Like4288's Weblog

Homestay

like4288 — Thu, 03 Apr 2008 13:11:14 +0000

What is a Homestay?
A “homestay” is a cultural exchange in which a person visiting or temporarily staying in another country lives with a family in the host country. Homestays involve relationships between people and should not be confused with a boarding-house or hotel experience in which a person only rents a room. While students pay their own expenses for room and board, the purpose of an INTERLINK homestay is not just to provide a place to stay but to create an enriching learning experience for both the student and the host family. There are homestays for short periods (one night or a weekend) and for longer times (a vacation period, a term, several terms).
What kind of student is best suited for a homestay?
Homestays are available and useful for students of any age, from 16 to 60, but they are not ideal for every student and every situation. Homestays are probably most helpful for students coming to the United States for the first time and interested in having a safe, family environment in which to: practice English and get used to life in a different country; learn about American family life and values; interact with people of different ages; and share their own culture and interests. Homestay students must be willing to make an effort to communicate and cooperate with others and accept the rules and preferences of the families with whom they live. For example, most homestay families do not allow smoking in their homes. Because of the additional responsibility involved, students seeking a homestay should be mature, stable individuals who are good-natured and flexible. Such students usually have a positive and memorable homestay experience.
What kind of families participate in the homestay program?
There are many different kinds of families involved: retired couples, single-parent families, single individuals, widows, as well as traditional families. But whether they are young or old, with or without children, they all share a strong interest in international students and cross-cultural communication. Many of them have traveled or lived abroad, so they can identify with you. They are excited to welcome you into their homes and assist you in your adjustment to life here.
What do homestay families expect of students?
Like families all over the world, most American families are interdependent, which means that individuals often must give up some of their own independence in order to help family relationships run smoothly. Living with a family requires a kind of cooperation that sometimes involves some personal sacrifices. A student becomes like a member of the family, not a guest. As a result, families may have certain expectations of students such as participation in family activities, cleaning their rooms, keeping reasonable hours, communicating clearly with the family about their schedules, and occasionally helping with cooking or other household chores.
What are the advantages of a homestay?
There are many benefits of a homestay. First of all, a homestay allows students to use English all the time. Students learn to communicate effectively with native speakers in a natural setting. Second, living with a family provides a quiet atmosphere for study and a greater sense of security for some students. Third, a homestay exposes students to a rich variety of cultural learning opportunities, such as family activities, holiday celebrations, religious practices, sporting events, etc. Finally, and perhaps most importantly, a homestay often results in students developing deep, lasting friendships with their families. Such a personal connection gives many students a real sense of stability in their lives here.
Are there difficulties with a homestay?
The major difficulty is a practical one – transportation. Students without cars sometimes find homestays to be inconvenient and isolating. Homestay families sometimes do not live very close to INTERLINK, and they are usually unable to provide transportation on a regular basis. Students who do not live close enough to school to walk or ride a bicycle use public transportation, or get a car, or arrange to ride to school with another student who has a car.
Please consider this information carefully and use it to help you make your decision about whether you are the kind of person for whom a homestay is most appropriate.
________________________________________
Suggestions for Living in American Home
*Living with a family, your own or an American family, takes understanding and patience. You will have misunderstandings and minor problems, but they can be worked out. The advantage of working on your relationship is a lasting friendship with a family of another culture, and much more personal growth as well.
*Be observant. Notice ways you can be helpful to your family. Clear your dishes from the table after dinner. Clean up the kitchen if you do your own cooking or fix a snack for yourself. Keep your bedroom neat and clean. If the family is doing work around the house or in the yard, offer to help them.
*Let your family know if you plan to be gone for dinner or for the weekend, or if you will arrive later than usual. Your host mother will appreciate knowing how many persons to cook dinner for and will want to know where you are in case of telephone calls or an emergency.
*Pay for your room, or room and board, in advance each month and try to pay on time.
*Make telephone calls to your country collect or with a phone card or have your family call you. Long-distance calls are very expensive and most families do not want to pay for other people’s calls at the end of the month – it can be a very expensive bill.
*Let your host mother know what kind of food you enjoy eating. Sometimes she worries that she’s not cooking food you like and would appreciate your telling her what you like. Thank her if you particularly enjoy a meal!
*If your host family takes you to a movie or a special event, offer to pay your own way. Sometimes, families want to include students in their recreational activities, but don’t have the money to pay for the tickets.
*If you have questions about house rules or procedures, just ask. Do you know who is supposed to do your laundry? Where do dirty clothes go? Is smoking allowed in the bedroom? Is it OK to take snacks from the refrigerator? Can you bring friends home any time? Your family wants you to feel “at home” and the best way to do this is to find out what rules the family has for its family members.
*Electricity and gas heat are very expensive in the US, sometimes as much as $180-$200 per month. Try to turn off the lights after using them. Ask if there are any special rules about keeping the heat thermostat at a certain temperature. Make sure that your shower or bath does not last so long as to inconvenience other family members.
*Try to learn about American culture through your experience with your family. Ask about their customs and beliefs; notice the ways which they do things – there may be small or big differences from how you are accustomed to living in your own country. Although you need not change completely, you will find that by copying some of the customs of your family you will feel more a part of the group and more comfortable with Americans in general.

STUDYING ABROAD PROGRAM

like4288 — Thu, 03 Apr 2008 12:52:51 +0000

Have you always dreamed of traveling to cool places, meeting lots of different people, and maybe picking up a language or two? No matter what country you live in, you can fly over the world’s highest waterfalls in Venezuela, learn world trade in Japan, study art in France, or take dancing lessons in Ghana.How? Join a study abroad program, where high school and college students live with a host family in a foreign country. Semester, summer, and year-long programs allow you to attend school, take intensive language courses, or perform community service in another country. Read on to learn more about study abroad programs.Why Study Abroad?Besides the excitement of travel, one reason to study abroad is that you will experience new customs, holidays, foods, art, music, and politics firsthand.“Obviously, I learned the language and am now fluent, but perhaps more important was how much I learned about cultures, people, and myself. I learned this from the viewpoint of an active member of the community and my [host] family, not from the tourist’s point of view,” says Andrew, who studied in Poitiers, France.Another reason for studying abroad is that you’ll gain self-confidence. Christina studied in Caracas, Venezuela, a city of 10 million people and a huge change from her hometown of 35,000! Christina says she learned how to better stand up for herself and her beliefs and to express herself in another language. What could make you more confident than that?Living away from home can also help you adjust in the transition to college and adulthood. Matthew says he returned from studying in Australia with confidence, social savvy, and a genuine interest in international affairs that really set him apart from his peers. “After having gone abroad in high school, I found the transition to college to be a breeze — moving 560 miles from home didn’t seem particularly daunting after having lived thousands of miles away.”And speaking of college, improving your language skills might help you get into choice colleges and even land future jobs. Colleges and employers know that studying abroad provides leadership skills in a world that is increasingly globally interconnected.Most of all, it’s fun! You’re not likely to suffer from sophomore slump or general boredom while you’re studying in a different learning environment.Are You a Good Candidate?Although many programs have academic requirements, you usually don’t have to have the highest grades or marks to be eligible. And most programs do not have language requirements.Who you are is as important as your academic record. Study abroad programs look for students who are independent, self-assured, enjoy new experiences and different types of people, and can handle challenges. When you study in a foreign country, you’ll be faced with new circumstances, environments, and predicaments.Ask yourself:

Am I willing to try new things — everything from foods to social situations?
Am I comfortable making my own decisions, such as what time to leave for school, which courses to take, and how to deal with conflict and change, without family or friends around to help?
Do I like to take risks?
How have I handled complex and new situations in the past?
Will I be able to fulfill my academic requirements for my school at home and for any future plans? Make sure you won’t miss a test or other requirement.
Will my school at home accept credits from the programs I am considering?

