SPANISH: Dime y lo olvidaré ... Muéstrame y yo podría recordar ... me Involucrar y lo entenderé
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| 1. Translation: CHINESE: 告诉我，我会忘记......告诉我，我可能还记得......涉及到我，我就明白了 PORTUGUESE: | Diga-me e eu vou esquecer | / Mostra-me e eu poderia lembrar | / Envolva-me e eu vou entender |
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| 2. Translation: CHINESE: 人们通过学习积极经验......边做边学...知识是通过创建经验 PORTUGUESE: As pessoas aprendem por experiências activas ... Aprender fazendo ... O conhecimento é criado através da experiência SPANISH: Las personas aprenden de experiencias activas ... Aprender haciendo ... El conocimiento se crea a través de la experiencia People learn by active experiences ... Learning by doing ... Knowledge is created through experience |
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| 3. Translation: CHINESE: 通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 4. Translation: CHINESE: 重要的学习是从经验教训 PORTUGUESE: Aprendizagem importante foi aprendido com a experiência SPANISH: Aprendizaje importante fue aprendido por experiencia Important learning was learned from experience |
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| 5. Translation: CHINESE: 使学习更快 PORTUGUESE: Faça a aprendizagem mais rápida SPANISH: Hacer el aprendizaje más rápido Make the learning faster |
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| 5. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 6. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 7. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 8. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 9. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 10. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 11. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 12. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 13. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 14. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 15. 3. Translation: CHINESE:通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
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| 16. 3. Translation: CHINESE: 通过做练习 PORTUGUESE: Prática fazendo SPANISH: Práctica haciendo Practice by doing |
CLICK HERE
Here are examples of programs that are recommended:
Resources
Discover Babylon
Discover Babylon TM, a joint project of the Federation of American Scientists Learning Technologies Project, UCLA’s Cuneiform Digital Library Initiative, Escape Hatch Entertainment, and the Walters Art Museum., uses sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade.REVIEW by WHPS: Not yet reviewed
ChemSense
ChemSense provides software that simulates an environment in which students can explore chemical processes and see the effects of changes. Students also can collaborate on their work in this environment.REVIEW by WHPS: Not yet reviewed.
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| Link to the software http://chemsense.sri.com/download/ |
|||| ChemSense Download ||||
chemsense.sri.com/download
ChemSense software was developed as part of a non-profit research project and is licensed for evaluation purposes only, without warranty or technical support.
Froguts
Froguts is subscription-based software that students can use to simulate dissecting several different animals, including frogs, fetal pigs, squids, and starfish.REVIEW by WHPS: Not Yet Reviewed $300
REMEDY -- we can look for youtube videos of the dissection.
Froguts Virtual Dissections
www.froguts.com/
A software company dedicated to providing engaging science simulations, dissections and ... Schools can now subscribe to either service for $299 per year.
Immune Attack
Immune Attack is an educational video game created by the Federation of American Scientists and Brown University, in collaboration with the University of Southern California, under a grant from the National Science Foundation. The game is designed to teach immunology to high school students as well as first year college students.
REVIEW by WHPS:
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Press Kit available here
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Press Kit available here
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"Longtime proponents of using video games as sources of learning, the Federation of American Scientists put its money where its mouth is. FAS released Immune Attack, an educational video game designed to teach immunology to AP level high school students and combines the most current research on teaching methodologies with a 3D first-person shooter game. 'The key to the game was making sure it was fun while also covering accurate and complex immunology topics,' said Dr. Michelle Lucey-Roper, director of the FAS Learning Technologies Program. The game is free, although not open source, and can be downloaded here. Sorry, no Mac version yet."
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Chucky’s Chicken Stacker
In Chucky’s Chicken Stacker, available at the PBS Kids website, students identify words that have a specific vowel sound (e.g., short a). It takes 5 correct words to win the game. Students can select the speed at which the words are shown and choose between two levels of difficulty.REVIEW by WHPS: Excellent for low intermediate ESOL students.
Rabbits and Wolves
With the Rabbits and Wolves simulation at Project Interactivate, students explore how nature keeps balance by varying the number of rabbits and wolves that live in a defined space. It includes directions and activities for students as well as background information for teachers.
REVIEW by WHPS: The instructions are minimal. There is no tutorial. You have to try it. Look at what happened when I clicked on it.
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Students will be asked to create a manual about "how to change the outcomes" and "tips for keeping more of the ecosystem in balance."
