Overall Development Of Students Quotes

The classes they taught were for no student’s special development; their interests were the subject themselves—their passions were for the politics of the university, or of their own departments within it—and their overall view of us students was that we should conform ourselves to their methods of their disciplines of study.

Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training. Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.

they were not even a community, the university faculty, and they shared no general opinion that Owen Meany was brilliant, they expressed no general concern that his individual rights needed protection, and they had no tolerance for eccentricities and peculiarities. The classes they taught were for no student’s special development; their interests were the subject themselves—their passions were for the politics of the university, or of their own departments within it—and their overall view of us students was that we should conform ourselves to their methods of their disciplines of study.

Loneliness A recent study showed that 13.5 percent of college students are severely lonely. Overall, they felt that they were to blame for their loneliness. Characteristics of social anxiety, such as shyness, fear of rejection, and lack of social knowledge and experience, often were listed as reasons. Loneliness is not the same thing as being alone. Many people enjoy solitude and find it a good time to be creative. They use time alone to write, read, listen to music, work on a hobby, or exercise. Often, sensitive people feel recharged after spending time alone. They make private time part of their schedules. Loneliness is a problem when you find it unpleasant and distressing. Social bonds are considered necessary to psychological well-being. When it is difficult to develop and maintain relationships, you may find yourself vulnerable to increased stress, depression, other emotional disorders, and impaired physical health.

When Sloboda and a colleague conducted a study with students at a British boarding school that recruited from around the country—admission rested entirely on an audition—they were surprised to find that the students classified as exceptional by the school came from less musically active families compared to less accomplished students, did not start playing at a younger age, were less likely to have had an instrument in the home at a very young age, had taken fewer lessons prior to entering the school, and had simply practiced less overall before arriving—a lot less. “It seems very clear,” the psychologists wrote, “that sheer amount of lesson or practice time is not a good indicator of exceptionality.” As to structured lessons, every single one of the students who had received a large amount of structured lesson time early in development fell into the “average” skill category, and not one was in the exceptional group. “The strong implication,” the researchers wrote, is “that that too many lessons at a young age may not be helpful.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

No Some Yes G. Overall Performance Objective Is the performance objective: ___ ___ ___ 1. Clear (you/others can construct an assessment to test learners)? ___ ___ ___ 2. Feasible in the learning and performance contexts (time, resources, etc)? ___ ___ ___ 3. Meaningful in relation to goal and purpose for instruction (not insignificant)? H. (Other) ___ ___ ___ 1. Your complete list of performance objectives becomes the foundation for the next phase of the design process, developing criterion-referenced test items for each objective. The required information and procedures are described in Chapter 7. Judge the completeness of given performance objectives. Read each of the following objectives and judge whether it includes conditions, behaviors, and a criterion. If any element is missing, choose the part(s) omitted. 1. Given a list of activities carried on by the early settlers of North America, understand what goods they produced, what product resources they used, and what trading they did. a. important conditions and criterion b. observable behavior and important conditions c. observable behavior and criterion d. nothing 2. Given a mimeographed list of states and capitals, match at least 35 of the 50 states with their capitals without the use of maps, charts, or lists. a. observable response b. important conditions c. criterion performance d. nothing 3. During daily business transactions with customers, know company policies for delivering friendly, courteous service. a. observable behavior b. important conditions c. criterion performance d. a and b e. a and c 4. Students will be able to play the piano. a. important conditions b. important conditions and criterion performance c. observable behavior and criterion performance d. nothing 5. Given daily access to music in the office, choose to listen to classical music at least half the time. a. important conditions b. observable behavior c. criterion performance d. nothing Convert instructional goals and subordinate skills into terminal and subordinate objectives. It is important to remember that objectives are derived from the instructional goal and subordinate skills analyses. The following instructional goal and subordinate skills were taken from the writing composition goal in Appendix E. Demonstrate conversion of the goal and subordinate skills in the goal analysis by doing the following: 6. Create a terminal objective from the instructional goal: In written composition, (1) use a variety of sentence types and accompanying punctuation based on the purpose and mood of the sentence, and (2) use a variety of sentence types and accompanying punctuation based on the complexity or structure of the sentence. 7. Write performance objectives for the following subordinate skills: 5.6 State the purpose of a declarative sentence: to convey information 5.7 Classify a complete sentence as a declarative sentence 5.11 Write declarative sentences with correct closing punctuation. Evaluate performance objectives. Use the rubric as an aid to developing and evaluating your own objectives. 8. Indicate your perceptions of the quality of your objectives by inserting the number of the objective in either the Yes or No column of the checklist to reflect your judgment. Examine those objectives receiving No ratings and plan ways the objectives should be revised. Based on your analysis, revise your objectives to correct ambiguities and omissions. P

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Assessment has several roles. The first is diagnostic, to help teachers understand students’ aptitude and levels of development. The second is formative, to gather information on students’ work and activities and to support their progress. The third is summative, which is about making judgments on overall performance at the end of a program of work.

Immerse yourself in good books. Read one to two hours per week if you can, more if time permits. Become acquainted with the literary classics. Read as much as you can on personal improvement (self help), history, people, business, and finances. Study the great works of the philosophers. Study scriptures and read about religions and anything that adds value to religious beliefs. Invest in yourself! Learn as much as you can and become a student of life. You can learn a great deal from the experiences of others, from their great successes and also from their failures. Everything you read becomes part of you. Carefully choose what you read on a daily basis. Be very careful with what you choose to read. The words you choose to read play an important role in your personal development and overall outlook on life. Be open-minded about what you read and often take what you read with a grain of salt. Much of what we read is written through colored lenses and is the summation of someone else’s thought, habit, education, beliefs, and past and present life experiences.

