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The latest episode of 2 Minute Drill, a Minicast From Diversified Game, features Tiffany Simmons of World Views.  World Views Travel Group is a distinct group that's comprised of people who love to travel. On our traveling adventures, we like to experience the people, the culture, the food and local traditions. We are \"Travel Junkies\" at heart, adventure seekers. Instagram: http://instagram.com/worldviewstraveljunkies Facebook: https://www.facebook.com/WorldViewstravelgroup Website: https://www.worldviewswv.com If you are a new listener to 2 Minute Drill, a Minicast from Diversified Game, we would love to hear from you.  Please visit our Contact Page and let us know how we can help you today! To Stay Updated Join Our Email List: http://subscribe.diversifiedgame.com Submit to Be Featured:   http://2minutedrill.diversifiedgame.com Follow the Diversified Game Podcast Instagram: http://instagram.diversifiedgame.com Twitter: http://twitter.diversifiedgame.com Facebook: http://facebook.diversifiedgame.com YouTube: http://youtube.diversifiedgame.com SoundCloud: http://soundcloud.diversifiedgame.com Website: http://diversifiedgame.com Follow the Diversified Game Host(s) Kellen Coleman - Instagram: http://instagram.com/kellenkash , Twitter: http://twitter.com/kellenkash   Tyson Moultrie - Instagram: http://instagram.com/typhoenixlive , Twitter: http://twitter.com/typhoenixlive A.L. Roberts - Instagram: http://instagram.com/alrtistry , Twitter: http://twitter.com/alrtistry Join the Conversation Our favorite part of recording a podcast each week is participating in the great conversations that happen so, join in the convo on social media, and in our comments section.  Leave a review if you like the direction the show is going! If, not visit us and give some feedback on how to improve, Thanks! Join our Community  You can always follow us on social media, but for the growing log of super exclusive stuff visit our Patreon Community: http://patreon.diversifiedgame.com   --- Support this podcast: https://podcasters.spotify.com/pod/show/2-Minute-Drill/support

Sharks were almost wiped out in a mystery extinction 19 million years ago; Caffeine fail - New study shows it can keep you awake, but can't keep you functional; How an elephant's trunk acts as a \"muscular multitool\"; Normally herbivorous sea urchins turn the tables on a predatory sun star; How Indigenous science could help us with our sustainability and diversity crisis.

Civic Center TV Reporter Tyler Kieft visits the West Bloomfield Township Public Library to hear what residents had to say on learning West Bloomfield’s connections to the Underground Railroad. Stay up to date with our videos by subscribing to our channel: https://www.youtube.com/user/CivicCenterTV15?sub_confirmation=1. Visit our website for more information on The Splash: https://civiccentertv.com/ Follow us ⬇ ⬇ • https://www.youtube.com/user/CivicCenterTV15 • https://www.facebook.com/civiccentertv15/ • https://twitter.com/CivicCenterTV • https://www.instagram.com/civiccentertv/

In this episode we discuss just one out of the 102 different posters which was presented on the first night of the 2015 Neural Information Processing Systems Conference. This presentation describes a system which can answer simple questions about images. Check out: www.learningmachines101.com for additional details!!

In this episode we discuss just one out of the 102 different posters which was presented on the first night of the 2015 Neural Information Processing Systems Conference. This presentation describes a system which can answer simple questions about images. Check out: www.learningmachines101.com for additional details!!

In this episode we discuss just one out of the 102 different posters which was presented on the first night of the 2015 Neural Information Processing Systems Conference. This presentation describes a system which can answer simple questions about images. Check out: www.learningmachines101.com for additional details!!

In this episode we discuss just one out of the 102 different posters which was presented on the first night of the 2015 Neural Information Processing Systems Conference. This presentation describes a system which can answer simple questions about images. Check out: www.learningmachines101.com for additional details!!

Selectmen from the towns of Berkley and Somerset share some insight on what their responsibilities are, how they got involved in local politics, and what students can do to get involved in their communities.

Selectmen from the towns of Berkley and Somerset share some insight on what their responsibilities are, how they got involved in local politics, and what students can do to get involved in their communities.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

To understand the Kingdom, Jesus pointed to the children.

