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Claire Thévenin-Smith

Sunday, 1 May 2011. Learning with Educational games. Parents, teachers and students all agree that video games present a very attractive format to students (. Virvou et al., 2005, Bougongeon et al., 2011). Any concerns are related to the efficiency of the content delivery in games as compared to traditional teaching. This leads me directly to the provocation: “To whom am I accountable? The consequence of improved behaviours (How do I control my students? Educational Technology and Society, 8 (2), 54-65.

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Claire Thévenin-Smith | dipedclairethvenin-smith.blogspot.com Reviews
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Sunday, 1 May 2011. Learning with Educational games. Parents, teachers and students all agree that video games present a very attractive format to students (. Virvou et al., 2005, Bougongeon et al., 2011). Any concerns are related to the efficiency of the content delivery in games as compared to traditional teaching. This leads me directly to the provocation: “To whom am I accountable? The consequence of improved behaviours (How do I control my students? Educational Technology and Society, 8 (2), 54-65.
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3 gardner's multiple intelligences
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Claire Thévenin-Smith | dipedclairethvenin-smith.blogspot.com Reviews

https://dipedclairethvenin-smith.blogspot.com

Sunday, 1 May 2011. Learning with Educational games. Parents, teachers and students all agree that video games present a very attractive format to students (. Virvou et al., 2005, Bougongeon et al., 2011). Any concerns are related to the efficiency of the content delivery in games as compared to traditional teaching. This leads me directly to the provocation: “To whom am I accountable? The consequence of improved behaviours (How do I control my students? Educational Technology and Society, 8 (2), 54-65.

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Claire Thévenin-Smith: Learning with Educational games

http://www.dipedclairethvenin-smith.blogspot.com/2011/05/learning-with-educational-games.html

Sunday, 1 May 2011. Learning with Educational games. Parents, teachers and students all agree that video games present a very attractive format to students (. Virvou et al., 2005, Bougongeon et al., 2011). Any concerns are related to the efficiency of the content delivery in games as compared to traditional teaching. This leads me directly to the provocation: “To whom am I accountable? The consequence of improved behaviours (How do I control my students? Educational Technology and Society, 8 (2), 54-65.

2

Claire Thévenin-Smith: Education foundation: Poster

http://www.dipedclairethvenin-smith.blogspot.com/2011/04/education-foundation-poster_28.html

Thursday, 28 April 2011. 10 Tips to keep in mind. 1 Begin with what the student knows. Constructivists believe that learners build new knowledge from their own experiences (Churchill et al, 2011). Evaluating students' knowledge and competences at the beginning of a course will help structure and enhance learning. 2 Set realistic expectations. Develop cooperation among students. 4 Keep students engaged and motivated. Various material suits various intelligences. Learning style preference affects the speed...

3

Claire Thévenin-Smith: Comment on Lizzie's post: Stan's scenario

http://www.dipedclairethvenin-smith.blogspot.com/2011/04/comment-on-lizzies-post-stans-scenario.html

Friday, 22 April 2011. Comment on Lizzie's post: Stan's scenario. In your post you have discussed the reasons behind the formation of 'gangs'. I would like to comment on this subject as I just read a very interesting article from the Australian Institute of Criminology on gangs in Australia: “Young People and Gangs”. What could Stan do in the context of his school? Stan would definitely benefit from a UC PD course! Perrone S, White R. (2000). Young people and gangs. Http:/ www.aic.gov.au/docu...Lizzi's p...

4

Claire Thévenin-Smith: March 2011

http://www.dipedclairethvenin-smith.blogspot.com/2011_03_01_archive.html

Sunday, 20 March 2011. In this video ( Veritasium. The author questions the effectiveness of teaching with videos like the Kahn academy's videos ( Khan Academy. And blogpost ELPCG1, entry4: Forget about Kumon! He conducted a research to explore the problem. In the first part of the experiment,. How can we tackle the problem of misconception? So what happens there? When a scientific video is presented in a clear and concise manner, student believe they are learning, but they actually don't engage with the...

5

Claire Thévenin-Smith: PPLE post 2

http://www.dipedclairethvenin-smith.blogspot.com/2011/02/pple-post-2_17.html

Thursday, 17 February 2011. A learning environment that worked for me:. I was a kind of student who could have the lowest grade one term, and the highest the next, which was very puzzling for my teachers, my parents and myself. I always wanted to understand why it was the case, and why I always found on my report: “could do better”. when I felt I was trying my best. This leads me to the provocation 6: What will students want and need from me? What kind of a teacher do I want to be? A Blog Around The Clock.

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Wayne and the Brain | sirtimothy

https://sirtimothy.wordpress.com/2011/04/06/wayne-and-the-brain

Just another WordPress.com site. Thanks for dropping by sirtimothy! Take a look around and grab the RSS feed. To stay updated. See you around! Wayne and the Brain. Mdash; 12 Comments. April 6, 2011. After further observation of his class, Wayne. Has noticed both distraction and anxiety affecting the students; neither of these is conducive to an effective learning environment. April 21, 2011 at 12:07 am. This is a great post! You’ve covered so much already, I am not sure there is much left to say! Wayne a...