If you really hate change and don’t like the idea of figuring things out all on your own, then studying abroad may not be for you. It’s important to really think about your comfort zone and to be honest with yourself — you could end up miserable far away from home if you aren’t! Of course, if you want to change those things about yourself and don’t mind tackling them head-on, then studying abroad may be an ideal way to take the plunge.Don’t let a little anxiety stop you from considering the possibility of a summer, semester, or year abroad, though. Matthew says he will never forget sitting in the airport about to board a plane bound for Melbourne. “I felt overwhelmed, terrified, and thrilled at the same time,” he says. “In the end, though, the rewards of living overseas far outweigh the initial uncertainties.”Applying to a ProgramSpecific application procedures vary from program to program. In most cases, program personnel design applications and interviews to find out if you’re a good fit for the program and a host family, if you’ll be staying with one. You might need to answer questions on past obstacles you’ve encountered and what you’ve learned from these experiences or write an introductory letter to your potential host family.You will need to provide personal and school references, health information, and practices (for example, if you have allergies or are a vegetarian). Your parents also may need to tell the program personnel how they feel about your studying abroad. You’ll also have to go through interviews with schools or sponsoring organizations.Pitching the Idea to Your ParentsAre you convinced that a year abroad is for you, but you’re worried that your parents will never go for it? Use some of the points of view that sold you on the idea to help them understand why you want to study overseas. Point out that studying abroad is a chance of a lifetime and that it offers great academic opportunities — including learning a second language.You might also sell them on the idea that students in study abroad programs gain experiences by being in a new culture, broaden their horizons, and increase their maturity and self-confidence levels. Study abroad students have an educational edge when entering college or starting careers — where language skills, cross-cultural experiences, and global outlooks are becoming essential.If your parents are worried that you’ll miss a year of school, won’t get credit later, or will be stuck in a foreign country without help or supervision, look into the details of what arrangements the program has regarding these situations. Many study abroad programs are well established — the American Field Service (AFS) student exchange program has been been around for more than 50 years.Study abroad students are well supervised. Programs usually have offices in host countries, many with 24-hour hotlines. Host families are chosen carefully to meet specific students’ needs.Finding a ProgramHundreds of programs are available through organizations like AFS, Youth for Understanding (YFU), American Institute for Foreign Study (AIFS), and the Rotary Club. These organizations and lots more are online — so try a Web search. You can call or write for catalogs.Other sources of information are school counselors, religious organizations, teachers, librarians, family, and friends. Ask them for recommendations.But check out programs early — applications can be due 4 to 9 months in advance. Age requirements vary, although students are usually in the 15- to 22-year age range. Program costs can vary, too. But don’t let cost scare you away. Many programs have substantial scholarships available, but make sure you apply early. Some programs help students raise money from schools and local organizations.Staying Healthy AbroadDepending on where you are going there are a number of suggested immunizations. You and your doctor or a travel medicine specialist should decide which vaccinations are appropriate for you. Make sure to get this information early (several weeks or even months before traveling, if possible) to give yourself enough time to get the vaccines you need.Travel health insurance is also available in case you become ill or get hurt while you are away. Most plans include a 24-hour hotline for assistance with doctors, dentists, and other health concerns.Drink bottled water and avoid raw foods. You may want to pack products like antiseptic ointment, over-the-counter pain medication, contact lens solution, and adhesive bandages. Don’t forget prescription drugs or items like inhalers if you have asthma. And it’s a good idea to see your dentist before departure.In addition to preparing physically, don’t neglect your emotional health. Consider journal writing to help process your experience. And prepare for culture shock when you return — you’ve grown and so have friends and family. You’ll also miss your host family and friends.Prepare yourself for these feelings by getting support from family, friends, a counselor, or another student who has spent time abroad.Returning the FavorIf you’ve studied abroad and want to be a host yourself, or if you’ve decided you don’t want to travel but would like the chance to learn about another culture, your family may be a candidate to host a student. Families fill out applications and interview with organization representatives, reviewing profiles (or videos) of students who might be a good fit.Whether you host a student or study abroad yourself, you’re sure to see the world in a new way.Reviewed by: Larissa Hirsch, MD
Date reviewed: June 2007

Wanna See Your Horoscope???

like4288 — Thu, 03 Apr 2008 12:44:04 +0000

GeneralYesterday | Today | TomorrowThe discerning Virgo Moon enables us to be so critical that others may see us as picky. Our ability to analyze data today so we can make useful decisions can be exactly what we need to get us out of a jam. If we have promised too much, now we are wise to come clean and be more realistic. Meanwhile, loving Venus forms an irritating quincunx with judgmental Saturn, making it difficult to turn even our best intentions into satisfaction.

AquariusYesterday | Today | TomorrowYou would like to kick back and observe people today because you are truly interested in the human condition. In fact, you can understand more about global issues than you do about yourself. So step back from your responsibilities to take a clear and objective look at your own life. If you aren’t on the right track, redirect your energies into a more valid project.

The symbol for Aquarius is the Water-Bearer, a universal man who is pouring forth water from a jug. This universal man represents the community of mankind. The waters of life flow, like ideas coming from the unrestrained mind. Many people mistakenly think that Aquarius is a water sign, but it is an intellectual air sign. As such, Aquarians can be interested in concepts and ideas. Because of its universality, Aquarians can seem somewhat detached from personal emotions. It’s not that you Aquarians don’t have feelings; it’s just that yours are different from most others. You dance to the beat of a different drummer.

Element: Air

The astrological element of air represents movement. And the most efficient movement between two points is often a thought. Air signs are thinkers. They emphasize the intellect over other functions. With active minds and a good command of language, the air signs are the natural born communicators. They can be light and breezy as the breath of spring, but their words can also carry the power of a gale force wind.

House: Eleventh

The Eleventh House is sometimes called the House of Friends, Hopes and Dreams. Friends will support our dreams of the future. Here, in the Eleventh House, we’re not concerned with our day-to-day responsibilities. Instead, we are thinking about our ideal situation and dreaming of ways to get there. Whether we do or not is less important than keeping the dreams alive.