Includes bibliographical references and indexes

On the latest episode of Chesterfield Behind the Mic, we talk to Craig Willingham of Fleet Services to learn more about the division, the scope of its mission, the way it impacts the overall organization, and how the new 34,000-square foot facility it just cut the ribbon on recently will improve things for the entire group. Credits: Director: Martin Stith Executive Producer: Teresa Bonifas Producer/Writer/Host: Brad Franklin Director of Photography/Editor: Matt Boyce Producer/Camera Operator: Martin Stith and Matt Neese Graphics: Debbie Wrenn Promotions and Media: J. Elias O’Neal, Elizabeth Hart, and Jackie Wilkens Music: Hip Hop This by Seven Pounds Inspiring Electronic Rock by Alex Grohl Guest: Craig Willingham, Fleet Services Division Manager Recorded on location by Communications and Media Chesterfield.gov/podcast Follow us on social media! On Facebook, like our page: Chesterfield Behind the Mic. On Twitter, you can find us at @ChesterfieldVa and on Instagram it’s @ChesterfieldVirginia. And you can also watch the podcast on WCCT TV Thursday through Sunday at 7 p.m. as well as on weekends at noon on Comcast Channel 98 and Verizon Channel 28.

There's something fun about breaking stuff. Physion. Yeah. Idk if I make 1000 of these. It's supposed to be for #learning but it's just fun.-M2O7vQm6I5Y.mp4

Learning about Planets & The Solar System - Educational Videos in English| Little Smart Planet

This article is from Advances in Medical Education and Practice , volume 5 . Abstract Background: Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods: This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results: The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion: The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

This article is from SpringerPlus , volume 2 . Abstract Background: Living with a smoker is a key determinant of exposure to Second Hand Smoke (SHS) and its exposure mainly occurs at home. Exposure to SHS from tobacco in the household predisposes to the development of tuberculosis (TB) and outcome of the disease gets worse. We aim to develop and evaluate a behavioural intervention 'Smoke Free Homes’ (SFH) for TB patients that encourages them to negotiate a smoke free environment within their homes. Methods and design: The pilot individual randomised controlled trial of SFH will inform the design of a future definitive trial. We will first develop SFH intervention using taxonomy of behaviour change techniques aimed at encouraging families of non-smoking TB patients to implement smoking restrictions at home following a logic model of the intervention. This will be followed by conducting a pilot randomised controlled trial of intervention within the context of routine TB control programme. The eligible non-smoking TB patients will be randomised and allocated to one of the two trial arms consisting of “individual based care” and “individual based care” plus “supplementary support”. We aim to recruit 150 newly registered pulmonary TB patients from two selected TB centres with 75 cases in each arm. The Primary outcome measure will be SFH of non-smoker TB patient by validating through 'Urine Cotinine’ test. We will also determine qualitatively the barriers and key drivers to the creation of smoke free homes followed by developing a definitive trial. Discussion: The male to female distribution of TB cases in Pakistan is almost equal whereas, tobacco use among males is much high as compared to females in Pakistan. This reflects a strong possibility that women health can be affected by men behaviour. Appropriate storage, restricted access and disposal arrangements for participant’s personal details will be implemented. All ethical issues will be addressed. There will be no extra burden, financial or otherwise, on the participants. They will not receive any financial incentive to participate in the study. Trial registration: Trial Registration Number: ISRCTN83630841

Making Nation's text analysis software accessible via the World Wide Web has opened up an exploration of how his learning principles can best be realized in practice. This paper discusses 3 representative episodes in the ongoing exploration. The first concerns an examination of the assumptions behind modeling what texts look like to learners with different levels of lexical knowledge; the second concerns approaches to handling proper nouns in text profiling within an international context; and the third involves the future of the Academic Word List as new frequency information appears to undermine its utility. Underlying these explorations is an argument that writing computer programs is a useful way to investigate language and language learning. (Contains 7 tables and 2 figures.)

