The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.
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How play could save US education - Tech Insider - 0 views
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According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.
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A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.
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An absence of recess could simply mark the absence of creativity in schools more generally.
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This article describes the research that supports the value of play in schools.
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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…
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A lot of what we take to be toughness of the past was really just callousness.
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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.”
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A more helpful way to think of toughness is resilience, says Brooks. “The people we admire for being resilient are not hard; they are ardent. They have a fervent commitment to some cause, some ideal, or some relationship. That higher yearning enables them to withstand setbacks, pain, and betrayal.
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strategies that build connections with boys.
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“In every school I have visited, social competition and hierarchy, bullying and maltreatment, peer policing, and the marginalization of less-preferred types of boys characterize cultures that even wonderfully committed faculty and staff cannot control.”
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These teachers report that, “contrary to the stereotypes of young men as diffident, disruptive, or dangerous, most boys care deeply about being successful and simply long for instructors… capable of connecting personally with them and believing in them, even when they may not believe in themselves and struggle with behavior, effort, or attention problems… Relationship is the very medium through which successful teaching and learning is performed with boys.”
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If people today are less tough or resilient, Brooks concludes, it may be because they lack purpose. “If you really want people to be tough,” he says, “make them idealistic for some cause, make them tender for some other person, make them committed to some worldview that puts today’s temporary pain in the context of a larger hope
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Acknowledge a common characteristic.
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Maintain high standards.
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Respond to a student’s personal interest or talent.
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Share a common interest.
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Accommodate a measure of opposition.
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Change should be collective.
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Be willing to reveal vulnerability.
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“Mediation provides teacher and student with ways to listen and understand each other’s perspectives, restore goodwill, and develop positive plans to move forward,” she says. “The process boosts social, problem-solving and communication skills – all of which are important for students’ resourcefulness should problems arise in the future.”
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the characteristics of an ideal academic team: - There is frequent, easy communication. - Assessment is an integral part of the culture. - Changes are identified and readily implemented. - New ideas are frequently discussed. - Limitations in professional knowledge and skills are recognized and addressed. - Professional development is seen as essential and it happens regularly. - Improvement is continuous.
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Don’t just tell them they’re wrong.
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People with incorrect beliefs can become even more entrenched when presented with facts that contradict their beliefs. To change people, you have to reach their hearts, and you can do that only by building relationships.
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Evidence alone won’t work.
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Listen
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If you want to effectively address forces that resist positive change, you need to genuinely listen first.”
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Be indirect. Use suggestive rather than declarative language. Let your colleagues come to their own conclusion and, better yet, think it’s their own idea.
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Have one-to-one conversations.
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Identify your allies.
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Demonstrate mastery of subject matter.
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Identify the mission.
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Choose your battles.
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Focus on your personal goals.
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Be patient, hopeful, and persistent.
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If change happens, expect things to get worse before they get better.
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“Research suggests that individuals are prone to automatically make assessments about the competence and social status of others based on features of their physical appearance. These features may include facial cues, ethnicity, clothes, and body language… [I]ndividuals are likely to base their impression of others on limited information and then fill in the rest accordingly.”
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“Children described by teachers more negatively in terms of their appearance had worse academic adjustment… Students described by teachers as appearing poorly dressed, tired, sleepy, or hungry were rated by teachers as being less competent academically, less engaged, and as having a poorer relationship with these teachers.
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“These results suggest that some students may be experiencing difficulties in school because they appear inadequately physically prepared for the classroom,”
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As a staff, if we said, ‘Here’s our first chance to engage parents,’ then surely open houses… would be a much warmer, much more collaborative event and linked to learning.”
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Consider having a general orientation for parents before the beginning of school – more of a mini-fair, with fun activities and a chance to get to know school staff. This is distinct from the open house in mid-September, which is more academically focused. - Encourage teachers to make a positive phone call to each family early in the year so that calls on behavior problems are not the first time parents hear from the school.
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Give parents and guardians name tags and a chance to socialize with family members of other students.
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Have students be leaders of the open house at the classroom level: students prepare a PowerPoint presentation on what they are learning and what the plan is going forward.
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Include actual learning activities for parents.
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The bottom line: family members should leave the open house excited about the school year, clear about three or four things their child will know by the end of the year, and feeling part of a team that will help students accomplish those key learnings.
