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\"You must prepare a place before you can plant the seed\". Getting yourself and your mule into a learning frame of mind is crucial to success. I've found that when I am mentally comfortable and my mule is the same, we make a lot more progress. I hope you enjoy this episode! www.tsmules.com

Alphablocks - The Letter 'I' | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - D Stands for December! | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - Letter Games! | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - C is for Christmas Carols | Learn to Read | Phonics for Kids | Learning Blocks

Numberblocks - Stretching Minds | Learn to Count | Learning Blocks

Numberblocks - Complete the Sequence | Learn to Count | Learning Blocks

Alphablocks - The Letters V & W | Learn to Read | Phonics for Kids | Learning Blocks

Numberblocks - Let's Make Some Friends! | Learn to Count | Learning Blocks

Alphablocks - The Letter G | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - Learn About Colours | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - Quick Word Challenge | Learn to Read | Phonics for Kids | Learning Blocks

This article is from PLoS ONE , volume 8 . Abstract Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students’ sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

This article is from PLoS ONE , volume 8 . Abstract Exams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students’ sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed.

This study examined the proposition that if teacher professional development focuses on ways of thinking and teacher action, it will facilitate the ongoing implementation of opportunity-to-learn (OTL) assessment strategies rated as "teacher-friendly" and "very teacher-friendly." Case study methodology was used to investigate teachers' learning and to apply OTL assessment strategies in two urban elementary schools in Washington, D.C. Six OTL assessment strategies were presented to teachers in workshops over several months. Teachers rated the assessment strategies that were introduced for ease of use. Although they considered all the strategies they were taught "teacher-friendly," the networking and collaborating assessment strategy captured the ongoing support of all teachers. Levels of demonstrated leadership appeared to play an important role in the adoption of this strategy. Student achievement scores in these schools appeared to improve with the adoption of the networking and collaborating assessment strategy. (Contains 3 tables and 14 references.) (SLD)

This study examined the proposition that if teacher professional development focuses on ways of thinking and teacher action, it will facilitate the ongoing implementation of opportunity-to-learn (OTL) assessment strategies rated as "teacher-friendly" and "very teacher-friendly." Case study methodology was used to investigate teachers' learning and to apply OTL assessment strategies in two urban elementary schools in Washington, D.C. Six OTL assessment strategies were presented to teachers in workshops over several months. Teachers rated the assessment strategies that were introduced for ease of use. Although they considered all the strategies they were taught "teacher-friendly," the networking and collaborating assessment strategy captured the ongoing support of all teachers. Levels of demonstrated leadership appeared to play an important role in the adoption of this strategy. Student achievement scores in these schools appeared to improve with the adoption of the networking and collaborating assessment strategy. (Contains 3 tables and 14 references.) (SLD)

Numberblocks - Joyful Numbers! | Learn to Count | Learning Blocks

Alphablocks - Draw & Write What You See? | Learn to Read | Phonics for Kids | Learning Blocks

Unlimited Memory How To Use Advanced Learning Strategies To Learn Faster

Unlimited Memory How To Use Advanced Learning Strategies To Learn Faster

Unlimited Memory How To Use Advanced Learning Strategies To Learn Faster

The Learning Company Learn to Speak English v8.1 (Win95)(2001)(Eng)

The Learning Company Learn to Speak English v8.1 (Win95)(2001)(Eng)

This paper examines some of the social aspects of teaching about teaching that are important in shaping the nature of communication among teacher educators and their student teachers when sharing in the process of learning about teaching. The focus of this study is a third year, double degree subject, "Developing Pedagogy," that is team taught. The paper largely focuses on the students' perspective of the subject. Through developing and teaching this subject, the teacher educators have come to better understand the value of explicitly modeling particular aspects of teaching and how to purposefully "unpack" such experiences through honest and professional critique. An important aspect of this subject is paying careful attention to learning how to critique teaching actions rather than personally criticizing individuals. However, trust is a pivotal point to all aspects of such work. (Contains 17 references.) (Author/SM)

This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The project was designed to introduce faculty to service-learning pedagogy and help them implement service-learning instruction and integrate service learning into curricula. Chapter 1, "An Introduction to Service-Learning" (Nomsa E. Geleta and Juanita Gilliam), defines service-learning and its application in teacher education programs and as: a Maryland state initiative, an effective teaching strategy, a reform strategy, and a conduit for meeting educational standards. Chapter 2, "Curriculum Integration," presents descriptions of the courses that instructors taught and infused with service-learning. Chapter 3, "Teacher Education Service-Learning Assessment" (Douglas Ball), helps beginners develop a perspective on the complexity of service-learning, specifically for measuring the impact of service-learning projects conducted within teacher education courses. Chapter 4, "Learning in the Context of Service: Concluding Thoughts" (Edward Robeck, Barbara Laster, Joel T. Jenne, and Elizabeth H. Brooks), discusses varied approaches to service-learning, reaching through difference with a commitment to serve, and the structure of and benefits from service-learning. (Chapters contain references.) (SM)

The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual learning environments, television and mobile technologies. Readiness to learn in a distance mode using e-learning, m-learning and t-learning technologies has been analysed on the ground of self-assessment of adults' computer literacy, usage of e-services including e-learning in a distance mode, experience in and attitude towards the choice of the mode of learning.

