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      <title>Meaningful Learning Characteristics  by Benjamin Adonias Mendez (bamendez)</title>
      <link>https://padlet.com/benm34/3iqqipfi4oafe2cf</link>
      <description>Examples from different courses. </description>
      <language>en-us</language>
      <pubDate>2021-08-27 20:34:57 UTC</pubDate>
      <lastBuildDate>2025-11-04 10:31:43 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Active (Manipulative/ Observant)</title>
         <author>benm34</author>
         <link>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701435287</link>
         <description><![CDATA[<div>In Algebra II, the teacher, at the beginning of class, would have an equation on the board that we would have to solve. She would not give us any hints at first, just let us do what we think was the right thing. We were able to talk with peers to see how they worked the problem out (which dabbles a little into cooperative).<br><br>In my piano class, the teacher would allow us to play how we thought the technique was. As the class progressed, though, he would correct techniques and hand placement. Showing where and how to move the hands when playing. What range of the notes the music had and where the best placement for hands would be.&nbsp;<br><br><br></div>]]></description>
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         <pubDate>2021-08-27 20:39:35 UTC</pubDate>
         <guid>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701435287</guid>
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         <title>Constructive (Articulate/ Reflective)</title>
         <author>benm34</author>
         <link>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701435768</link>
         <description><![CDATA[<div>English III class was really good with constructive learning. After we read a text the teacher would have us reflect on it and explain what we got out of it. Mainly with poems, we would reflect on it and explain what we thought about it and what the author was trying to convey. Then after we would discuss what the author was actually trying to convey or express.<br><br>My English II class was not very good at having the students share their reflections on the pieces we went over. It was more of just examining the author, the time it was written, and the meaning of the piece. There was little to no time spent on our interpretation of the piece or what we thought about the piece. </div>]]></description>
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         <pubDate>2021-08-27 20:40:08 UTC</pubDate>
         <guid>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701435768</guid>
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         <title>Intentional (Goal-directed/ Regulatory)</title>
         <author>benm34</author>
         <link>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436193</link>
         <description><![CDATA[<div>In band class, the director would usually give us a new piece of music. Before we did anything with the music, we would listen to a recording of that particular song. Thus, we were able to see what the outcome was and work on reaching that goal. It was very effective for me because I wanted to do my best to sound like the professional playing of that song.<br><br>With my Italian class, the teacher had a calendar marked with goals that we should have met by a certain date. Certain vocabulary words, phrases, conjugations that we should have mastered. That helped us to know what our goals were. What and when we should know certain aspects of the language.&nbsp;</div>]]></description>
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         <pubDate>2021-08-27 20:40:40 UTC</pubDate>
         <guid>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436193</guid>
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      <item>
         <title>Authentic (Complex/ Contextual)</title>
         <author>benm34</author>
         <link>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436484</link>
         <description><![CDATA[<div>In geometry class, the teacher would always tie the lesson with a real-world problem. That way we saw how this random equation or formula was not just an abstract thought, but how it worked in the real world. That helped the certain equation or formula stick in my memory.<br><br>Chemistry class was always a good class for authentic learning. With all the elements we studied the teacher always explained how they worked in the world. Showing and explaining how the elements reacted to form what we use in everyday life. For example how sodium and chloride (two very toxic chemicals) mix to make just regular table salt.&nbsp;<br><br></div>]]></description>
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         <pubDate>2021-08-27 20:41:00 UTC</pubDate>
         <guid>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436484</guid>
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         <title>Cooperative (Collaborative/ Conversational)</title>
         <author>benm34</author>
         <link>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436988</link>
         <description><![CDATA[<div>The AP chemistry lab was set up with groups of students together at a table. I liked working with a group because I ask one of my groupmates to explain how they worked out a problem. It was really beneficial because they could explain in a different way than the teacher did. Or they grasped a lesson better than I did and I could ask for their help, or we could just bounce ideas off of each other.<br><br>In History class, the teacher would never allow group work. He was really big on individual work, never any collaboration. He was keen on limiting chances to cheat by having different types of tests.&nbsp;I feel like collaboration could have been helpful in having the subject matter stick better. We could share our opinions with others and discuss our opinions on different events.</div>]]></description>
         <enclosure url="" />
         <pubDate>2021-08-27 20:41:34 UTC</pubDate>
         <guid>https://padlet.com/benm34/3iqqipfi4oafe2cf/wish/1701436988</guid>
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