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"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…"
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“While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
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Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
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power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
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To practice empathy: - Ask a question or two in every interaction, showing genuine interest in the subject. - Paraphrase important points made by others. - Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. - When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” - Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
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The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
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“From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
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One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
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There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
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To practice gratitude: - Make thoughtful thank-yous a part of how you communicate with others. - Send colleagues specific and timely e-mails or notes of appreciation for a job well done. - Publicly acknowledge the value that each person contributes to the team, including support staff. - Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: - Seek opportunities to spend a little one-on-one time with people you lead. - Delegate some important and high-profile responsibilities. - Give praise generously. - Share the limelight – give credit to all who contribute to the success of your team and your organization.
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employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
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Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
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on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
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There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
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In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
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The burden of multiple obligations can seem insurmountable.”
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Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
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all students can elect to take a two-day grace period on any paper, with no questions asked.
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“Since changing my policy, I’ve seen higher-quality work, less anxiety, and fewer cases of burnout.
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Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
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Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
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Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
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Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
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Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
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• Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
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“mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
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Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
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Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
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Models and schema
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Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
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Rules
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“This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
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"Online Resources for Teaching About the Presidential Campaign In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: - Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. - Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. - iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. - C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. - Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates. "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
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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
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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.
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The ‘who’ part of the equation didn’t seem to matter.”
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Then Project Aristotle began looking at group norms – the culture of unwritten rules that guide people when they collaborate – and hit pay dirt. It turned out that two group norms were shared by virtually all of Google’s most effective teams: - Equal air time – In teams that got the best results, members participated roughly the same amount during meetings. “As long as everyone got a chance to talk, the team did well,” said Google researcher Anita Woolley. “But if only one person or a small group spoke all the time, the collective intelligence declined.” - Interpersonal sensitivity – Effective team members had the ability to intuit how colleagues felt by their tone of voice, facial expressions, and other nonverbal cues. The members of less-effective teams were less tuned in to their teammates’ feelings.
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The behaviors that create psychological safety – conversational turn-taking and empathy – are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond. And those human bonds matter as much at work as anywhere else. In fact, they sometimes matter more.”
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In the best teams, members listen to one another and show sensitivity to feelings and needs.”
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He believes there are two “ubiquitous features of conventional school environments” that trigger and reinforce the psychological factors noted above, augment the disadvantages with which minority students enter school, and feed the peer pressures to disengage from schooling – all of which creates a self-reinforcing downward spiral of achievement. The two features are: - Students being given work that is too difficult for their current academic level; - Students getting low grades on their work rather than frequent, individualized, objective feedback.
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“The hypothesis,” say Yeh, “is that the conventional school system is inadvertently structured in a way that fosters disengagement, thereby reducing effort, which depresses achievement and grades, causing demoralization, which further reduces engagement and achievement.” The process kicks in around third grade, when struggling students begin to view themselves as intellectually inferior because their grades are lower than their classmates’, contributing to decreased self-efficacy and increasing passivity; it accelerates in middle school, at which point low grades strongly correlate with eventually dropping out.
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What is to be done? Yeh’s theory is that by flipping the two pernicious factors, schools can turn the downward spiral into a virtuous upward cycle of achievement. That involves: - Adjusting task difficulty for low-performing students to an appropriate level of challenge so that if they apply effective effort, they will be successful. - Rapid performance feedback with respect to a standard, not other students.
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He cites positive research on two programs using this approach – Reading Assessment and Math Assessment – and reports on a systematic study comparing different interventions aimed at closing the achievement gap – charter schools, voucher programs, an additional year of school, various high-quality pre-school programs, full-day kindergarten, class size reduction, value-added assessment, summer school, teacher salary incentives, teacher experience, teacher PD, longer school day, computer instruction, tutoring, and school reform. Rapid assessment is dramatically more successful at raising student achievement than any of the others.
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by far the most powerful and cost-effective intervention is to adjust task difficulty and provide students with prompt, objective feedback on their efforts.
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“When students engage in project-based learning over the course of their time in school,” says John Larmer (Buck Institute for Education) in this article in Educational Leadership, “there’s an accumulating effect. They feel empowered. They see that they can make a difference.” In addition, they’re more likely to acquire the skills, knowledge, and dispositions needed for college and career success.