An exploratory study of 954 mostly veteran workplace learning professionals sought to determine why respondents adopt e-learning. The results indicated that they see e-learning was most valuable for delivering instruction governing familiar company tasks, such as providing information about products, fulfilling compliance requirements, and securing standardization. While the results were largely predicted by the investigators, respondents offered one surprising conclusion. Respondents believe that e-learning is useful in capturing and sharing best practices. They concluded that technology-mediated learning is less capable of providing instruction in tackling murky challenges, such as teaming, cultural understanding and passion for the work. (Contains 4 tables.)

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts (ELA) and mathematics, by summarizing and disseminating survey results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent results related to educators' reported needs for high-quality instructional materials and professional learning.

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts (ELA) and mathematics, by summarizing and disseminating survey results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent results related to educators' reported needs for high-quality instructional materials and professional learning.

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts (ELA) and mathematics, by summarizing and disseminating survey results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent results related to educators' reported needs for high-quality instructional materials and professional learning.

This booklet provides an introduction to renewable energy, discussing: (1) the production of electricity from sunlight; (2) wind power; (3) hydroelectric power; (4) geothermal energy; and (5) biomass. Also provided are nine questions to answer (based on the readings), four additional questions to answer (which require additional information), and information on how turbine generators work. (JN)

A practitioner's model of the processes of learning and knowing was developed through a review of global, societal, individual, and personal perspectives on learning. The first phase of the model's development consisted of using a method of exploration based on determining who, what, where, when, why, and how to investigate the following 10 concepts related to learning and acquisition of knowledge: andragogy; transformational learning; experiential learning; situated cognition; critical theory; knowledge for action; women's ways of knowing; multiple intelligence; emotional intelligence; and flow. The concept of triangulation was used to review what at least 3 authors had to say regarding each of the 10 concepts. The results of the review were synthesized into a verbal and visual representation of the learning for knowing process that was termed the Practitioner's Model about Learning for Knowing. The visual representation consists of seven figures illustrating the following concepts: the triangulation process; questioning within the triangulation process; questioning as a process of integration of external/internal variables; questioning/answering within the infinite learning process; questioning/learning as an infinite process using internal/external influences; questioning including all 10 concepts; and questioning/learning as an infinite lifelong variable process. (Contains 56 references.) (MN)

The researchers are developing a learning environment in the subject area of statics that includes physical models, interactive multimedia, traditional pencil-and-paper activities, and cooperative learning in the framework of experiential learning (Kolb, 1984). They are using Authorware Professional to construct the multimedia program. The researchers taught a section of statics in this format, which now includes topics from mechanics of materials, for the third time in the fall of 1997 to students in architecture. This paper describes briefly the learning environment (Holzer and Andruet, 1998) and illustrates how students are guided to learn about trusses. Twenty-three figures from the multimedia program make up the majority of the document. (Author/SAH)

This comprehensive social studies curriculum unit for fifth grade has three areas of concentration: (1) the history of the newspaper industry, including historical dates and figures and analysis of how the newspaper industry has influenced and shaped the history of the United States; (2) the functions and responsibilities of the departments and roles within a large newspaper corporation, including an in-depth look at how the departments coordinate to produce a daily newspaper product; and (3) a how-to, hands-on section detailing how to produce a class newspaper, incorporating and scaffolding the information learned in the two previous sections. This curriculum unit contains the following chapters: (1) "Unit Overview"; (2) "Rationale"; (3) "Unit Contents"; (4) "Content Analysis" ("Goals,""Generalizations,""Concepts,""Concept Map," and "Facts"); (5) "Michigan Social Studies Standards and Benchmarks"; (6) "Lesson Plans" ("Comics and Cartooning,""The Black Press,""Newspaper Advertising,""Newspaper Reporting,""Information in the Community," and "The Landry News"); (7) "Culminating Experience: Creating a Class Newspaper"; and (8) "Bibliography." (Contains 18 references.) (BT)

