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."
Striking a Balance: Digital Tools and Distraction in School | Edutopia - 0 views
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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.
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Instead, we should be deliberately teaching students how to manage their attention with their devices.
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How to Tap Memory Systems to Deepen Learning - MindShift - 0 views
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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.
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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.”
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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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Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 0 views
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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."
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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.
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New to Alternative Formative Assessment? Start Slow
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