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| GO HERE |
Here is a conclusion from a study:
...work by Rieber, Tzeng, and Tribble (2004) with 52 students supports the need for students to provide explanations of the concepts and principles that the game or simulation is designed to represent.
CHINESE: 有52名学生被里伯，曾晋皓和特里布尔（2004）的工作支持，需要为学生提供的游戏或模拟设计为代表的概念和原理的解释。
PORTUGUESE: trabalho por Rieber, Tzeng, e Tribble (2004) com 52 alunos apoia a necessidade de os alunos para fornecer explicações sobre os conceitos e princípios que o jogo ou simulação é projetado para representar.
SPANISH: obra de Rieber, Tzeng y Tribble (2004) con 52 estudiantes apoya la necesidad de que los estudiantes proporcionan explicaciones de los conceptos y principios que el juego o simulación está diseñado para representar.
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chemsense.sri.com/about/papers/VermaatAECT2004.pdf
A study for use of simulations in teaching Chemistry
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| Chinese: 动画可以使用，以便学生了解分子过程 |
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LINK
From a Books.Google.com reference:
Simulation serves as a dynamic model of reality, which could promote deep learning and durable change.
CHINESE: 仿真作为现实的动态模型，它可以促进深度学习和持久的变化。
PORTUGUESE: Simulação serve como um modelo dinâmico da realidade, o que poderia promover a aprendizagem profunda e mudança durável.
SPANISH: Simulación sirve como un modelo dinámico de la realidad, lo que podría promover un aprendizaje profundo y el cambio duradero.
RECOMMENDATIONS FROM Justin Z., the WHPS consultant for simulations:
Educational Simulations Build Skills
Some students believe that they learn from simulations. They take SCREENSHOTS of important events online and then they explain "what happened."
1) Here is the problem.
2) These were my options.
3) This is what I decided to do and
4) This is what happened later.
Here is the feedback from Justin Z., a consultant to West Hollywood Private School
"Some video games are clearly without ethical growth. There is just a series of things to destroy.
However, simulations involve (1) making choices, (2) learning the rules and (3) living with the consequences. This means that (a) you can shoot the bad guy who stole the package that you were delivering, or (b) you can take back the package and let the guy live. If you let the bad guy live, he might help you later.
These choices mean that we have to govern our emotions. We might want to "give that bad guy what he deserves" and we want to "teach him a lesson," but what are the possibilities for the future? We
A simulation like MineCraft involves
-- reading instructions
-- asking for help
-- working with others
-- looking at what works for others and deciding to build something similar or better
-- taking the first step
-- looking for another way to do something.
These abilities can be developed alone but are more likely to be created with other students.
Let's give labels to these abilities (using Tony Wagner's vocabulary)
-- reading instructions (ACCESSING and ANALYZING INFORMATION)
-- asking for help (ORAL COMMUNICATION)
-- working with others (COLLABORATING)
-- looking at what works for others and deciding to build something similar or better
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教育模拟打造技巧
有些学生认为，他们从模拟学习。他们采取的重要事件SCREENSHOTS在线，然后他们解释“发生了什么事。”
1）这是问题所在。
2）这些是我的选择。
3）这是我决定做的，
4）这是后来发生了什么事。
以下是贾斯汀Z.，顾问西好莱坞私立学校反馈
“一些视频游戏显然是没有道德的增长。现在只是一系列的事情给毁了。
然而，模拟涉及（1）作出选择，（2）学习规则和（3）生活的后果。这意味着，（a）您可以拍摄坏人谁偷了你被交付，或（b）你可以拿回来的包，让那家伙活包。如果让坏人活，他可能会帮你以后。
这些选项的意思是，我们必须管理我们的情绪。我们可能要“给那个坏家伙，他有什么值得”，我们要“教训他，”但什么是未来的可能性？我们
像我的世界仿真涉及
- 阅读说明
- 寻求帮助
- 与他人共事
- 在看什么对别人和决定建立类似或更好的东西
- 迈出第一步
- 寻找另一种方式做一些事情。
这些能力可以单独使用，开发，但更可能与其他学生创建。
让我们给标签，以这些能力（使用托尼·瓦格纳的词汇）
- 阅读说明书（访问和分析信息）
- 寻求帮助（口语交流）
- 与他人合作（协作）
- 在看什么对别人和决定建立类似或更好的东西
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