This paper reports on a project aimed at designing, implementing, and evaluating a hypermedia system, IPER-3, facing the three classical problems in the history of mathematics (i.e., trisection of the angle, quadrature of the circle, and duplication of the cube). The goal of the project is to study the opportunities offered by this kind of technology to the presentation of mathematical topics both in teacher training courses and in classroom work. Topics discussed include: (1) background on the choice of technology and content for the project; (2) the structure of the IPER-3 system, including information islands/viewpoints and the interface; (3) an analysis of use of the system by university students, including organization of the experiment, students' observations, and students' projects for completing IPER-3; and (4) possible future developments, focusing on hypermedia as a promoter of metacognition and as an environment for studying teaching and learning processes. A table provides an overview of students' observations on the technical nature of the computer and software, the mathematical content, the way the content is organized in IPER-3, hypermedia as a learning instrument, and their own work and reactions. Two figures present IPER-3 frames related to the quadrature of the circle. (Author/DLS)

This research examined how Aboriginal speakers of English in Western Australia used genre in discourse, noting that the genre approach in most Australian schools has tended to ignore out-of-classroom performance and concentrate on changing behaviors rapidly through classroom instruction. Researchers analyzed 200 oral narratives produced by Aboriginal English speakers of varied ages from the lands of the Yamatji and Nyungar people between 1977-00. Speakers discussed topics of their choice. They examined what Aboriginal students in schools had already done in terms of learning genres, learning about genres, and learning through genres when exposed to genre-based instruction in schools. They took separate account of approaches to experience represented in the schemas by which speakers oriented themselves to the reality they talked about and the genres they employed in expressing themselves. Overwhelmingly, the preferred genre was the first person recount. Aboriginal students were accomplished learners of genres in their own communities, independently of what occurred at school. They were less well equipped for learning about genres. They were familiar with learning through genres, though the genres through which they learned were not those valued by the school system. The paper explains what Aboriginal students need to extend their competencies in genres. (Contains 30 references.) (SM)

 DeepSpaceNet,uptime, LEarning About Northrop

This thesis proposes the development of a video game platform to increase the public's knowledge of required protective actions in the event of a nuclear terrorism attack. Current scientific analyses have identified elementary steps the public should take to increase the likelihood of survival in the event of a nuclear terrorism incident. However, a knowledge gap currently exists with regard to the public's understanding of these required actions. Unfortunately, today's preparedness initiatives do not have the efficacy required to effect significant improvements in this area. Video games, more specifically, a sub-genre of games known as serious games, are uniquely postured to address this knowledge gap. Not only do video games provide a motivating, enriching, and engaging educational medium, they also are unique in that they address the emerging educational needs of today's games generation, which desires more interactive educational environments since they have been immersed in technology for the majority of their lives. As such, leveraging this technology can help close the current knowledge gap and increase the nation's resilience to nuclear terrorism.

Apparently while the roads were covered in snow bikers had nothing to worry about as their lanes were clear.Would you watch a live streamed colonoscopy?Guest - Dr. Barry LambMohawk College is offering a coarse to help you learn more about your alchohol.Guest - Scott Boyle

Apparently while the roads were covered in snow bikers had nothing to worry about as their lanes were clear.Would you watch a live streamed colonoscopy?Guest - Dr. Barry LambMohawk College is offering a coarse to help you learn more about your alchohol.Guest - Scott Boyle

This guide provides information and suggestions for teachers planning an American Indian study unit or American Indian Day activities. The first section lists contributions of American Indians in the form of foods, words, art, music, law, government, and traditional values. The second section provides ideas for classroom discussions concerning historical facts about American Indian tribes and their way of life. The third section includes ideas for classroom activities in the subject areas of social studies, science, mathematics, language arts, art, home economics, music, and physical education. Also included are recommended activities for observance of American Indian Day. The fourth section contains a bibliography of over 350 books pertaining to Native Americans, including resources available through the Montana Indian Resource Directory, resources related to selecting books for and about Native Americans, children's books, fiction, and reference books. The last section includes an overview of American Indian history, a summary of major events in Montana Indian education from 1972 to 1990, and maps illustrating Montana's tribal distribution and reservation areas. (LP)