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the key elements of project-based learning, carefully planned and skillfully managed by the teacher:
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A challenging problem or question
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Sustained inquiry
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Student voice and choice
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Authenticity
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Reflection
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Critique and revision
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Public product
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four ways that project-based learning can go off the rails and not fulfill its potential: - Mistake #1: Using materials that aren’t truly project-based; beware of PBL-lite! - Mistake #2: Providing inadequate training and support for teachers; one-shot workshops are not enough. - Mistake #3: Over-using projects in the curriculum; basic skills can still be taught in a more conventional format. - Mistake #4: Implementing project-based learning on an ad hoc basis; to get the long-term effect, students need to engage in high-quality projects on a regular basis through their school years.
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AltSchools encourage students to dive into topics they’re passionate about, with teachers tracking everything they do using classroom video cameras and elaborate K-8 databases. The schools make a point of shaping diverse student bodies by giving scholarships to students whose parents can’t afford the $30,000-a-year tuition.
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We are raising a generation that will have the sum of human knowledge at their fingertips, for every minute of their life, so clearly education needs to change to accommodate that.”
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“Basically, what we have told teachers is we have hired you for your creative teacher brains, and anytime you are doing something that doesn’t require your creative teacher brain that a computer could be doing as well as or better than you, then a computer should do it.”
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To a computer measuring keystrokes, a student zoning out because he’s bored is indistinguishable from one who is moved by her book to imagine a world of her own.”
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“People are very focused on the algorithm. But equally important is the quality of the materials” – the clarity of the math questions and the worthiness of the readings being presented on students’ computer screens. Willingham also notes that teachers in high-tech classrooms often have to prepare two lesson plans – one that uses the technology and one for when the technology breaks down.
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Hire capable, well-matched teachers. Detailed advertisements and postings are important to giving candidates a clear idea of each position, says Clement. She also recommends longer interviews with more candidates, enlisting experienced teachers to take part in interviews, and gathering information on candidates from multiple sources.
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Provide continuous professional development. This should include induction that eases new teachers into the demands of the full job – orientation before classes begin, well-matched mentors through the first five years, and ongoing PD specific to rookies’ needs.
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Use colleagues to provide feedback. Traditional “gotcha” teacher evaluation has rarely been helpful in supporting new teachers, says Clement. Trained mentors can provide non-evaluative feedback that really makes a difference, perhaps with a firewall between their observations and the formal evaluation process. Of course it’s important that incoming teachers know the district’s criteria for effective teaching and are familiar with how administrators will assess their work.
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Understand millennials. “This generation of teachers wants to network and have input,” says Clement. Most have a strong preference for electronic interaction, and administrators and colleagues should meet young teachers where they are tech-wise and provide strong online resources.
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• Provide leadership opportunities. “While many new teachers are just surviving, others actively seek an avenue to truly make a difference,” says Clement. To find fulfillment in teaching and stay in the profession, they need to get involved in meaningful roles outside their classrooms. Some possibilities: speaking at induction ceremonies and serving on a welcome committee for the newest hires; leading book study groups; taking part in social service organizations on campus; and serving on curriculum committees
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students who read about scientists’ struggles, whether intellectual or personal, got better grades in science after reading the texts. The positive effect was most pronounced among students whose science grades were low before the experiment.
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Another finding: both before and after reading the texts, students who had a “growth” mindset (effort, not innate talent, determines success) tended to do better in science classes than students with a “fixed” mindset.
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This week's articles cover PBL, differentiation, effective teams, tech integration, teacher retention and science teaching and learning.
Teen Girl Petitions Seventeen Magazine to Stop Airbrushing Models | Beauty on Shine - Y... - 0 views
Maine Teen Wins Battle Against Seventeen on Photoshopped Images - ABC News - 0 views
Seventeen magazine vows not to alter images, to 'celebrate every kind of beauty' - CNN - 0 views
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Middle school students are more concerned with content relevance than with credibility.
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They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.
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Dimensions of Critical Evaluation
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Relevance: the information's level of importance to a particular reading purpose or explicitly stated need for that information Accuracy: the extent to which information contains factual and updated details that can be verified by consulting alternative and/or primary sources Bias/Perspective: the position or slant toward which an author shapes information Reliability: the information's level of trustworthiness based on information about the author and the publishing body
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Verify and refute online information Investigate author credentials Detect bias and stance Negotiate multiple perspectives
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Cross-checking claims between multiple sources (see Figure 2) can help adolescents: Recognize ideas they might otherwise ignore Weigh the usefulness (and reliability) of these ideas against what they previously believed to be true Consider that new ideas may actually be more accurate than their original thinking
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To that end, I will close with a list of strategies to use or adapt to fit your students’ needs as they refine their ability to think critically while conducting online research: Is this site relevant to my needs and purpose? What is the purpose of this site? Who created the information at this site, and what is this person's level of expertise? When was the information at this site updated? Where can I go to check the accuracy of this information? Why did this person or group put this information on the Internet? Does the website present only one side of the issue, or are multiple perspectives provided? How are information and/or images at this site shaped by the author's stance? Is there anyone who might be offended or hurt by the information at this site? How can I connect these ideas to my own questions and interpretations?