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Wayne’s World 2 | Confessions of a Student Teacher in the ACT

https://coastact.wordpress.com/2011/04/26/waynes-world-2

Confessions of a Student Teacher in the ACT. Susan's Grad Dip Blog. Wayne’s World 2. Maslow's hierarchy of needs. Should we teach students or subjects? What will students want and need from me? One reason that Wayne’s students aren’t motivated and engaged relates to Maslow’s hierarchy of needs – Wayne’s students need to fulfil lower order needs before they can engage with meeting higher order needs (Churchill et al., 2011). Teaching: Making a Difference. John Wiley and Sons Australia. Hatch, T. and K...

mrsmyersblogs.wordpress.com mrsmyersblogs.wordpress.com

On your marks, get set… | mrsmyersblogs

https://mrsmyersblogs.wordpress.com/2011/05/01/on-your-marks-get-set

Just another Grad Dip student. The histrionic princess →. On your marks, get set…. May 1, 2011. Are we ready to teach ICT? Change is afoot in the connected classrooms of the modern world. Competent use of information communications technology (ICT) is rapidly taking on the aura of an essential life skill, ranked as a cross-curricular priority in the same vein as literacy and numeracy. [2]. It is clear that teacher confidence in ICT use is a very real hurdle [5]. Presumably in terms of funding support&#46...

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The histrionic princess | mrsmyersblogs

https://mrsmyersblogs.wordpress.com/2011/05/02/the-histrionic-princess

Just another Grad Dip student. On your marks, get set…. May 2, 2011. We chose to consider the experience of Ja’mie King, a fictional Year 11 student from the ABC TV series. We Can be Heroes. We made this choice based on Chris Lilley’s very accurate and realistic portrayal of a particular type of person, or perhaps rather a particular set of characteristics, sometimes referred to as a ‘princess’ type, that is:. Rude and insensitive towards others;. Manipulative in the extreme. And learning (Leong [5].

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Interactive Whiteboards – The Verdict | Confessions of a Student Teacher in the ACT

https://coastact.wordpress.com/2011/04/25/interactive-whiteboards-–-the-verdict

Confessions of a Student Teacher in the ACT. Susan's Grad Dip Blog. Interactive Whiteboards The Verdict. In ELPC G1 ICT Research Journal. Interactive whiteboards (IWBs) have been installed in many classrooms around Australia as part of the Federal Government’s. Digital Education Revolution,. And what impact has the use of IWBs had on understanding in the science classroom? Should be accompanied by appropriate professional development for teachers. Experience the Digital Education Revolution. DEEWR, Canbe...

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Top 10 Teaching Tips | Confessions of a Student Teacher in the ACT

https://coastact.wordpress.com/2011/05/01/top-10-teaching-tips

Confessions of a Student Teacher in the ACT. Susan's Grad Dip Blog. Top 10 Teaching Tips. Comment on Sally-Anne’s post about Jane in module B. Leave a Reply Cancel reply. Enter your comment here. Fill in your details below or click an icon to log in:. Address never made public). You are commenting using your WordPress.com account. ( Log Out. You are commenting using your Twitter account. ( Log Out. You are commenting using your Facebook account. ( Log Out. Notify me of new comments via email.

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mrsmyersblogs | Just another Grad Dip student | Page 2

https://mrsmyersblogs.wordpress.com/page/2

Just another Grad Dip student. Newer posts →. RJ 21 Copy paste, repent at leisure. April 14, 2011. RJ Topic 2 – Teaching Critical Digital Literacy. In my experience when kids use the internet for research it goes like this:. 2 Look at Wikipedia. And/or one or two other sites. 3 Copy and paste. The bits they like into a Word document. What is not needed, and re-work the rest into their own words (hopefully). Students using ‘cut and paste’ as their main research strategy. Rather than critical information s...

mrsmyersblogs.wordpress.com mrsmyersblogs.wordpress.com

annekemyers | mrsmyersblogs

https://mrsmyersblogs.wordpress.com/author/annekemyers

Just another Grad Dip student. This blog came into existence in February 2011 for the purpose of posting various assessment items towards a Graduate Diploma in Education (Secondary Teaching). The blog has also provided me with some good shock value when I mention it to peers in casual conversation. My teaching areas are SOSE (Legal Studies, Society and Culture) and LOTE (French and Russian). I would also be happy to teach in areas not referred to by acronyms. May 2, 2011. On your marks, get set…. Reading...

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Claire Thévenin-Smith

Sunday, 1 May 2011. Learning with Educational games. Parents, teachers and students all agree that video games present a very attractive format to students (. Virvou et al., 2005, Bougongeon et al., 2011). Any concerns are related to the efficiency of the content delivery in games as compared to traditional teaching. This leads me directly to the provocation: “To whom am I accountable? The consequence of improved behaviours (How do I control my students? Educational Technology and Society, 8 (2), 54-65.

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