This paper gives a description of a videotape used with inservice teachers as a model for demonstrating the clinical interviewing technique. It describes what is seen on the tape, as well as the child's and interviewer's comments and reactions. It also describes the plan and purpose of the interviewer's questions and outlines the process that transpires during an in-service experience in which a videotaped clinical interview is analyzed. The interview discussed in this paper is an interview with a first-grader about the meaning of equals, plus, and minus signs. The paper concludes with several interviewing tips: (1) Don't stop too soon; probe for more information; (2) Follow up an answer with a "why" question; (3) Validate your assumptions about the child's thinking; (4) Ask the child for a concrete example of what he or she has just said; (5) Do not generalize or come to conclusions too quickly; test your hypothesis with a different example; (6) Do not put words in the child's mouth; (7) Challenge answers whether they are right or wrong; (8) Try to understand how the child connects school math with informal strategies; and (9) Focus on contradictory or illogical statements. Contains 14 references. (MKR)

This evaluation study determined the extent to which teachers and students involved with the Teaching and Learning About Aging (TLA) project experienced cognitive growth and attitudinal change. The major purpose of the TLA project was to help students understand aging and related issues and to foster more positive attitudes toward aging and older people. In all, 33 curriculum modules were implemented during 1980-81. Of these, eight modules, offered to youngsters at four grade levels (primary, elementary, junior high, and senior high) were selected for summative evaluation. In addition to grade level, modules were chosen to represent a number of schools, a variety of curriculum content, and differences in instructional approach. Each of the experimental units was matched with a control group. For teachers, the experimental group was comprised of 33 K-12 teachers, two library assistants, and one clergyman. The project conducted an inservice course for these educators. Thirty-two teachers constituted the control group. The four evaluation instruments utilized are described in the report. Findings include the following. As a result of the TLA inservice course, teachers did demonstrate increased knowledge about aging. Of the seven curriculum units for which complete data sets are available, four had a statistically significant impact on students' attitudes toward aging, or understanding of the aging process and age related issues. Instruments are included in the appendix. (Author/RM)

Instructors seeking to practice learner-centered principles of teaching have several tools at their disposal. This paper summarizes four approaches to help students become more aware of their own psychological functioning and how it shapes their learning. Journal writing induces students to reflect and connect course concepts to past or present experiences. The Bloom Taxonomy of Educational Objectives encourages writing journal entries to reflect examples of knowledge, comprehension, application, analysis, synthesis, and evaluation. The covert curriculum, those routine skill-related activities, behaviors, and attitudes transacted inside and outside of classrooms, links the present to the future by recognizing that study skills are career skills. The Kolb Learning Style Inventory represents students' preferred mode of learning. In Kolb's Experimental Learning Model (Kolb, 1984), learning proceeds in four cycles, from concrete experience to reflective observation to abstract conceptualization to active experimentation. Included are guidelines for journal writing, articles by Paul Hettich, "Journal Writing: Old Fare or Nouvelle Cuisine?" and "Study Skills Are for Career and College," and categories in the cognitive domain of the Bloom Taxonomy. (References are included.) (LL)

Teacher educators have become increasingly interested in the beliefs preservice teachers bring to their undergraduate methods courses. S. Lortie (1975) posited that the major influence in shaping future teachers' conceptions of teaching is their previous years of experience as students. A study of students in preservice reading methods courses investigated the following questions: (1) What are preservice teachers' beliefs about teaching and learning? (2) What changes occur in preservice teachers' beliefs during their first literacy methods course? and (3) To what do preservice teachers attribute changes in beliefs during their first literacy methods course? Participants were selected from two sections of a methods course at a small southwestern university. A self-report questionnaire with open-ended questions was administered at three points during the semester. Of the 40 participants, 10 chose to respond to all three questionnaires; they constituted the core of the study. Results showed preservice teachers continuing to think of teaching as being skills oriented. For instance, asked how they would teach reading, three said they would use objects from the environment; three would teach the alphabet; two would read to students; and one would put students in groups. Of these 10, 6 showed changes in their beliefs after the methods course. These changes, however, tended to be largely at the knowledge level. The preservice teachers indicated that they would use new approaches and materials in traditional ways. (Contains 15 references.) (TB)

