The Marshall Memo Admin - Issues - 0 views
-
students who have four years of art score 91 points higher on the SAT than students who don’t.
-
Danny Gregory applauds the arguments made for the importance of art and music in schools: they improve motor, spatial, and language skills; they enhance peer collaboration; they strengthen ties to the community; they keep at-risk students in school and improve their chances of ultimately graduating from college; and
-
In middle school, the majority start to lose their passion for making stuff and instead learn the price of making mistakes.
- ...44 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
“The act of writing, even if the product consists of only a hundred and forty characters composed with one’s thumbs, forces a kind of real-time distillation of emotional chaos.” Researchers have confirmed the efficacy of writing as a therapeutic intervention.
-
She was trained to avoid jumping into problem-solving mode, instead using validation
-
Probes were important to get more information
- ...37 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
“It’s not just effort, but strategy. Students need to know that if they’re stuck, they don’t need just effort. You don’t want them redoubling their efforts with the same ineffective strategies. You want them to know when to ask for help and when to use resources that are available.”
-
the key to schools succeeding with all students is prioritizing – isolating and focusing on “only the most vital, game-changing actions that ensure significant improvement in teaching and learning” and then sustaining a disciplined, laser-like focus for a significant amount of time.
-
Teachers should have clear, specific direction on which skills and concepts to teach – the what and when – with discretion on the how to and some room each week for teachable moments and personal passions.
- ...23 more annotations...
-
"1. Mike Schmoker on three focus areas 2. Carol Dweck on fine-tuning the growth mindset 3. Maximizing high-quality teacher planning time 4. Effective and ineffective teacher teamwork in the Common Core 5. What gets professional learning communities working well? 6. Research findings on ability grouping and acceleration"
The Marshall Memo Admin - Issues - 0 views
-
In 2009, TNTP reported that teacher evaluation systems didn’t accurately distinguish among teachers with varying levels of proficiency, failed to identify most of the teachers with serious performance problems, and were unhelpful in guiding professional development.
-
The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
-
On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
- ...42 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
-
However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
-
Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: - Having students evaluate their own work; - Using on-the-spot and interim assessments; - Having students revise their work; - Encouraging multiple strategies for learning; - Peer-to-peer learning.
- ...19 more annotations...
6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia - 1 views
-
Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.
-
Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.
-
Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions?
- ...12 more annotations...
-
Honestly, not too much new information for me in this article, but a well-summarized version of that information for sure; comments were actually what made this stand out for me...
-
Andrew Miller offers up concrete examples of how teachers can differentiate through PBL. He includes: differentiation through teams, reflection and goal setting, mini-lessons, centers and resources, voice and choice in products, differentiation through formative assessments, and balancing teamwork with individual work.
Why I Gave Up Flipped Instruction - 0 views
-
the flip wasn’t the same economic and political entity then that it is now
-
my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
-
The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs.
- ...18 more annotations...
Socially Immature Kids: Making Friends - 0 views
The Marshall Memo Admin - Issues - 0 views
-
Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
-
school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
-
- ...41 more annotations...
-
""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
Faculty Collegiality - 0 views
-
the most important factor in determining whether a school is a setting in which children grow and learn is whether the school is a setting in which adults grow and learn.
-
school buildings were designed to enable the supervision and orderly movement of students. The egg-carton model of school architecture and organization prevails even today. Individual classrooms are adjacent to one another with parallel doors facing a hall (not unlike prison cellblocks).
-
The major hurdle is the history and ethos of the teaching profession. "Teaching is a very autonomous experience," says Sara Lawrence Lightfoot, author of The Good High School. "But the flip side of autonomy is that teachers experience loneliness and isolation." In too many schools, teachers close their classroom door and spend the majority of their working hours with children, only talking hurriedly with other adults over a break, during lunch, or while standing at the copying machine. This is not terribly surprising since many educators chose to enter the profession to work with students, not with other adults
- ...27 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
-
In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
-
A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
- ...16 more annotations...