Programming is full of odd ideas. Using shorter, less descriptive names often produces code that’s more readable overall. The most powerful languages usually have far fewer concepts than the lesser ones. And failing and copying may be the best way to produce successful, original work. - Patrick Collison is a student at MIT.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

The Very Difference Between Game Design & 3D Game Development You Always Want to Know Getting into the gaming industry is a dream for many people. In addition to the fact that this area is always relevant, dynamic, alive and impenetrable for problems inherent in other areas, it will become a real paradise for those who love games. Turning your hobby into work is probably the best thing that can happen in your career. What is Game Designing? A 3D Game Designer is a creative person who dreams up the overall design of a video game. Game design is a large field, drawing from the fields of computer science/programming, creative writing, and graphic design. Game designers take the creative lead in imagining and bringing to life video game worlds. Game designers discuss the following issues: • the target audience; • genre; • main plot; • alternative scenarios; • maps; • levels; • characters; • game process; • user interface; • rules and restrictions; • the primary and secondary goals, etc Without this information, further work on the game is impossible. Once the concept has been chosen, the game designers work closely with the artists and developers to ensure that the overall picture of the game is harmonized and that the implementation is in line with the original ideas. As such, the skills of a game designer are drawn from the fields of computer science and programming, creative writing and graphic design. Game designers take the creative lead in imagining and bringing to life video game stories, characters, gameplay, rules, interfaces, dialogue and environments. A game designer's role on a game development outsourcing team differs from the specialized roles of graphic designers and programmers. Graphic designers and game programmers have specific tasks to accomplish in the division of labor that goes into creating a video game, international students can major in those specific disciplines if desired. The game designer generates ideas and concepts for games. They define the layout and overall functionality of the Game Animation Studio. In short, they are responsible for creating the vision for the game. These geniuses produce innovative ideas for games. Game designers should have a knack for extraordinary and creative vision so that their game may survive in the competitive market. The field of game design is always in need of artists of all types who may be drawn to multiple art forms, original game design and computer animation. The game designer is the artist who uses his/her talents to bring the characters and plot to life. Who is a Game Development? Games developers use their creative talent and skills to create the games that keep us glued to the screen for hours and even days or make us play them by erasing every other thought from our minds. They are responsible for turning the vision into a reality, i.e., they convert the ideas or design into the actual game. Thus, they convert all the layouts and sketches into the actual product. It may involve concept generation, design, build, test and release. While you create a game, it is important to think about the game mechanics, rewards, player engagement and level design. 3D Game development involves bringing these ideas to life. Developers take games from the conceptual phase, through *development*, and into reality. The Game Development Services side of games typically involves the programming, coding, rendering, engineering, and testing of the game (and all of its elements: sound, levels, characters, and other assets, etc.). Here are the following stages of 3D Game Development Service, and the best ways of learning game development (step by step). • High Concept • Pitch • Concept • Game Design Document • Prototype • Production • Design • Level Creation • Programming

Accelerated Learning, a versatile approach, propels students who are already excelling to new heights by speeding up the overall learning process.

Friedman’s version diverged from the general departmental approach. Rather than being a closed community, Money and Banking was open to bystanders and visiting scholars. Unlike other workshop leaders, Friedman did not allow the featured scholar to present. Instead, he led a discussion through the paper, page by page. The overall gist of the workshop was simple, according to one participant: “prove it.” In this hothouse environment student research grew into papers, and then dissertations. For Friedman, the workshop became an essential forum to test, refine, and expand his ideas about money, while forming a school of rising scholars steeped in his approach to the subject.33 Friedman saw a direct link between his research, his students, and what he called “an aberrant tradition” of Chicago monetary economics, focused on the quantity theory of money. In a 1956 volume, he celebrated the “subtle and relevant version” of quantity theory developed at Chicago in the Depression era by Simons, Mints, Knight, and Viner. This version of the quantity theory, Friedman argued, was “a flexible and sensitive tool for interpreting movements in aggregate economic activity and for developing relevant policy prescriptions.” Here, he was no doubt referring to the 1933 Chicago plan, the department’s response to the Great Depression.

LINGUISTIC DIFFERENCES Phonological: BASL signers are more likely to produce two-handed signs, use an overall larger signing space, and tend to produce more signs on the lower half of the face. Syntactical: A higher incidence of syntactic repetition appears in multiple studies of BASL signers. A study documented in 2011 also showed more frequent use of constructed dialogue and constructed action among Black signers. Lexical Variation: Some signs developed at Black Deaf schools diverge completely from standard ASL signs, mostly for everyday objects and activities discussed frequently by students. Linguists have also noticed an increase in lexical borrowing of words and idioms from African American Vernacular English (AAVE) among younger Black signers. Due to the prevalence of the oral method in white deaf education after the Milan Conference, many white deaf children were denied access to American Sign Language, and ASL was subjugated by spoken English. However, significantly fewer resources were dedicated to Black deaf education, leaving many Black Deaf schools to pursue manual language. As such, scholars note that some variations common in BASL, like a higher incidence of two-handed signs, are actually a preservation of the linguistic qualities of early ASL. (Jump to “ASL, origins of.”) NOTABLE PEOPLE Platt H. Skinner, abolitionist and founder of The School for Colored Deaf Dumb and Blind Children, circa 1858. (Jump to “Directory of U.S. Black Deaf Schools.”) Carl Croneberg, a Swedish-American Deaf linguist, was the first person to note differences between ASL and BASL in writing, as coauthor of the 1965 Dictionary of American Sign Language on its Linguistic Principles (see also: William Stokoe). Dr. Carolyn McCaskill’s 2011 book, The Hidden Treasure of Black ASL: Its History and Structure, features data from a series of studies performed by McCaskill and her team, and is considered a foundational work in the field.