Using Neuroscience to Launch a Research-Informed School Schedule | EdSurge News - 1 views
-
Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it.
-
students saw the value of about 90-minutes of quality homework that was assigned for one of three reasons: retrieval practice, to connect or extend prior learning or to be prepared for the next class period.
-
Launching something imperfect when you already have something that is comfortable can be challenging, but it gave us an opportunity to model what we were already messaging to our students about “failing forward.”
- ...7 more annotations...
Daily 5™ - 0 views
Research Finds Effects Of Homework On Elementary Students - 1 views
-
While homework has a significant benefit at the high school level, the benefit drops off for middle school students and “there’s no benefit at the elementary school level,”
-
Homework can generate a negative impact on children’s attitudes toward school.
-
After a long day at school, something that includes the word “work” is not exactly what kids want to do before going to bed. This ends up too often in a sorrowful battle that can be extended to the later years when homework does have benefits.
- ...10 more annotations...
-
This article details how homework can be detrimental to elementary school children. However, it also offers alternatives to homework.
-
Love this article! Homework should be the last thing a child does when they get home after working in school all day. How about learning to cook with mom and dad? This may be a hard sell for some parents who see learning as a concrete task and not a reflective one. Some alternatives: Reading a good book for pleasure, reading with your kids, going to the park.... Kids need school life balance as well.
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"
What Keeps Students Motivated to Learn? | MindShift - 0 views
-
-
“What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.
-
Every student on the panel had a story of big failure on an important class project. But because the culture of their schools encourage them to learn from mistakes, they can clearly articulate what they’d do differently next time and even laugh about it.
- ...11 more annotations...
Six ways to keep teenagers safe online | Macworld - 0 views
-
“If you wouldn’t say it, do it, or watch it with me in the room, it’s not okay.”
-
Sit down with your kids to create an “acceptable use” policy for your own home—they’re much more likely to follow the rules if they’ve had a say in writing them
-
Even if you enable restrictions, however, this isn’t a “set it and forget it” situation.
- ...8 more annotations...
TheDailyCafe.com - 1 views
Teach100 | Teach.com - 0 views
Daily Schedule for ADHD Families: Coronavirus Homeschooling Plan - 0 views
Effects of screentime on the health and well-being of children and adolescents: a syste... - 0 views
-
Only Hoare et al 20 reported on associations with anxiety, and found moderate evidence for a positive association between screentime duration and severity of anxiety symptoms.
-
adolescents using screens in a moderate way showed the lowest prevalence of depressive symptoms.
-
HRQOL as a formal measured construct was examined by Wu et al, 22 who reported consistent evidence that greater screentime was associated with lower measured HRQOL in 11/13 cross-sectional and 4/4 longitudinal studies. A meta-analysis of 2 studies found that ≥2–2.5 hours/day of screentime was associated with significantly lower HRQOL (pooled mean difference in HRQOL score 2.71 (95% CI 1.59 to 3.38) points) than those with <2–2.5 hours/day.
- ...5 more annotations...
50 Plus Ideas for Using Document Cameras in the Classroom - 0 views
-
easiest and quickest ways to integrate technology
-
very few special skills needed
-
Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing.
- ...14 more annotations...
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...
The Marshall Memo Admin - Issues - 0 views
-
“Improvement [in writing] starts with volume. Volume suffers if I have to grade everything. Grading doesn’t make kids better. Volume, choice, and conferring makes kids better.”
-
“Give students daily opportunities to leave tracks of their thinking, use those tracks to notice patterns, and adjust instruction on the basis of what kids know and what they need. Repeat cycle.”
-
“Pre-assessment without associated action is like eating without digestion.”
- ...33 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.
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...
All Together Now: Some Further Uses for Google Docs in the Composition Classr... - 0 views
-
ProfHacker has written quite a bit about the app and their post “GoogleDocs and Collaboration in the Classroom” is chock-full of links to various tips and useful ideas. Getting Smart’s “6 Powerful Google Docs Features to Support the Collaborative Writing Process” provides an excellent step-by-step guide to using Google Docs especially for collaborative writing. And for a basic overview of Google Docs’ features and potential uses, you can browse through this slideshow:
-
I have asked my Basic English Skills students to keep a daily journal (which can be on anything they wish to write about and functions to help them build their writing muscles) in Google Docs, which they’ve only shared with me. Besides alleviating any anxiety students might have felt about making their journals public, Google Docs allows me to easily monitor new entries (whenever a Doc is edited, the title turns bold) and to verify when students are completing their entries (by using the revision history feature).
-
I decided to have the students write in teams of three, with one team member serving as lead editor each week. The lead editor is in charge of each week’s blog post, which includes coming up with a focus question and locating 2-3 sources to help them answer their question, which they share with their team before the week’s first class meeting (I have had the teams indicate each week’s lead editor in a spreadsheet in Google Docs so that I am aware of which students are in charge each week). But it gets really interesting when the teams come together in the week’s first class meeting. The lead editor creates a Google Doc, which they share with their team and me, and type in their focus question and a brief summary of how they plan to answer it. What follows is a 30-40 minute session in which the team discusses the question, the lead editor’s sources, and their plan for answering the question completely in writing in the Google Doc, observing a strict rule of silence (I adapted this activity from Lawrence Weinstein’s “Silent Dialogue” activity in Writing Doesn’t Have to Be Lonely).
- ...1 more annotation...
50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Har... - 1 views
-
Did I refer to the class as our class or my class?
-
8. If our class were a company, would it be out-of-business now?
-
9. Did students create and experience a great class or simply take a class and get credit?
- ...15 more annotations...