14 Matching Annotations
  1. Feb 2019
    1. Understanding by Design

      Notes

      • -prepare you to think in the short-term and long-term teaching
      • -student comment as an entry point on where we want to end up
      • -proactive, autonomous learners
      • -a planning framework
      • -critical and creative thinking- you don't need these skills to make all A's in school
      • -pedagogical effectiveness
      • -critical thinking test- NO GAIN
      • -long-term goals and short-term plan
      • -desired and actual results
      • -strategic thinking- teachers that tell you what to do all the time- doesn't make room for student thought
      • -when we teach, we need to be more goal focused (comment)
      • backward design thinking- long term goal- what follows for assessment (not grading, assessing/ judging how we are doing against the goal, coaching) and what follows for instruction
      • What do we have to do to make our students love what we are teaching them?
      • the textbook is not the course- only used as a resource
      • given our understanding goals, which chapters should be highlighted, skimmed, skipped, re-sequenced?
      • aim for explicit understanding
      • Backward from Goals: Meaning-"I want students to leave having inferred/realized that, now and in the future..."
      • Background from Goals: Transfer - "I want students to leave able to transfer their understanding- on their own- to concrete address current and future situations
      • 3rd day of lesson- textbook is used (not on the first day)
      • the way we do math is bad- this is why people don't like math or they think that they are bad at math- backward design lesson planning expands the pool of interested parties and is differentiatable for individual students
      • it is our jobs as teachers to make the design of the lesson relatable to every student- we are given this backward design plan but we must figure out how to plan our lesson to make sure that every child is learning- DESIGN CHALLENGE
      • Intellectual engagement- finding ways to help students that are uninterested in the content to want to be engaged in the content
      • Incentivize- incentives to learning the information
  2. Apr 2018
  3. Nov 2017
  4. Jul 2017
  5. Jun 2017
  6. Apr 2017
  7. Jul 2016
    1. . Sensual objects exist for real objects, namely, me, or some other perceiver. So I’ve got the caricature of the table and the caricature of the chair, those caricatures have no relation to each other. They have relation only for me, because my experience unifies both of them. So the real is always the bridge for the two sensuals; the sensual is always the bridge for the two reals. And that’s what we try to analyse in Object-Oriented Philosophy

      Cole's problem is that this is Kant.

  8. Nov 2015
  9. Apr 2015
    1. a review system so flawed that a fair review is not possible,

      This is my feeling as well. But I am wondering what specifically is behind this statement.

  10. Jan 2014
    1. A grant is awarded to University of Maryland, College Park to develop informatics tools that allow scientists and conservation managers to use animal relocation and tracking data to study movement processes at the population level.
    1. My project seeks to develop computer models that simulate and link behavioral movement mechanisms which can be either based on memory, perceptual cues or triggered by environmental factors. It explores their efficiency under different scenarios of resource distributions across time and space. Finally it tries to integrate empirical data on resource distributions as well as movements of moving animals, such as satellite data on primary productivity and satellite tracking data of Mongolian gazelles.