-
"In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
The Marshall Memo Admin - Issues - 0 views
-
A principal remembers how she built trust 2. Giving and receiving feedback with grace and skill 3. A Georgia district works to improve classroom observations 4. Douglas Reeves takes on five myths about grading 5. Enlisting students to comment helpfully on each others’ work 6. Unintended consequences from New York City’s discipline policies 7. The minefield that girls and young women must traverse 8. Thomas Friedman on what the new era portends for young people 9. Short item: An online social-emotional survey
-
“When schools dig in on the underlying reasons why kids violate norms, rather than reflexively and automatically punishing and sending kids away, outcomes can change quickly and dramatically. It’s especially important for everyone in a school to dig deep to decrease head-to-head conflict and understand behaviors that are often quickly labeled insubordination or disrespect.”
-
“Trust happens through thousands of small, purposeful interactions over time,” says Sarah Fiarman in this article in Principal. “[L]eaders earn trust when they keep promises, respond when teachers ask for help, and have difficult conversations with adults to ensure high-quality teaching for everyone.” Integral to all this is listening well, speaking wisely, and acknowledging one’s own biases.
- ...36 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
In This Issue: 1. Four secrets of peak performance 2. “Emotional labor” on the job 3. Getting students thinking at higher levels 4. Student work analysis to improve teaching, assessment, and learning 5. Elements of the Haberman principal interview
-
“The key to resilience is trying really hard, then stopping, recovering, and then trying again… Our brains need a rest as much as our bodies do… The value of a recovery period rises in proportion to the amount of work required of us.”
-
the best long-term performers tap into positive energy at all levels of the performance pyramid.” Here are the four levels:
- ...36 more annotations...
The Marshall Memo Admin - Issues - 0 views
-
1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
-
A lot of what we take to be toughness of the past was really just callousness.
-
There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
- ...37 more annotations...
-
"In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
The Marshall Memo Admin - Issues - 2 views
-
1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
-
Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
-
The ‘who’ part of the equation didn’t seem to matter.”
- ...30 more annotations...
Flipped Classrooms 101 - A self-paced, short course - Turn to Your Neighbor: The Offici... - 0 views
An Annotated List of Flipped Class Tools and Resources - Turn to Your Neighbor: The Off... - 1 views
"Focus on Kids, Not Ourselves": Guiding Principle At Design 39 Campus | The Future of K... - 3 views
-
Mornings are for “Integrated Learning Time”; no rigid boundaries of subject, time, or space. The pod teachers decide when and how the students will move, and the teams focus relentlessly on how students will learn content through big, cross-disciplinary themes. The afternoons are split between “Deep Dives”, physical activity-based “Minds in Motion”, “Exploration” opportunities for students to follow their passions, and some dedicated time for mathematics in the upper grade levels. Within each of these broad areas, the teachers are expected to amplify the process of inquiry and to embed the skills of design thinking.
-
How might we further dissolve rigidity by allowing students to re-arrange classroom furniture on a very frequent (more than daily) basis to meet the learning objectives of the moment? How often can we get students up to the writing walls to collaborate on work rather than taking individual notes or keying into their individual devices? How might we constantly defuse the “teacher-centrism” of the room? If the teacher is not using a fixed projector or other device that requires a “front of the room”, why set the podium there, or stand there? How might we empower students to ask the questions that guide discussion? How might we allow students to find the best ways to interact within learning teams, rather than giving them a strict methodology to follow? When have we given them enough instruction on how to learn, and when is it best for them to find this out for themselves and with their peers?
-
This article showcases a school that focuses on integrated learning, interdisciplinary studies, collaboration and design thinking...all at the elementary school level.
-
Love this article thinking about the UCLA school that mounts the projector to the ceiling projecting onto the floor as an alternative. Students sit around the projection instead of at desks
Birmingham Covington: Building a Student-Centered School | Edutopia - 0 views
-
Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first.
-
mixing age groups accelerates learning.
-
“When you get kids collaborating together, they become more resourceful and they see themselves as experts,”
- ...6 more annotations...
1 - 20 of 20
Showing 20▼ items per page