Group items tagged

"Here, four ways to offer feedback that really makes a difference, drawn from research in psychology and cognitive science:" These include: 1.Supply information about what the learner is doing, rather than praise or criticism. 2. Take care in how feedback is presented so it doesn't reduce motivation. Have learners be involved in analyzing their own performance. 3. Orient feedback to goals. 4. use feedback to develop metacognitive skills.

365 Things has a question per day to stimulate conversation and/or writing activities. Great to follow for warm-up activity every day of the year, or to delve into now and then for free writing. thanks to Martin Burrett from Diigo in Education.

"It is difficult to blame our students for their failure to reflect upon their learning. The very nature of the typical school day makes this challenging for even the most committed learner. All that bouncing from experience to experience ensures that by the time they finish their day and have time to reflect, they are relying on a jumbled mess of memories. Without time to reflect immediately after a learning experience, there is little hope that we will develop in our minds a coherent cognitive schema or that we connect new learning with old in a cohesive manner." Author Nigel Coutts offers 8 elements that lend themselves to reflective learning. Includes a nice infographic of the elements.

A really interesting site for listening practice based on current issues and news events. Has a nice non-commercial ad-free look, also. Would be useful for a culture class as well.

"For a little inspiration, we're showcasing twelve terrific poetry projects from our incredibly creative community of educators. You'll find projects for first graders and high schoolers, and everything from sensory poems to color explorations to poems about polliwogs. (We also think any of these would be just as fun for adults to try - a little creative expression is always good for the soul!)"

"Many students (and teachers) will begin the calendar year with a goal-setting activity. They will take time to reflect in class on what they hope to achieve in the twelve months that follow. They will, for the most part, set achievement goals linked to their academic life, the sort of goals that are achieved through diligent application to classroom learning. They will decide that the way to accomplish these goals is through a commitment to hard work, maintaining focus on the task of learning and effectively managing their time. They will evaluate their success through increases in their assessment results and the hopefully positive feedback that they receive from their teachers. "In but a few weeks, if not days, these goals will have been forgotten. It is not that the students have lost motivation or have abandoned their hopes for a successful year. It is that the goals set in this way, this structured and forced manner, do not connect with what truly matters to the individuals who set them. "

A walk through the dynamic of classroom and community, by Nigel Coutts

"Combine a slow pace of meaningful change towards a new more enlightened vision for education with a rapid drive towards heightened levels of standardised testing (an unceasing desire to measure attributes of learning that increasingly matter less), and we have a system that is in need of radical change. The question is, will COVID be the catalyst for this change?" Educatiion is still operating on the industrial technology. Students are changing at the rate of digital technology. Will the extensive period of schooling at home on the Internet help make a change possible? We'll have to see.