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Great article on risks of overuse of media. Also offers targeted solutions for these problems.
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It’s never too early to learn smart strategies to focus in on priorities and tune out what’s not immediately necessary.
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Neuroscience has shown that multitasking — the process of doing more than one thing at the same time — doesn’t exist.
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Multitasking is also stressful for the body. When people try to do several things at once, like drive and text, the brain uses up oxygenated glucose at a much faster rate and releases the stress hormone cortisol.
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Rather than trying to do everything at the same time, the most productive people prioritize and block off their schedules to focus on one task at a time.
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the basic principle of focusing in on one task at a time holds true for anyone.
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“When they’re doing something, they’re really doing it,” Levitin said. “They get more done because their brain isn’t half somewhere else.”
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“People who take regular breaks — and naps even — end up being more productive and more creative in their work,” Levitin said.
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“You need to give your brain time to consolidate all the information that’s come in, to toss it and turn it.”
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The brain has a natural way of giving itself a break — it’s called daydreaming. “It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,”
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“Children shouldn’t be overly scheduled,” Levitin said. “They should have blocks of time to promote spontaneity and creativity.”
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Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.
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The world has changed much more quickly than the genome can keep up with, which means schools have a responsibility to help kids develop the skills to sift through the overwhelming stimuli.
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It can be hard to focus on one thing when there’s a long, nagging list of things that need to get done in a day, both personal and professional. Levitin recommends writing all those things down on notecards, externalizing the memories into digestible bits that can be shuffled as priorities change. “My brain knows I’ve written it down and it stops nagging me,” Levitin said of his method.
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he hyperactive child might be able to help develop a more creative set of ideas, while the more focused child knows how to take that idea
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to fruition.
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Article may be four years old, but its emphasis clearly supports more current discussion surrounding cognitive consolidation.
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Can Teaching Kids Mindfulness Replace Discipline? - 0 views
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Mindfulness is the awareness that arises through purposefully paying attention to the present moment in a non-judgemental way,
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As we practice mindfulness, we begin to understand our mind-body connection better and learn not to be so reactive to thoughts, emotions, and physical sensations.
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With mindfulness, we develop a quality of attention that can be present no matter what is happening around us. This helps us feel more peace, ease, and balance in our lives and we develop more empathy, compassion, and love.
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Several studies demonstrate that meditation can help children reduce stress and anxiety, increase attention and focus, and improve academic performance. Scientists have actually witnessed individual’s brains thicken in areas in charge of decision-making, emotional flexibility, and empathy during meditative practices.
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Advertisement ADHD Parenting Friendships & Activities Friends at School Bullying Is the Norm. So Is an Inadequate Response. Bullying plagues a majority of neurodivergent students at school, on social media, and/or on the bus. When asked about the school’s response to incidents of bullying, 72% of ADDitude readers surveyed said they were dissatisfied and only 12% said the bullies faced any punishment. By ADDitude Editors Verified Updated on October 28, 2022 Email Save Save
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Bullying Prevention Strategies
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For Educators and School Staff
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vigilant.
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Respond quickly and consistently to bullying. Always try to stop bullying on the spot, as it can stop bullying behavior over time. Do not ignore the situation and assume that the issue will resolve on its own. Avoid forcing the bully and victim to “work it out” on the spot. Get medical attention or police help if warranted.
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Incorporate bullying prevention activities in lessons. Get creative. Students can learn how to respond to bullying, how to report it (including cyberbullying) to teachers and staff, and the role they play in fostering a culture of safety, inclusion, and respect at school.
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Conduct school-wide bullying assessments and evaluation prevention efforts. Refine plans as necessary.
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Bullying generally happens in areas where supervision is limited – playgrounds, crowded hallways, lunchrooms, school buses, etc. Monitor these hot spots.
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