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Striking a Balance: Digital Tools and Distraction in School | Edutopia - 0 views

www.edutopia.org/...tion-in-school-mary-beth-hertz distraction balance edutopia multitasking parent CATIE focus
shared by Jill Bergeron on 17 Jan 14 - No Cached
  • In Age of Distraction: Why It's Crucial for Students to Learn to Focus (1), Katrina Schwartz refers to studies showing that the ability to focus on a task has been linked to future success. She quotes psychologist and author Daniel Goleman as saying, "This ability [to focus] is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health."
  • In a similar article, With Tech Tools, How Should Teachers Tackle Multitasking in Class? (2), author Holly Korbey explores research around student study habits and talks to veteran teachers about their experiences with students using technology in the classroom.
  • Instead, we should be deliberately teaching students how to manage their attention with their devices.
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  • The reality is that devices are not going away, and we need to teach our students how to effectively manage them so that they can be successful in whatever they do.
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How to Tap Memory Systems to Deepen Learning - MindShift - 0 views

www.kqed.org/...ory-systems-to-deepen-learning
shared by Scott Nancarrow on 29 Jun 21 - No Cached
  • When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. 
  • In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
  • It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process –  unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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  • Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. 
  • Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you can be actively learning while you are staring at the professor, you can’t do that for very long.”
  • Offering brain breaks: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning.
  • Use the Jot-Recall Technique: Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand.
  • Teach Students How to Engage in Active Recall: Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall.
  • Engage in Think-Pair-Share: Activities such as think-pair-share ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.
  • Practice Interleaving: Interleaving involves mixing up practice problems instead of working on nearly identical activities over and over again.  This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem.
  • “The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of “desirable difficulties”,
  • And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts.
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Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 0 views

www.edutopia.org/...-for-understanding-todd-finley formative assessment differentiation assessment understanding
shared by Jill Bergeron on 26 Mar 15 - No Cached
  • What strategy can double student learning gains? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately."
  • Alternative formative assessment (AFA) strategies can be as simple (and important) as checking the oil in your car -- hence the name "dipsticks." They're especially effective when students are given tactical feedback, immediately followed by time to practice the skill.
  • New to Alternative Formative Assessment? Start Slow
    • Jill Bergeron
      Jill Bergeron on 26 Mar 15
       
      Effective for PE too.
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  • having learners use their own vernacular to articulate why they are stuck can be profoundly useful for identifying where to target support.
  • The biggest benefit of integrating AFAs into your practice is that students will internalize the habit of monitoring their understanding and adjusting accordingly.
  • Jill Bergeron on 26 Mar 15
     
    This article describes the merits of formative assessment and offers over 50 suggestions for such assessments.
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