When boosie see the nupes in his mentions
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"text": "BUT IS HE WRONG?! lol"
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"content": {
"text": "don't fall in love y'all"
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"text": "Made dinner last night"
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"text": "delete it"
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all this science and we ain't make it possible to delete colds or snuffy noses
I HATE IT
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"text": "all this science and we ain't make it possible to delete colds or snuffy noses\n\nI HATE IT"
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deadass
I be just looking away or in my book so I don't get smitten
Damn ppl be looking too good lol š
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"text": "Damn ppl be looking too good lol \ud83d\ude2d"
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This episode of The Jared White Show I finished strong with a list of some of my favorite films & streaming TV of late 2019, and out of all of them, one rose to the top of the pack:
#TheWitcher
š§ Listen to the whole podcast here:
jaredwhite.com/podcast/46/
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gen out here making food to get rid of the spouse lol
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Here is the concept map written out in paragraph form for people who may be using a screen reader: quickthoughts.jgregorymcverry.com/2020/01/09/my-⦠(quickthoughts.jgregorymcverry.com/s/peqyS)
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As instructors we have our greatest impact on learning through feedback (Ching et al., 2015). As teachers our feedback provides students with a āknowledge of resultsā (Flemin and Levine, 1978). When you communicate to students on how they have demonstrated growth following an assessment or task you allow them to self-reflect on progress, address lingering misconceptions, and set new learning goals (Black & William, 2016 Price, 1997).
We know feedback drives learning (Azevedo & Bernard, 1995; Hattie, 2011; Shute, 2007). In itās most basic form feedback should, ā(a) verify whether the studentās answer is right or wrong and (b) provide information to the learner about the correct responseā (Shute, 2007, p.8). Yet we also know proving students with positive an actionable feedback beyond their answer extends learning by requiring metacognition, or making the student think about how they think (Swan, 1983. This type of goal directed feedback improves motivation to learn (Dempsey et al., 1993) and encourages a Growth Mindset (Dweck ,1986).
In our online classes you need to not only ensure your feedback is effective, but you need to also help students to use the feedback. Luckily there are new technological tools that increase the efficacy and efficiency of a well designed feedback loop (Gee, 2017).
Effective feedback
Feedback improves learning (Dweck, 2007; Hattie, 2011) and in our online classes the growth statements we give to students effect both motivation and community (Northrup, 2011).If students feel you do not read your posts or that their work is not valued they will not utilize the information for personal growth. As teachers we need to ensure we provide timely and actionable, feedback.
Frequent and immediate feedback has the greatest effect on learning (Fink 2013). When examining the effect sizes of automated quizzes those that provide students feedback immediately have shown to improve learning when compared to delayed feedback (Northrup, 2011). The same is true of your written feedback. The sooner students get feedback the sooner they can make connections to content and develop personal learning goals. In fact getting frequent feedback early in the first two weeks helps to ensure students excel in your class (Conrad & Donalson, 2012; Rovai, 2002)
Feedback also needs to be targeted, which means it is focused on improvement driven from your stated learning objectives. Students then use the information in a process centered (Coffied et al., 2014) way to learn through reflection. By having students use growth statements as they think about revisions, goals and progress they make knowledge gains toward your stated learning objectives.
The positive language of your growth statements matter (Dweck, 2007). Research has consistently found non-punitive and positive messages lead to learning gains (Shute, 2007). In fact without you providing praise to how students are progressing and not including steps they can take to meet goal or take their learning to the next level students may not know they are growing (Coffield, et a., 2014)
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"text": "As instructors we have our greatest impact on learning through feedback (Ching et al., 2015). As teachers our feedback provides students with a \u201cknowledge of results\u201d (Flemin and Levine, 1978). When you communicate to students on how they have demonstrated growth following an assessment or task you allow them to self-reflect on progress, address lingering misconceptions, and set new learning goals (Black & William, 2016 Price, 1997).We know feedback drives learning (Azevedo & Bernard, 1995; Hattie, 2011; Shute, 2007). In it\u2019s most basic form feedback should, \u201c(a) verify whether the student\u2019s answer is right or wrong and (b) provide information to the learner about the correct response\u201d (Shute, 2007, p.8). Yet we also know proving students with positive an actionable feedback beyond their answer extends learning by requiring metacognition, or making the student think about how they think (Swan, 1983. This type of goal directed feedback improves motivation to learn (Dempsey et al., 1993) and encourages a Growth Mindset (Dweck ,1986).In our online classes you need to not only ensure your feedback is effective, but you need to also help students to use the feedback. Luckily there are new technological tools that increase the efficacy and efficiency of a well designed feedback loop (Gee, 2017).Effective feedbackFeedback improves learning (Dweck, 2007; Hattie, 2011) and in our online classes the growth statements we give to students effect both motivation and community (Northrup, 2011).If students feel you do not read your posts or that their work is not valued they will not utilize the