Key Planet: Uranus

Uranus is the weirdest planet in the solar system. Its north pole faces the Sun and its Moons spin around it backwards. As such, Uranus symbolizes the eccentric and unique things in our lives. It is associated with brilliance — even if short-lived. And, like lightning, Uranus can release the hidden tensions suddenly and with great immediacy. In fact, Uranus is often the astrological culprit when our lives are turned upside-down. As the key planet of Aquarius, it encourages us to rebel against social injustices and to seek freedom of expression in our lives.

Greatest Strength:

Your eclectic way of seeing things

Possible Weakness:

Know-it-all attitude puts others off

On the Launch Pad

This is an incredibly dynamic month for you, with up to five planets at a time clustered in progressive Aquarius, invigorated by energetic Mars now moving direct in fellow air sign Gemini. The month begins with a sweet conjunction between crafty Venus and opulent Jupiter in your 12th House of Imagination. Since this falls in solid Capricorn, it emphasizes your ability to dream with the intent of turning your fantasies into something concrete. But Mercury the messenger is retrograde until February 18, making the first part of the month a time for completion. Review your old files, reconnect with friends who’ve dropped out of sight and reconsider your current situation. Get ready to put your master plan into action, but don’t rush in. Mercury will stay in your sign until March 14, which means you have plenty of time to get it right.Keep in Mind This Month: You tend to take day-to-day problems too personally now, which can distract you from the more important issues ahead.Rams live life head first; after all, those horns on your head are not just for fighting. Your headstrong nature can make you a “battering ram” and woe is the person who stands in your way.You Rams are noted for your courage and leadership qualities, primarily because you are nearly always ready for action. The need for excitement pushes you into new territory — and as long as you are ahead of others while demonstrating confidence, chances are that they will follow you. As self-ordained leader of the pack, you fight for what you believe to be important. But it’s not that you are fearless. Your courage is more of a commitment to face your fears and overcome them.Your motto is “Ready, fire, aim!” It may be backwards for others, but you’d rather figure out what to do while you are doing it. Impulsive actions, however, can bring you your share of trouble. While others are gathering information to make informed decisions, you are already on your way. As such, you could suffer from false starts. In fact, you Aries are so good at starting things that you can be off onto your next project before completing the previous one. As you Rams mature, you learn to slow down your reaction time in order to think about the consequences of your actions.

Element: Fire

Fire signs are naturally warm. A fire gives light and heat, but it doesn’t get depleted as others feed on its warmth. One candle can bring light to a room and it won’t burn any faster if ten people read from its light than if there was only one. Fire doesn’t plan it next move; it isn’t logical. It simply is in the moment and will burn what fuel is available without judgment or forethought. For this reason fire signs can successfully rely on their intuition and survival instincts.The fire of Aries is spontaneous and hot. It’s like a pile of dry kindling that burns fast but cannot sustain itself for the long haul.

House: First

The First House symbolizes our physical body and our personality — how we appear to the outer world. It’s not necessarily who we are; it’s what we bring to a situation and how others see us. It represents our childhood, the beginning of any activity or even the start of a new relationship. It’s not, however, about the other person; it’s about how others see us. No doubt, everything starts with the First House.

Key Planet: Mars

Mars is called the “Angry Red Planet.” In Greek mythology, Mars was the God of War. But Mars isn’t only about fighting; it’s about going somewhere, going anywhere. If someone is in our path, then, perhaps we must fight with them in order to keep going. Mars is like the gas pedal of our bodies. It’s represents how we move forward in life. In any chart, Mars offers clues as to how we express our basic energy. As the key planet of Aries, it reminds us to “just do it.”

Greatest Strength:

Your courage to overcome fear

Possible Weakness:

Not finishing things you start February 2008 Forecast for Aries By Jeff Jawer

Nurture Yourself

You may still be in recovery mode this month, with Mars passing through parts of Gemini previously visited during its recent retrograde cycle — November 15, 2007 to January 30. Catching up on e-mail and phone calls is on the agenda, especially with Mercury the communicator now retrograde until February 18. Heavy activity in your 11th House of Groups and Friends can fill your social calendar and increase your workload. Think carefully before getting involved, no matter how much you want to serve the community. What begins as a voluntary task can pull you in so deeply that you have a hard time getting out of it. The New Moon in futuristic Aquarius on February 6 is a Solar Eclipse conjunct imaginative Neptune. A new dream can grow where an old one dies, so don’t hang on to a fading hope whose time has come and gone. Keep in Mind This Month: You’re better off skipping a party or two to catch up on sleep or take care of mundane tasks at home. You might be missed, but you won’t be forgotten.

Students Take Sides in Education Debate

like4288 — Thu, 03 Apr 2008 12:36:03 +0000

Through all of the debates, discussions and primaries occurring lately, presidential candidates running in the 2008 election have been taking their stances on a multitude of political issues. Immigration, the war in Iraq and the economy are three examples.But there’s one issue of particular importance to students at Eastern: education.Some students at Eastern believe education is one of the key topics currently facing our nation.”In this society, you can’t function or survive without an education,” Jennifer Langley, a freshman nursing major said.Sarah Matz, a senior forensic science major, said she agrees with Langley’s belief on how vital an education is today.“I believe it’s important for everyone (to get an education) so we can progress as a society,” she said.Education is also a vital political issue among students at Eastern who are planning to work in the teaching field once they graduate.“One of the most important professions is teaching,” said Joseph Breen, a junior English education major. “I plan to teach. We (teachers) will be educating the voters of the future.”Breen also said teachers do not get enough appreciation.Jason Vaughn, a sophomore music education major, echoes Breen’s sentiment about the lack of appreciation for teachers.In choosing a political candidate, appreciation is very important and teachers deserve more money, Vaughn said.“You need a candidate who supports that, because salary-wise, teachers get paid crappy,” he added.Breen and Vaughn have a choice to make when it comes to picking a candidate who will support teachers both financially and professionally.According to www.ontheissues.org, presidential candidates Hilary Clinton and Barack Obama all want to increase salaries for teachers. Former Arkansas Gov. Mike Huckabee has also adopted increasing teacher salaries as one of his platform stances.Students at Eastern also have developed ideas they would like to see within education reform in America. Some of these ideas also correlate with one or more presidential candidate. Langley said she would like to see an increase in the quality of education offered. “Especially in rural areas,” she said. “We sort of get the lack of it in our education in Kentucky, Tennessee and Colorado.”Obama also want to increase the quality of an American education. Ontheissues.org lists one of his plans is to add 25,000 teachers to needed areas.Vaughn wants to see help given to underprivileged school areas.“As a government, we need to focus on schools that are in bad shape,” he said. “Most funding should go to them and help build them up.”Obama supports a nationwide program that would reconstruct crumbling school buildings and has incentives to hire 1 million teachers over the next 10 years.“There needs to be more emphasis on things that are needed,” Breen said. “I like the math and sciences, but not at the expense of art.”Breen said it’s also nice to find ways to converse with other students about hot-button issues.“I’m really digging the Facebook debate questions feature. For a really busy student, it helps me keep up,” he said. “It’s nice to see others’ views.”For students, both at Eastern and campuses nationwide, less than 10 months remain before they help decide which candidate’s views on education and other issues suit their preferences.

