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      <title>Characteristics of Meaningful Learning by Lauren Ashley Rose (larose1)</title>
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      <description>Made with whimsy</description>
      <language>en-us</language>
      <pubDate>2020-08-24 14:11:02 UTC</pubDate>
      <lastBuildDate>2020-08-24 14:55:36 UTC</lastBuildDate>
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         <title>Active </title>
         <author>larose11</author>
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         <description><![CDATA[<div>-A demonstration of active learning that I participated in as a child was learning my multiplication tables. Every single week in 3rd grade we had to practice multiplication worksheets in order to improve rather than just be told our multiplication tables.<br>-Another was in PE class in elementary school, whenever there was a new game presented, all the students would join in to play it together and perfect our skills rather than just listen to the teacher explain the rules. </div>]]></description>
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         <pubDate>2020-08-24 14:12:17 UTC</pubDate>
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         <title>Intentional</title>
         <author>larose11</author>
         <link>https://padlet.com/larose11/sta1662sofzoo5ih/wish/694594768</link>
         <description><![CDATA[<div>-All throughout school I played lacrosse and practices were very goal oriented. Any skill we went over in practice had an end goal, which was to be used in the games. Coaching of this kind really helped motivate all of the team members to perfect the particular skill so we could all work towards the goal. <br>-Another goal orientated activity I did in high school was a point system. In my English class we were all split up into teams and the goal for your team was to have as much Harry Potter knowledge as possible. For every Harry Potter trivia question you got correct, your team received a point. This helped motivate all the students to really focus on the reading in order to complete the goal of being the team with the most points. </div>]]></description>
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         <pubDate>2020-08-24 14:12:34 UTC</pubDate>
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         <title>Constructive </title>
         <author>larose11</author>
         <link>https://padlet.com/larose11/sta1662sofzoo5ih/wish/694595316</link>
         <description><![CDATA[<div>-I would compare constructive learning to science class. During school, after we would perform a new experiment, students would have a chance to reflect on the experiment we just did and why a certain reaction happened. <br>-I had a similar experience with this type of learning in my history classes as well. If we learned about a significant event in history, we then had to reflect and think how would the course of history changed if this event had never occurred. This was very helpful because history became more of a timeline for me, rather than just events in the past. </div>]]></description>
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         <pubDate>2020-08-24 14:12:45 UTC</pubDate>
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         <title>Authentic </title>
         <author>larose11</author>
         <link>https://padlet.com/larose11/sta1662sofzoo5ih/wish/694596206</link>
         <description><![CDATA[<div>-Authentic learning also reminds me of science class. One specific experiment we did related to a real world problem was shooting bottle rockets. Instead of just calculating how high a bottle rocket might go based on the numbers given, every student had to create their own bottle rocket and then calculate how high they predict it will go based on their own measurements. After calculating, we all had an opportunity to put our rockets to the test and compare our predictions to how they actually performed. <br>-This style of learning also occurred in my math classes. Students would always complain about how they would never need this math in the real world so after that, my math teacher only gave us real world examples after teaching a lesson. This helped all of the students get a better grasp on the material. </div>]]></description>
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         <pubDate>2020-08-24 14:13:00 UTC</pubDate>
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         <title>Cooperative </title>
         <author>larose11</author>
         <link>https://padlet.com/larose11/sta1662sofzoo5ih/wish/694596788</link>
         <description><![CDATA[<div>-My math teacher my senior year really liked this theory of cooperative learning. Every test that we took in his class was a group test where you could choose your own group. This was extremely helpful because all of the students had their own strengths and weaknesses. Since we were able to test as a group, it improved the entire class's test scores and all of the students felt valued in class.<br>-My science class also allowed collaboration in harder experiments that required a lot of different skill sets. This tactic helped relieve a lot of students because they were no longer stressed about having to perfect every single skill required in the lab and instead could work together towards the end goal. </div>]]></description>
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         <pubDate>2020-08-24 14:13:11 UTC</pubDate>
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