information for personal growth. As teachers we need to ensure we provide timely and actionable, feedback.Frequent and immediate feedback has the greatest effect on learning (Fink 2013). When examining the effect sizes of automated quizzes those that provide students feedback immediately have shown to improve learning when compared to delayed feedback (Northrup, 2011). The same is true of your written feedback. The sooner students get feedback the sooner they can make connections to content and develop personal learning goals. In fact getting frequent feedback early in the first two weeks helps to ensure students excel in your class (Conrad & Donalson, 2012; Rovai, 2002)Feedback also needs to be targeted, which means it is focused on improvement driven from your stated learning objectives. Students then use the information in a process centered (Coffied et al., 2014) way to learn through reflection. By having students use growth statements as they think about revisions, goals and progress they make knowledge gains toward your stated learning objectives.The positive language of your growth statements matter (Dweck, 2007). Research has consistently found non-punitive and positive messages lead to learning gains (Shute, 2007). In fact without you providing praise to how students are progressing and not including steps they can take to meet goal or take their learning to the next level students may not know they are growing (Coffield, et a., 2014)",
"html": "<a href=\"https://quickthoughts.jgregorymcverry.com/2020/01/09/my-goal-for-next-semester-is-to-improve-the-quality\"></a>\n \n <p>As instructors we have our greatest impact on learning through feedback (Ching et al., 2015). As teachers our feedback provides students with a \u201cknowledge of results\u201d (Flemin and Levine, 1978). When you communicate to students on how they have demonstrated growth following an assessment or task you allow them to self-reflect on progress, address lingering misconceptions, and set new learning goals (Black & William, 2016 Price, 1997).</p><p>We know feedback drives learning (Azevedo & Bernard, 1995; Hattie, 2011; Shute, 2007). In it\u2019s most basic form feedback should, \u201c(a) verify whether the student\u2019s answer is right or wrong and (b) provide information to the learner about the correct response\u201d (Shute, 2007, p.8). Yet we also know proving students with positive an actionable feedback beyond their answer extends learning by requiring metacognition, or making the student think about how they think (Swan, 1983. This type of goal directed feedback improves motivation to learn (Dempsey et al., 1993) and encourages a Growth Mindset (Dweck ,1986).</p><p>In our online classes you need to not only ensure your feedback is effective, but you need to also help students to use the feedback. Luckily there are new technological tools that increase the efficacy and efficiency of a well designed feedback loop (Gee, 2017).</p><h2>Effective feedback</h2><p>Feedback improves learning (Dweck, 2007; Hattie, 2011) and in our online classes the growth statements we give to students effect both motivation and community (Northrup, 2011).If students feel you do not read your posts or that their work is not valued they will not utilize the information for personal growth. As teachers we need to ensure we provide timely and actionable, feedback.</p><p>Frequent and immediate feedback has the greatest effect on learning (Fink 2013). When examining the effect sizes of automated quizzes those that provide students feedback immediately have shown to improve learning when compared to delayed feedback (Northrup, 2011). The same is true of your written feedback. The sooner students get feedback the sooner they can make connections to content and develop personal learning goals. In fact getting frequent feedback early in the first two weeks helps to ensure students excel in your class (Conrad & Donalson, 2012; Rovai, 2002)</p><p>Feedback also needs to be targeted, which means it is focused on improvement driven from your stated learning objectives. Students then use the information in a process centered (Coffied et al., 2014) way to learn through reflection. By having students use growth statements as they think about revisions, goals and progress they make knowledge gains toward your stated learning objectives.</p><p>The positive language of your growth statements matter (Dweck, 2007). Research has consistently found non-punitive and positive messages lead to learning gains (Shute, 2007). In fact without you providing praise to how students are progressing and not including steps they can take to meet goal or take their learning to the next level students may not know they are growing (Coffield, et a., 2014)</p>"
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My Goal for Next Semester is to improve the quality and frequency of my feedback. Here is a concept map of my research.
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Every tech journalist out there please repeat after me: A regression model, no matter the size of the data set, is not artificial intelligence.
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Every tech journalist out there please repeat after me: A regression model, no matter the size of the data set, is not artificial intelligence. (quickthoughts.jgregorymcverry.com/s/148xW1)
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"Not everything that is faced can be changed, but nothing can be changed until it is faced."
- James Baldwin
#quote
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"Not everything that is faced can be changed, but nothing can be changed until it is faced."
- James Baldwin
#quote (quickthoughts.jgregorymcverry.com/s/1lq4z8)
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Ideologies are just religions written in crayon
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it really breaks my heart sometimes
Everytime Iām in crown heights I be in awe, everything is changing mad fast son
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So English is not the oppressor language?
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and that's because we THE BEST lol
NY Haitians the boojiest zoes
twitter.com/_puresv/statusā¦
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"text": "NY Haitians the boojiest zoes\ntwitter.com/_puresv/status\u2026",
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