Secondary Job Analysis of Physical, Mental, and Emotional Demands

like4288 — Thu, 03 Apr 2008 12:14:34 +0000

ENGLISH TEACHER: SECONDARYJOB ANALYSIS OFPHYSICAL, MENTAL, AND EMOTIONAL DEMANDS Job Summary: Under the direction of the School Principal the English teacher is responsible for theeducation of assigned student and will create a flexible program and class environment favorable forlearning and personal growth. The teacher will establish effective rapport with students; motivate students todevelop skills, attitudes, and the knowledge needed top a good foundation for further education, and do so inaccordance with each student’s ability. Professional relations will be developed and maintained with otherstaff and parentsSummary of Physical Demands: The English teacher must tolerate the endurance and physicalrequirements of teaching and evaluating students; relay concepts through the use of visual aids, textbooksand audio visual equipment; evaluate students through observation of class work, correcting assignments,storing and retrieving assignments and teaching material; managing the physical environment of theclassroom; and communicating with peers.Educating StudentsESSENTIAL FUNCTIONS1. Teach English utilizing the course of study adopted by the Board of Education, correlated with otherappropriate learning activities.2. Develop lesson plans adapt curriculum to meet individual student needs, and utilize effective teachingtechniques in translating lesson plans into productive student learning experiences which best utilize thetime available for instruction.3. Utilize computers and other technological classroom support equipment in student instruction.4. Control the storage and use of district owned property; make minor adjustments and request pairs asrequired.Selected Physical Demands1. Endurance within a classroom setting, teaching students while standing, sitting, or walking throughout theclassroom.2. Use of aids such as chalkboards, posters, bulletin boards, overhead projector, television, VCR, recorder,computer, and technological equipment.3. Retrieval, use, and storage of teaching material, including books, equipment, assignments, etc.Mental Demands1. Personally model subject-matter knowledge in written and oral language.2. Accurately asses. students’ learning abilities, needs, and styles.3. Organize and interpret the instructional material/curriculum to accommodate student learningcharacteristics, and personal and social needs, maximizing student acquisition of mastery.4. Be creative and mentally flexible in presenting concepts and in involving students in the learning process;employ current and varied instructional techniques.5. Facilitate the development of student self-esteem, trust, and. respect through meaningful student-teacherinteraction in both group and individual settings.6. Understand and carry out the selection, implementation and maintenance of current instructionaltechnology and materials.7. Create learning opportunities which ensure student “social connectedness” (relevance) to the material andstudent involvement in authentic tasks which promote independent learning/discovery.8. Create learning experiences for students which also accommodate the teacher’s personal needs for mentalstimulation, emotional space, and interpersonal support.9. Keep current with best practice teaching process and instructional resources and materials.Emotional Demands1. Possess the motivation and self discipline to maintain currency with professional literature.2. Manage the repetitive instructional preparation, review, and grading of student assignments withoutexperiencing undue stress (which leads to emotional detachment. from the teaching process and toineffectiveness in the classroom).3. Maintain high emotional energy and display enthusiasm for the subject matter and individual studenteffort.4. Give one’s self emotional permission to (a) accept what can’t be done, (b) be satisfied, as necessary, withsmall progress, (c) relax by developing a sense of humor, and (d) enjoy the teacher-student interpersonalrelationship.5. Demonstrate patience and perseverance in working with individual students who need extra coaching oralternative learning experiences.6. Take the appropriate emotional risks to implement new teaching techniques and instructional technologyand materials.Managing Student BehaviorESSENTIAL FUNCTIONS5. Maintain classroom organization and discipline.6. Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere.7. Provide and maintain a safe and supervised environment in the classroom and on the school grounds.Selected Physical Demands1. Maintain classroom environment, positioning chairs, etc.2. Dealing with confrontation.3. Mobility about the classroom.4. Protection of self and students.Mental Demands1. Actively involve students in self-governance by creating a process whereby students participate in realisticexpectations of behavior which delineate freedoms and limits.2. Develop and implement a behavioral management process for monitoring, evaluating, and managingboth appropriate and inappropriate student behaviors.3. Analyze and Interpret the underlying needs and motivations of non-compliant students in the context oftheir individual family/social/cultural experiences.4. Preclude disciplinary measures by determining intervention strategies which effectively address studentsocial, emotional, and learning5. Motivate the non-compliant student by modifying the learning experience, accepting approximations.toward desired student behavior, and coaching positive alternatives to student self-defeating behaviors6. Objectively analyze and address one’s personal, body language and verbal responses which mayprecipitate, maintain, or extinguish inappropriate student behaviors7. Accurately assess when a referral for additional resources/personal is warranted to address studentbehaviorEmotional Demands1. Address stressful events, created by hostile, confrontive students by (a) maintaining emotional control,(b) listening without judgment or retaliation (c) reasoning objectively and consistently, (d) keeping at theforefront the best interests of the student, and (e) maintaining professionalism and due process.2. Ensure a positive learning environment by possessing self-confidence and conveying self-assurancewhen enlisting student, parent, and administrative support in establishing and maintaining