Students' individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student's learning. Learning how to learn has been identified by the EU as one of eight key competences. There is not much research on elementary school students and meta-learning. This study is therefore aimed to examine these students' own perceptions of their learning, and compare how student think that they learn to their learning styles preferences according to the learning styles assessment Learning Styles Inventory (LSI). The theoretical framework is based on previous Swedish research and Dunn's Learning Styles Model. A multi-method design was selected. After the LSI-test the students estimated their preferences. Finally, interviews were conducted with 15 students. When comparing students' learning styles profiles to their estimation of how they thought they learn, there was a clear discrepancy. The students estimated more preferences than was evident in the analysis. This applies above all to the perceptual strengths, and time of day. The smallest difference, however, was found in the environmental elements. The interviews showed that students have difficulties explaining how they learn. What the students pointed out, however, was their need to work in peace, learning by reading and working on the computer, and also varied learning environments. Their response on learning showed that they were building their insights on the school context and experience from there.

The kindergarten Learning to Learn Program was designed to help children acquire flexible strategies for dealing with challenges and problems. The pupils in both experimental and control groups were from a low income black neighborhood. The program was organized around a carefully planned sequence of language and mathematical games and game-like activities; special teaching methods guaranteed success to each child. Through a sequence of planned experiences, the curriculum allowed children to move from motor manipulation to the building of perceptual imagery to symbolic experiences through the medium of interesting and challenging games and game-like activities. Teachers and teacher aides were trained in an intensive in-service training program to become child-oriented rather than content-oriented. Flexibility in grouping and parent participation were important factors. Sequence charts for language and mathematical games along with related activities are included. Results of the Stanford-Binet Form L-M, Peabody Picture Vocabulary Test, and the Illinois Test of Psycholinguistic Abilities are given. Charts show comparative gains of experimental and control groups. (KG)

The primary goal of this project was to determine and evaluate the effects of exposing groups of poverty children to a model educational program for differing lengths of time. The results indicated that the children who participated in the Learning to Learn Program made significantly greater developmental gains than the control children who participated in traditional educational programs. It is pointed out that the most encouraging results obtained were those from the standardized achievement tests (Primary Mental Abilities, Metropolitan Readiness Test, and Stanford Achievement Test) administered to both groups. On almost all subtests of the three achievement tests the experimental group out-performed their controls. It is suggested that this study should be replicated, although the tentative nature of the findings should not detract from their importance. In addition, it was concluded that the data raise hope of the possibility of weighing educational benefit against educational cost. (Author)

E-learning has become one of the primary ways to deliver education around the globe. Research is keeping pace with the use of various techno-aids as educators evaluate how to effectively use these aids in an ever-changing e-classroom. Adding to this body of work, and in assessing the effectiveness of techno-tools, this study evaluates meaningful and deliberative exchanges of online discussions towards building an inclusive online classroom. Unknown to each participant were the gender, race, ethnicity, religious beliefs, course level, and mode of instruction of the other students in the study. These unknowns are important in determining how civically engaged participants are in their discussions with each other. Are they creating dialogue and being reflective irrespective of differing instruction types or levels? A secondary focus of this study, is to provide suggestions in constructing purposefully created online elearning communities. This project's outcomes have important implications in the everdemanding need to design effective online communities.

E-learning has become one of the primary ways to deliver education around the globe. Research is keeping pace with the use of various techno-aids as educators evaluate how to effectively use these aids in an ever-changing e-classroom. Adding to this body of work, and in assessing the effectiveness of techno-tools, this study evaluates meaningful and deliberative exchanges of online discussions towards building an inclusive online classroom. Unknown to each participant were the gender, race, ethnicity, religious beliefs, course level, and mode of instruction of the other students in the study. These unknowns are important in determining how civically engaged participants are in their discussions with each other. Are they creating dialogue and being reflective irrespective of differing instruction types or levels? A secondary focus of this study, is to provide suggestions in constructing purposefully created online elearning communities. This project's outcomes have important implications in the everdemanding need to design effective online communities.

E-learning has become one of the primary ways to deliver education around the globe. Research is keeping pace with the use of various techno-aids as educators evaluate how to effectively use these aids in an ever-changing e-classroom. Adding to this body of work, and in assessing the effectiveness of techno-tools, this study evaluates meaningful and deliberative exchanges of online discussions towards building an inclusive online classroom. Unknown to each participant were the gender, race, ethnicity, religious beliefs, course level, and mode of instruction of the other students in the study. These unknowns are important in determining how civically engaged participants are in their discussions with each other. Are they creating dialogue and being reflective irrespective of differing instruction types or levels? A secondary focus of this study, is to provide suggestions in constructing purposefully created online elearning communities. This project's outcomes have important implications in the everdemanding need to design effective online communities.

Numberblocks - Sing Along Counting Songs | Learn to Count | Learning Blocks

Numberblocks - Sing Along Counting Songs | Learn to Count | Learning Blocks

Best books

Best books

Best books

Numberblocks - Counting Blocks | Learn to Count | Learning Blocks

Numberblocks - Flatland | Learn to Count | Learning Blocks

Alphablocks - M Stands for March! | Learn to Read | Phonics for Kids | Learning Blocks

Numberblocks - Party of Five | Learn to Count | Learning Blocks

Numberblocks - Counting Made Easy | Learn to Count | Learning Blocks

Alphablocks - The Letter L | Learn to Read | Phonics for Kids | Learning Blocks

Numberblocks - Waiting for Number Five! | Learn to Count | Learning Blocks

Numberblocks - Combo Breaker! | Learn to Count | Learning Blocks

Alphablocks - Happy Thanksgiving! | Learn to Read | Phonics for Kids | Learning Blocks

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Do you know how to swim?? How about your children?? 🏊 In this segment of Learn Shreveport, we discuss the importance of learning how to swim! Tyler Lloyd, the Assistant Swim Team Director at the YMCA of Northwest Louisiana, gives us tips on how we can become better swimmers and what needs to be done if we see someone drowning. #LoveShreveport #Shreveport #Swim #LearnToSwim #LearnShreveport

Numberblocks - Back to School Friends | Learn to Count | Learning Blocks

Numberblocks - I Can Count | Learn to Count | Learning Blocks