Theoretical and empirical work was conducted on the role of the "mental model," or how-it-works information, in learning to operate equipment. The original project was concerned with empirical and cognitive modeling studies of how people learn to operate equipment from the kind of information contained in technical documentation. The goal was to understand how knowledge about equipment could be presented effectively and how knowledge about the equipment should be conveyed to the reader. These studies were described in prior publications, which are listed in this final report. The second part of the project was a separate line of work on a computerized aid for comprehensible writing, a computer program intended to provide feedback to the writers of technical documents about comprehensibility problems. A general conclusion of the project was that high-quality training on specific procedures is generally superior to training limited to system knowledge. The developed feedback system was sophisticated and fast. Future work on this topic might best be focused on documenting the redundancy and insignificance of much mental model content. The reports and publications of this portion of the project are also listed. Applications of the work of both parts of the project and the problems encountered are summarized. (SLD)

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Findings of a study that explored the ways in which teachers' understandings about pedagogy evolve are presented in this paper. Previous teacher development research suggests that teachers' understandings evolve in a lawful, linear way. Although the expression of the different levels is clear, the evolution process is not. Methodology involved a "microgenetic" analysis of the weekly journal entries made by a student teacher enrolled in the Developmental Teacher Education Program at the University of California at Berkeley. Findings suggest that pedagogical thinking develops through conflicts that arise when previous ways of thinking about issues related to learning and teaching are inadequate in new classroom situations. A conclusion is that teacher educators can use journals to implement innovative curricula and engage students in developmentally appropriate activities and discussions. (LMI)

This paper defines service-learning by college students in the context of institutional purpose, mission, and curriculum while simultaneously defining community and echoing conversations about student service-learning experiences. These issues include: (1) voices--institutional purpose and mission and founding principles; (2) places--the student, the teacher, the classroom, and the community; and (3) conversations--highlights of reflective experiences, "telling the stories". The paper describes the service learning program at Rust College (Mississippi), an historically black college which has a long tradition of community service. It reports that, in 1995, Rust College implemented a service learning program called Developing Responsibility through Education, Affirmation, Mentoring and Service (DREAMS). Thirty Rust students are presently involved in service-learning. Students are required to complete 20 hours of tutoring and mentoring services, keep a daily journal, write a reflective paper on the experience, and make a classroom presentation. (Contains 14 references.) (JLS)

The intent of this paper is to open for consideration the relationship between metacognition and the promotion of conceptual change within the classroom. This goal is achieved through a brief description of present research by the authors, drawing from the existing literature a summary of what is meant by conceptual change learning, defining the term metacognition and describing the facets included in the definition, a description of the characteristics of a specific learning environment in which metacognition and conceptual change learning occur, and a discussion of the rationale for promoting metacognitive activities within the science classroom. This paper draws on data gathered from three interrelated case studies (M. G. Hennessey, 1991; M. E. Beeth, 1993; and Hennessey, in progress) of students in elementary science at a small midwestern parochial school and provides accounts of students' reflective thinking about science content, students' comments about the relative status of conceptions, and the levels of metacognition that are possible within a classroom setting. Contains 40 references. (DDR)

"Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators and families through a longitudinal evaluation undertaken from 2012-2015. This paper reports on the development, implementation and evaluation of "Let's Count" and its likely future trajectory.

From our experience doing workshops and courses for teachers about cooperative learning, we have chosen ten of the most commonly asked nuts and bolts questions. The suggestions listed below come from our own ESL and EFL classes, ideas from colleagues and from the teacher participants in our cooperative learning workshops and courses, and from books and articles in the field. This article presents a wide range of options. Readers will want to choose those options which match their own teaching styles and their learners' backgrounds and needs. Plus, you may well come up with some ideas not mentioned here. (If so, please send them to us. We will add them to our list.) Remember that cooperative learning may be new to you and your students. Therefore, you may all need time to adjust. Our suggestion is to explain to students why you are using cooperative learning, start slowly, be patient, and be persistent. [This article was published in J. C. Richards & W. A. Renandya (Eds.), "Methodology in language teaching: An anthology of current practice" (pp. 52-58). New York: Cambridge University Press.]