sufficientclassroom discipline.3. Following discipline, be sensitive to the non-compliant student’s need for reassurance by showingincreased personal Interest and involvement.4. Continually affirm one’s personal worth and positive contribution to the educational and emotionaldevelopment of students in the face of student-teacher conflicts.5. Accommodate for the constant “stimulus overload” associated with performing multiple teaching activitieswhile simultaneously monitoring/controlling student behaviorEvaluating StudentsESSENTIAL FUNCTIONS8. Evaluate student’s academic and personal growth by utilizing techniques which accurately measurestudent progress.9. Keep appropriate records and prepare progress reports.Selected Physical Demand1. Observation of seated students work and assignments.2. Communicating and evaluating students performance.3. Storage, use and retrieval of evaluative materials.Mental Demands1. Devise multiple assessment tools or strategies which will accurately determine objective and subjectivestudent growth In (a) utilizing discovery process in learning, (b) acquiring subject-matter knowledge andinsight, and (c) employing the mechanics of language.2. Recognize and accommodate for individual student differences in ability, learning style, andsocial/cultural orientation when assessing progress and adjusting performance.3. Ensure fairness in judging academic and personal performance in students as well as against a student’sown past performance, avoiding bias and labeling.4. Manage the time demands of keeping accurate records and preparing timely student progress or otherschool reports by incorporating (a) student appraisal techniques (self and peer),’ (b) productive classroomindependent learning time, and (c) a modification of rigid scheduling for returning student tests andassignments.Emotional Demands1. Develop a realistic acceptance of the personal time commitment involved in the ongoing evaluation ofstudent academic and personal growth.2. Acquire skills to manage the inherent stress associated with reporting and grading deadlines withoutnegatively impacting classroom learning time.3. Blend objectivity with sensitivity to a student’s social/cultural and developmental needs when evaluatingstudent performance and growth.4. Resist detrimental personal or external bias toward individual students when deciding how to personalizeselected evaluation criteria.Optimizing CommunicationESSENTIAL FUNCTIONS10. Communicate with parents through conferences and other means discussing academic and personalprogress; interpret school programs.11. Communicate and cooperate with other professional staff in academic and personal growth areas.Selected Physical Demands1. Communication with peers and, parents through direct communication, telephone, and written formats.Mental Demands1. Realize an understanding of the complexity of student social/cultural norms and educational needs byseeking and heeding parent-teacher interaction.2. Develop effective strategies to. include demanding, critical, or uninvolved parents/guardians in studentacademic and personal progress.3. Create opportunities to motivate and incorporate all parents/guardians as participants with the teacher tomaximize student learning.4. Determine, coordinate, and execute teaming and in-service opportunities with peers, administrators, andservice personnel that address and assess the special needs of students.5. Invest time and intellectual commitment to communicate with peers about current teaching concepts,processes and materials.6. Acquire appropriate skills in communicating with administrators to effectively share and resolve issueswhich need addressing to maximize teacher effectiveness.Emotional Demands1. Exercise emotional maturity in avoiding rude, curt, angry or other defensive or inflammatorybehaviors when communicating with confrontive or demanding students, parents, teachers, oradministrators.2. Evaluate objectively, and learn from student or parent complaints, avoiding personalizing criticism.3. Ensure quality parent/teacher conferences and peer-teaming opportunities in spite of the persistent “fatiguefactor”4 Address fears of personal/professional inadequacy, seeking assistance from others to resolve deficits ininstruction, classroom management, interpersonal relationships, or the acquisition of new skills.5. Accept with a sense of lightheartedness the ever-changing expectations and requests of administrators.Upholding Professional StandardsESSENTIAL FUNCTIONS12. Demonstrate professional ethics as outlined by the Utah Professional Practices Advisory Commission.13. Conform to district policies including attendance, absences and evaluations.14. Attendance must be adequate to acceptably perform listed job functions.Physical Demands1. No specific physical demands were detailed at this time.MARGINAL FUNCTIONS1. Maintain professional competence through in-service education activities provided by the district andthrough self-selected professional growth activities.Physical Demands1. Vary according to the activity and must be looked at on a case by case basis.2. Perform other job duties as required.MACHINES AND TOOLS USEDChalk and eraserPen/pencilOverhead, projector/screenVCRTelevisionFile cabinetComputer and technological equipmentVEHICLES AND/OR EQUIPMENT DRIVENEndurance/Hours at one time Total Hours in 8-Hour DaySitting 10 minutes 1 hourStanding 1 hour 5 hoursWalking 5 minutes 2 hoursPHYSICAL DEMANDSLift: . Occasional 10 lbs. See: AverageCarry: Occasional 10 lbs Eye/hand coordination: AveragePush: Occasional 20 lbs/force Talk/hear: AveragePull: Occasional 20 lbs/force Coordination: AverageCrawl: Not generally required Climb: Not generally requiredBend:. Occasional Reach/shoulder: OccasionalStoop/kneel: Occasional Repetitive use of arms: OccasionalCrouch: Occasional ‘ Repetitive use of wrists/hands: OccasionalTwist: Occasional Repetitive use of fingers: OccasionalGrasp: OccasionalFine manipulation: FrequentEye foot coordination: AverageWORK CONDITIONSInside: 98% Wet/humid: MinimalOutside: 2% Cold extremes: Per weatherHeat extremes: Per weather Noise/vibrations: OccasionalFumes, odors/dust: MinimalVentilation:. AverageHAZARDSMechanical: None Electrical: MinimalChemical: None Explosive: MinimalBurn Potential: None Other: Minimal**The list of physical, mental, and emotional demands is not exhaustive and may besupplemented as appropriate.

