the value of the page is links on the left side that address other teaching topics related to course design and course management. Rating 2/2

teachthought This particular page is entitled '20 simple assessment strategies you can use every day' but the reason it is listed here is because the page itself serves as a jumping off point for reviewing or learning about many educational theories and principles. This site may have been designed for K-12 teachers - I am not sure, but it is quite usable for those who teach adults. This is a place to come if you are interested in browsing - not if you have a specific thing you need at the moment. Rating 3/5

project based learning While project based learning is more frequently used with children than adults, it can be useful for limited-time instruction for adults. This is a user friendly page that provides a decent description of project based learning and also discusses the design elements and teaching practices that should be used. rating 4/5

problem based learning This gives a brief overview of problem based learning. This is a teaching method in which learners receive an ill structured problem that they continue to define and then solve. This web page serves as an overview but if one were teaching with this approach, more information would be needed than is contained on the typical introductory web page. Rating 3/5

This is better than the problem-based learning page I already posted so I will post this one too. it is easy to read and gives the instructional designer or teacher a quick and better-than-average explanation about problem based learning, which is a method of teaching in which learners form teams and learn through solving real problems. rating 4/5

Nine alternatives to lecturing This page briefly describes nine ways to teach other than lecture. Some of these are common, such as case study; others, such as a pro and con grid, are explained less often. This page, like the others I have bookmarked, is oriented toward teaching college students and adults.

This is one of many pages that describes team based learning. The layout and typeface make this page easy enough to read. The content is rather brief and would suffice for someone who is trying to understand this approach and decide whether it is workable for their own adult learning and training context.

Wait, this already happened?!

Notes from Video -embracing change -hardcore gamers- surprising things that you find- kids are incredibly bottom-line oriented- want to be measured to see how much they are improving -"if i am not learning, then i am not having fun"- embracing change, leveling up, higher order tasks, or the game is changing -Questioning position helps students to embrace change -Compete with each other and collaborate each other -Start looking at other people online to help them to learn new things -kids that have been turned on to learning- there is no stopping them -passionate community interest group that students can join -learning has to do with learning how to join a group with a common interest -what you are doing becomes a platform for something new -trajectories through life pace as opposed to fixed points -power and importance of play- how to I take an idea and play with it to become something new -learn that not everything works- need to be willing to realize that instead of being afraid of things not working- we need to be willing to change what hasnt worked to make it work for us

Students can help each other learn by collaborating their efforts. Each student can bring a certain strength to the group so that they can all work out problems together

How can teachers instruct using what they know about teaching, their content knowledge about a subject, and their knowledge about technology tools that will help them to gain full student understanding?

Every teacher is student and every group of students are different. The way to use this information is to base it on how we teach the best and how our students learn the best. There is no "right" or "wrong" way but there are many different ways that work for different teachers and students

Theories help us relate what we are teaching to the learning abilities of our students. Every student learns in a different way so it is important to understand the ways that have worked in the past and relate them to our students now.

This is what we learn in "teacher school". This is why we learn about many different ways of teaching and why the education system is set up the way that it is. Pedagogy is probably the most important aspect of lesson planning because it shows that we have an understanding of not only making content interesting to our students but managing behavior and assessing if they understand the information, all at the same time.

The interaction of all three areas is important because it will help us to understand technology when it comes to lesson planning and content knowledge. Knowing what types of technology to use based on our pedagogical methods and the content that we are teaching our students will help us to implement them to ensure full understanding from our students.

We should find ways to incorporate technology based on the content that we are teaching, the students' abilities in our classes, and our understanding of the technology that we are using. If we don't understand a certain technology or it doesn't relate to what we are teaching or the technology is too advanced for our students then incorporating the technology will be unuseful in our lessons.

We must continue to learn new information and about new technologies so that we can better teach our students. Professional development can help us to understand the problems that can arise when using technology so that we can easily work through them when they do happen.

How do we incorporate new technology into our teaching? What are ways in which these new technology features can be used in other ways than instruction? There has to be some place that we can use the new technology that will be beneficial to our students.

We must always be prepared to learn about new information or new technology so that we can plan lessons around them. New technology and information will always come about so we must be ready when things do change (which is often).

As teachers, we must be able to think on the fly and change the direction of the lesson if students are not understanding the information we are teaching them. When we lesson plan, we try to make sure that all the students in our class are learning the information. Sometimes it doesn't work out as planned, so we have to be ready for any type of mishap or misunderstanding.

The advice to separate self from role is good... but let's think about this as a reaction to the student above who says they feel like the instructor doesn't allow equal opportunities to contribute in the class. Sometimes, despite all best efforts, the faculty member may be wrong, and deep listening and learning has to allow for that possibility. Don't take it personally, but model the kind of leadership which recognizes the need for personal change.

True, but how does this interact with the power differential in the classroom? Can students really be expected to productively call out faculty members' biased behavior? It seems like an option not discussed in this paper is finding external facilitators to help navigate some of these issues.

It is important to get on our students levels when we are teaching them information. We need to find out what their favorite things are and try to base our lesson plans on incorporating what they like along with the curriculum that we need to teach them.

When we start off the year using different teaching methods and establishing healthy relationships with our students, we can help them to grow immensely in the small amount of time that we know them.

Teaching people how to use the internet safely can allow for the internet to continue to be a place that helps someone obtain information, communicate with others, and express their knowledge to others. Providing a safe environmet for people to do these things is important for successful internet usage.

I don't know about anyone else, but part of my personal pedagogical imperative is teaching the 'rules' just so students know how and when to break them well. "Look. Here's what's expected. Now that we're on the same page, let's burn it, shall we?"

This article gives several good tips to teaching for the first time, but each teacher will need to find their own teaching persona, and through trial and error they will learn what works best for them.

Grading final papers isn't the best time to provide a lot of qualitative feedback because student's aren't likely to read or use it. Formative feedback should be given early in the term.