Study Abroad

like4288 — Thu, 03 Apr 2008 12:06:40 +0000

Studying abroad is the act of a student pursuing educational opportunities in a foreign country. Typically classes taken while studying abroad award credits transferable to higher education institutions in the home country. However, students may pursue these opportunities at any age and may not require college credit. Students studying abroad may live in a dormitory or apartment with other students or with a “host family”, a group of people who live in that country and agree to provide student lodging.Length of study can range from one week, usually during a domestic break, to an academic year.Topics of study can vary. Some students choose to study abroad in order to learn a language from native speakers. Others may take classes in their academic major in a place that allows them to expand their hands-on experience (e.g. someone who’s studying marine biology studying abroad in Jamaica or a student of sustainable development living and studying in a remote village in Senegal). Still other students may study abroad in order to explore topics within the framework of a different educational system (e.g. a student of English who goes to the United States to study American literature).Contents:
1 History
2 Why students may study abroad
3 Study abroad versus exchange
4 Necessary steps to study abroad
5 Study Abroad Consultants
6 Financial aid for study abroad
6.1 Eligibility criteria for U.S. government aid
6.2 Forms of government aid
6.3 Other financing options
6.3.1 Private student loans
6.3.2 Scholarships
7 External linksHistoryIn the USA, the act of studying abroad originated at the University of Delaware. In 1923, Professor Raymond W. Kirkbride sent a group of eight students to Paris, France. At the time, the concept of students studying in a different country was incredibly unconventional. Kirkbride’s program was originally named the “Foreign Study Plan”. For a period of time, study abroad was seen as an option primarily for foreign language students. Recently this has changed, and the scope of study abroad programs has increased greatly.
Why students may study abroad?One of the most common reasons students study abroad is language immersion. Students wanting to learn a language will go to school in a country where that language is spoken, the theory being that immersion into an environment where a particular language is spoken is the best way to learn the language. Indeed, many schools require that students majoring in a foreign language study abroad. However, this is more often done through an exchange program (see below).It could be as simple as students choosing to study abroad due to a feeling of wanderlust. For many, college is the ideal time to travel, because they do not have full adult responsibilities yet, and they can take advantage of the option of studying in a different country. In this sense, many see one’s early twenties as formative years in one’s life, and being immersed in the unfamiliar society and culture of another country can prove rewarding to young adults.Another popular reason to study abroad is the desire of many to gain an understanding of the world around them.Many students study abroad in an effort to expand their opportunities beyond those their home university offers. Strategically, study abroad offers many exciting benefits from high school students hoping to get into a prestigious university, to college learners pursuing reputable post graduate schools or professions. It may lead to scholarships, grants, and job opportunities to leading institutions or employment.
Study abroad versus exchangeTypically, institutes of higher education refer to Study Abroad programs as programs in which courses are taken (usually for academic credit) in a foreign environment. These could range from students taking courses at a foreign institutions either through direct enrollment or institutional exchange. Some programs, often referred to as “island programs” utilize the professors of the institution that is sending the students.A Student exchange program implies that the student is being exchanged to the foreign university (and is therefore taking courses with local students taught by local faculty). These definitions, however, are not strictly adhered to. In fact, new terms are constantly being created and used to more accurately describe different types of programs/experiences (e.g. direct enrollment programs, immersion programs, (faculty-led) study trips, etc).Students can participate in a program through their home university, a study abroad company, or directly through the foreign university.Although some colleges and universities prefer their students to study abroad through their programs and credits are most easily transferred in such programs, this can be limiting. The study abroad companies are generally more flexible, can have more available options, and provide an opportunity to be involved in a group of students from all over the country. One extra available option that a study abroad company may offer that a university may not, is the ability to study during the summer in intensive language schools. These language schools focus only on teaching students a foreign language.The most independent form of studying abroad is directly enrolling in the foreign university. Some foreign universities offer classes with other students studying abroad or some offer their regular courses with the native students. However, the student should be very independent and have a good knowledge of the language in the country.Also,many countries accepted importThe financial aspects and expense of studying abroad varies widely. Sometimes, direct enrollment in a foreign university may be less expensive than participating in a home-university run program. Some programs offered through a home university can be substantially less expensive due to fee negotiations and tuition waivers as a result of reciprocity agreements.
Necessary steps to study abroadThough requirements vary by institution, several steps must be taken in order to study abroad. The first step is to identify a program of interest. Application procedures differ between programs. Students wishing to study abroad must also obtain the necessary travel documents (see below). Documents include a passport, visa, and often certain medical releases. Obtaining visas can be a time consuming process involving lots of paperwork. It is best to begin the visa process well in advance to avoid delays and problems.Students may also have to make their own lodging arrangements. Some schools maintain residences in foreign countries or at host universities. Other programs may require a student to provide his or her own accommodations. Most students know where they will be staying when they depart, but some students make temporary living arrangements from home and seek a more permanent residence upon arrival. Arranging for a place to live in a foreign country can be made difficult by such problems as language barriers, students’ inability to see apartments in person, and differing procedures regarding contracts, deposits, and payments. However, the internet makes remote apartment finding easier, and is thus a good place to start. Advice from other students who have previously studied in the location is also very useful.Another important step is to learn about the destination, in order to be aware of any potentially jolting differences. Thus, many study abroad programs include compulsory orientation sessions for students that address many of the possible difficulties that will be faced while the students are abroad.
Study Abroad ConsultantsIn different countries students wishing to study abroad seek help with study abroad consultants. Study Abroad consultants have contracts with different universities and colleges in different countries, so these consultants act as representatives of these institutions. The role of these consultants is to give details about course, fee structures, fee payments procedures, scholarships options of intended institution and they also guide about visa process of the intended country.
Financial aid for study abroad The examples and perspective in this article or section may not represent a worldwide view of the subject.
Please improve this article or discuss the issue on the talk page.Student loans in the U.S.
Regulatory framework
Higher Education Act of 1965
US Dept of Education
FAFSA Cost of attendance
Distribution channels
Federal Direct Student Loan Program
FFELP
Loan products
Perkins • Stafford
PLUS • Consolidation LoansPrivate student loanAmendments made in 1992 to the Higher Education Act of 1965, TITLE VI, SEC. 601-604[2] in the U.S. ruled that students can receive financial aid for study abroad if they are enrolled in a program that is approved by their home institution and would be eligible to receive government funding without regard to whether the study abroad program is required as a part of the student’s degree. Federal law also states that financial aid can cover all “reasonable” costs for a study abroad program, including:
Round-trip transportation for the approved program
Tuition and fees for the program
Living costs incurred during the program
Passport and visa fees
Health insuranceTo get government aid, students must complete the Federal Application for Student Aid (FAFSA). Funds are awarded by the United States Department of Education. As long as the issuing institution pre-approves the credit to be earned abroad, federal aid can be used toward study abroad programs.
Eligibility criteria for U.S. government aid
Be enrolled in an eligible (Title IV) institution as a regular student seeking a degree or certificate (This is your home institution, not the overseas school/institution.)
Be a citizen of the United States with a valid Social Security number
Have a high school diploma or a General Education Development (GED) certificate
If you are a male, you must be registered for Selective Service
Have a result of Eligible or Partially Eligible on question 35 (drug-related conviction) of the Free Application for Federal Student Aid (FAFSA)

Mind Map

like4288 — Thu, 03 Apr 2008 11:56:18 +0000

A hand-drawn mind mapA mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing.It is an image-centered diagram that represents semantic or other connections between portions of information. By presenting these connections in a radial, non-linear graphical manner, it encourages a brainstorming approach to any given organizational task, eliminating the hurdle of initially establishing an intrinsically appropriate or relevant conceptual framework to work within.A mind map is similar to a semantic network or cognitive map but there are no formal restrictions on the kinds of links used.The elements are arranged intuitively according to the importance of the concepts and they are organized into groupings, branches, or areas. The uniform graphic formulation of the semantic structure of information on the method of gathering knowledge, may aid recall of existing memories.

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Origins

Mind maps (or similar concepts) have been used for centuries, for learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists and people in general. Some of the earliest examples of mind maps were developed by Porphyry of Tyros, a noted thinker of the 3rd century as he graphically visualised the concept categories of Aristotle. Ramon Llull also used these structures of the mind map form.The semantic network was developed as a theory to understand human learning, and developed into mind maps by Dr. Allan Collins, and M. Ross Quillian during the early 1960s. Due to his commitment and published research, and his work with learning, creativity, and graphical thinking, Dr. Allan Collins can be considered the father of the modern mind map.^{[citation needed]}People have been using image-centered radial graphic organization techniques referred to variably as mental or generic mind maps or spidergrams for centuries in areas such as engineering, psychology, and education, although the claim to the origin of the mind map has been made by a British popular psychology author, Tony Buzan. He claimed the idea was inspired by Alfred Korzybski‘s general semantics as popularized in science fiction novels, such as those of Robert A. Heinlein and A. E. van Vogt. He argues that ‘traditional’ outlines rely on the reader to scan left to right and top to bottom, whilst what actually happens is that the brain will scan the entire page in a non-linear fashion. He also uses popular assumptions about the cerebral hemispheres in order to promote the exclusive use of mind mapping over other forms of note making.The mind map continues to be used in various forms, and for various applications including learning and education (where it is often taught as ‘Webs’, ‘Mind webs’, or ‘Webbing’), planning and in engineering diagramming.When compared with the earlier original concept map (which was developed by learning experts in the 1960s) the structure of a mind map is a similar, but simplified, radial by having one central key word.

Uses of mind maps

Rough mindmap notes taken during a course sessionMind maps have many applications in personal, family, educational, and business situations, including notetaking, brainstorming (wherein ideas are inserted into the map radially around the center node, without the implicit prioritization that comes from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later stages), summarizing, revising and general clarifying of thoughts. For example, one could listen to a lecture and take down notes using mind maps for the most important points or keywords. One can also use mind maps as a mnemonic technique or to sort out a complicated idea. Mind maps are also promoted as a way to collaborate in colour pen creativity sessions.Software and technique research have concluded that managers and students find the techniques of mind mapping to be useful, being better able to retain information and ideas than by using traditional ‘linear’ note taking methods.^{[citation needed]}Mindmaps can be drawn by hand, either as ‘rough notes’, for example, during a lecture or meeting, or can be more sophisticated in quality. Examples of both are illustrated. There are also a number of software packages available for producing mind maps (see below).The best-selling fiction paperback (August 2007) in the UK, “The Naming of the Dead” by Ian Rankin, features a detective, Inspector Rebus who uses mind maps to solve crimes.Tony Buzan suggests using the following foundation structures for Mind Mapping:

Start in the center with an image of the topic, using at least 3 colors.
Use images, symbols, codes, and dimensions throughout your Mind Map.
Select key words and print using upper or lower case letters.
Each word/image must be alone and sitting on its own line.
The lines must be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
Make the lines the same length as the word/image.
Use colors – your own code – throughout the Mind Map.
Develop your own personal style of Mind Mapping.
Use emphasis and show associations in your Mind Map.
Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches.^[1]

An idea map is similar to a mind map but does not adhere to the above guidelines. Rules are constantly broken based on the purpose and application of the Map.

Scholarly research on mind maps in learning

Buzan^[2] claims that the mind map is a vastly superior note taking method because it does not lead to the alleged “semi-hypnotic trance” state induced by the other note forms. He also claims that the mind map utilizes the full range of left and right human cortical skills, balances the brain, taps into the alleged 99% of your unused mental potential, as well as intuition (which he calls “superlogic”). However, scholarly research suggests that such claims may actually be marketing hype based on misconceptions about the brain and the cerebral hemispheres. Hemispheric specialization theory has been identified as pseudoscientific when applied to mind mapping.^[3]There are benefits to be gained by applying a wide range of graphic organizers, and it follows that the mind map, specifically, is not equally suited to all learning tasks.Scholarly research by Farrand, Hussain, and Hennessy (2002) found that the mind map technique had a limited but significant impact on recall only, in undergraduate students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a −6% increase over baseline). This improvement was only robust after a week for those in the mind map group, and there was a significant decrease in motivation compared to the subjects’ preferred methods of note taking. They suggested that learners preferred to use other methods because using a mind map was an unfamiliar technique, and its status as a “memory enhancing” technique engendered reluctance to apply it.^[4] Pressley, VanEtten, Yokoi, Freebern, and VanMeter (1998) found that learners tended to learn far better by focusing on the content of learning material rather than worrying over any one particular form of note taking.^[5]

Tools

Mind mapping software can be used effectively to organise large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding.

Mind mapping in contrast with concept mapping

The mind map can be contrasted with the similar idea of concept mapping. The former is based on radial hierarchies and tree structures, whereas concept maps are based on connections between concepts.

Trademarks

The use of the term “Mind Maps” is trademarked by The Buzan Organisation, Ltd. in the UK^[6] and the USA.^[7] The trade-mark does not appear in the records of the Canadian Intellectual Property Office.^[8]

References

^ Buzan, T. (1991). The Mind Map Book. New York: Penguin. Chapter “Mind Mapping Guidelines”
^ Buzan, Tony. (2000). The Mind Map Book, Penguin Books, 1996. ISBN 978-0452273221
^ Williams (2000) Encyclopedia of Pseudoscience. Facts on file. ISBN 978-0816033515
^ Farrand, P.; Hussain, F.; Hennessy, E. (2002). “The efficacy of the mind map study technique“. Medical Education 36 (5): 426-431. Retrieved on 2005-05-05.
^ Pressley, M., VanEtten, S., Yokoi, L., Freebern, G., & VanMeter, P. (1998). “The metacognition of college studentship: A grounded theory approach”. In: D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Theory and Practice (pp. 347-367). Mahwah NJ: Erlbaum ISBN 9780805824810
^ UK Intellectual Property Office
^ USPTO Trademark Application and Registration Retrieval system
^ Canadian Intellectual Property Office

Novak, J. D. (1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.
Hermann W., Bovo V. (2005) Mapas Mentais: Enriquecendo Inteligências- Manual de Aprendizagem e Desenvolvimento de Inteligências”; ( p XI 27, 331). Ed IDPH
Nast, J. (2006). Idea Mapping. New Jersey: John Wiley & Sons
Jean-Luc Deladrière, Frédéric Le Bihan, Pierre Mongin, Denis Rebaud, Organisez vos idées avec le Mind Mapping. Dunod, December 2006. ISBN 2-1005-0627-7
Creating Life Science Memory Maps…www.bioinfiz.com

[edit] External links

Wikimedia Commons has media related to: Mind map

“How to make a mind map in 8 steps”
Directory of Mindmaps – A directory of hundreds of mindmaps from around the web, categorized by map type (true mindmap, concept map, spidergram, etc.) and tagged by subject. Shows thumbnails, supports filtering mindmaps displayed by chosen criteria, and provides links to original maps.
FreeMind and MindManager Mind Map Library – Web Library for FreeMind, MindManager and plain-text mind maps.
Open Mind Map Library – Free Library for any software- and hand-drawn mind maps.
Basic introduction to mind mapping
What can you do with mind mapping ? – A few real-life use-cases.

Brainstorming at School

like4288 — Thu, 03 Apr 2008 11:34:29 +0000

The term brainstorming has become a common word in the English language, a generic term to design creative thinking, unchained.Brainstorming works by focusing on a problem, and then deliberately coming up – without a predefined order – with as many original solutions as possible, pushing ideas to the limit.
Knowledge Master is the ideal system for brainstorming
in the enterprise and in education as well.
The basis of brainstorming is generating ideas, individually or in a group, based on the principle of suspending judgment: a principle which scientific research has proved to be highly productive in individual effort as well as in group effort.The whole idea of group brainstorming is that other people’s remarks would act to stimulate your own ideas in a sort of chain reaction of ideas.
Certainly, groups are not indispensable to stimulate creative thinking. Individually we can brainstorm. Furthermore, in a group we must listen to others and maybe spend time repeating our own ideas to get sufficient attention from the others.
Another interesting and productive approach is to individually generate the central idea, and afterwards have it developed by others in more directions. Usually we get more than what could be obtained by the originator.
It is always possible to newly analyze the output of a brainstorming session in a second group (more reduced or more specialized than the first one), to try to improve solutions even with other tools – even more conventional.
It is essential that the ideas generation phase is separated from the judgment phase of thinking.
The judgment phase is not less important. The resulting idea map will be studied and processed, annotating every element, connecting local or network information, and classifying nodes until a state considered acceptable will be reached, suitable to extract the necessary conclusions.
Some people are intuitive and flexible, others are rigid and logical. The creative thinker may be more productive in the initial phase of brainstorming, and the critical thinker in evaluating the real possibilities of concreteness.Anyway, the ideal working environment for the cognitive activity is first of all a knowledge processing environment, at its best when it is computer based.Knowledge Master is a global system facility for brainstorming, ideal for brainstorming because it enables creating and managing knowledge resources simply and directly:
A brainstorming session with Knowledge Master is very simple: it enables simply and effortlessly to insert the brainstorming cognitive elements in the map, and connect them directly to data, because information is always available.
It is very simple to insert new cognitive elements, individually or in a group.
With Knowledge Master already during brainstorming, it is possible to associate metadata (information categories), search and retrieval of whatever kind of information in the system, and even directly access WWW resources.
In the judgment and evaluation phase it is possible to create structures similar to those of semantic networks, usable as work tools in the successive phases.
It is possible to identify text sequences even in large files, using them as elements of our cognitive system.
The possibility of stratifying maps in layers (or dimensions) enables considering as unlimited the available graphical representation space.
What really renders useful the brainstorming activity is getting to understand and harmonize the elements that respond to the classical questions:
Who, How, What, Why, When, Where.Individual or group brainstorming?
Brainstorming can either be carried out efficiently by individuals, groups or both:
The most convenient map type for the brainstorming initial phase is the mind map; you can start the mind map from scratch or select the mind map template, ready made in Knowledge Master. Just replace the conventional default names and complete.
Individual brainstorming tends to produce a wider range of ideas than group brainstorming, but tends not to develop the ideas as effectively, perhaps as individuals on their own run up against problems they cannot solve. Individuals are free to explore ideas in their own time without any fear of criticism, and without being dominated by other group members.
Group brainstorming develops ideas more deeply and effectively, as when difficulties in the development of an idea by one person are reached, another person’s creativity and experience can be used to break them down. Group brainstorming tends to produce fewer ideas (as time is spent developing ideas in depth) and can lead to the suppression of creative but quiet people by loud and uncreative ones.
Individual and group brainstorming can be mixed, perhaps by defining a problem individually, and then letting team members initially come up with a wide range of possibly shallow solutions. These solutions could then be enhanced and developed by group brainstorming.A few simple rules to successful group brainstorming:
A leader should take control of the session, initially defining the problem to be solved with any criteria that must be met, and then keeping the session on course. The leader should try to keep the brainstorming on subject, and should try to steer it towards the development of some practical solutions.
He or she should encourage an enthusiastic, uncritical attitude among participants and encourage participation by all members of the team. The session should be announced as lasting a fixed length of time, and the leader should ensure that no train of thought is followed for too long.
Participants in the brainstorming process should come from as wide a range of disciplines with as broad a range of experience as possible. This brings many more creative ideas to the session.
Participants should be encouraged to have fun brainstorming, coming up with as many ideas as possible, from solidly practical ones to wildly impractical ones in an environment where creativity is welcomed. All ideas will be accepted and inserted.
Ideas must not be criticized or evaluated during the brainstorming session. Criticism introduces an element of risk for a group member in putting forward an idea. This stifles creativity and cripples the free running nature of a good brainstorming session, blocking the smooth running of brainstorming. It’s a lot easier to discard the less important ideas at the end than having more. (But isn’t it a time loss? No, if these ideas apparently unrealizable or strange, stimulate other original or innovative ideas in other group members…).
Participants must be encouraged to build on other peoples’ ideas, and try combinations, enhancements and improvements.
Participants should not only come up with new ideas in a brainstorming session, but should also ‘spark off’ from associations with other people’s ideas and develop other people’s ideas.
Another approach is making a group develop on a central idea generated by an individual, in several directions, more than what the original author could have done.At the end, the task of effectively and efficiently organizing information, corresponds individually to almost everyone in an organization that intensively manages information.
That’s why it is important to adopt the more efficient and productive tools and techniques.
Everyone agrees that computer aided brainstorming (group or individual) is the more productive. Using Knowledge Master is the modern and efficient solution, because it is technically powerful, intuitive and simple to useBrainstorming at school
Brainstorming is not an exclusive activity of the enterprise environment: on the contrary, at school it plays an important role in the education of students. This large or small group activity encourages children to focus on a topic and contribute to the free flow of ideas.
The teacher may begin by posing a question or a problem, or by introducing a topic.
Students then express possible answers, relevant words and ideas.
Contributions are accepted without criticism or judgment. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate.
By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness.
Teachers should emphasize active listening during these sessions. Students should be encouraged to listen carefully and politely to what their classmates contribute, to tell the speakers or the teacher when they cannot hear others clearly and to think of different suggestions or responses to share.
Teacher’s purposes:
To focus students’ attention on a particular topic at the time.
To generate a quantity of ideas.
To teach acceptance and respect for individual differences.
To encourage learners to take risks in sharing their ideas and opinions.
To demonstrate to students that their scientific knowledge and their language abilities are valued and accepted.
To introduce the practice of idea collection prior to beginning tasks such as writing or solving problems.
To provide an opportunity for students to share ideas and expand their existing knowledge by building on each other’s contributions.
Procedure:
It is advisable to start a Knowledge Master mind map (even from the template).
Introduce the topic or pose a question.
Ask students to take turns sharing ideas and possible answers.
Encourage all students to participate.
Write the proposals or words or phrases of students’ contributions in the map scheme, while students observe.
Teacher ideas may be added.
Acknowledge and praise students for their contributions.
Assessment:
Observe students’ ability to focus on a topic or task in a group situation.
Note students’ participation in the oral expression of ideas.
Monitor listening behavior. Do students take turns speaking? Do they ask for clarifications?
Periodically record students’ oral language strengths, weaknesses and development in their records.
Advice:
Establish a warm, supportive environment.
Emphasize that a quantity of ideas is the goal.
Discourage evaluative or critical comments from peers.
Encourage and provide opportunity for all students to participate.
Initially emphasize the importance of listening to expressed ideas.
Update constantly the map that contains the group’s work, and at the end print the map for all participants.
Adaptations and applications:
Use brainstorming to plan a a research activity, or trip, etc.
Use the already processed maps and word lists from previous brainstorming sessions in individual study and as an additional scientific or linguistic resource.
Add to brainstormed lists regularly.
Groups and individuals can use brainstorming to generate prewriting ideas for stories, poems and songs.
Categorize brainstormed words, ideas and suggestions.
Use brainstormed words and sentences for exploring sentence structures and for key vocabularies.
Leave the resulting map freely accessible to all students in the computer.
As a result of group activity, and particularly of brainstorming, students have learned that:
Everyone’s ideas and language are valuable and worthy of respect.
Language is used to relate new information to prior knowledge and experience.
Ideas, concepts and words can be categorized according to topics.
The information and knowledge resulting from group work are useful to everyone, have practical application and are always the base of future developments.
For certain more demanding scopes, it is interesting to convert the map to a concept map to perfect the brainstorming session results.:: Back to the page ::
Learning techniques with concept maps:: Pages for a deeper insight ::
Visual learningActive learningCollaborative learningAssessing concept mapsConceptual knowledge basesEducational use of concept mapsThe importance and relevance of concepts in a concept map