Group items tagged

So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept.

At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of: Designing and/or creating a tangible product, performance or event Solving a real-world problem (may be simulated or fully authentic) Investigating a topic or issue to develop an answer to an open-ended question

We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem."

a Professional Learning Community is "a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students."

A PLC is made up of "a school's professional staff members who continuously seek to find answers through inquiry and act on their learning to improve student learning.

Teachers who work in more supportive environments become more effective at raising student achievement on standardized tests over time than do teachers who work in less supportive environments.

A growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. It stands in opposition to a fixed mindset, which is the belief that talents and abilities are unalterable traits, ones that can never be improved.

We typically teach students a growth mindset through online programs that demonstrate how the brain changes with learning (how the neurons grow stronger connections when students work on hard things and stick with them) and how to apply this to their schoolwork.

"Great effort" became the consolation prize for children who weren't learning. So the very students who most needed to learn about developing their abilities were instead receiving praise for their ineffective effort.

The most effective creative process alternates between time in groups, collaboration, interaction, and conversation... [and] times of solitude, where something different happens cognitively in your brain,

Unequal participation is perhaps the most common complaint about group work.

a handful of practices that educators use to promote equal participation. These involve setting out clear expectations for group work, increasing accountability among participants, and nurturing a productive group work dynamic.

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.

The DSM-5 criteria are similar to the 2011 guidelines with two exceptions. Fewer problem behaviors are required for those 17 years or older, and there must be evidence that symptoms began before age 12 years instead of before age 7.

The guidelines also emphasize ruling out other causes of ADHD-like symptoms and identifying comorbid conditions.

The stimulant medications methylphenidate and amphetamines in their various forms generally are the initial treatments.

To help address test anxiety, researchers recommend setting aside a little time for simple writing or self-talk exercises before the test—they allow students to shore up their confidence, recall their test-taking strategies, and put the exam into perspective.

Students who study moderately should get roughly 70 to 80 percent of the questions correct. 

Don’t start a test with challenging questions; let students ease into a test. Asking difficult questions to probe for deep knowledge is important, but remember that confidence and mindset can dramatically affect outcomes—and therefore muddy the waters of your assessment. 

while we all experience anxiety, we seldom take the time to engage the emotion and give it the respect it deserves. Ignoring anxiety does not make it go away; it compounds until we fight, flee, or freeze – are we attending to these adaptive responses that tell us something is wrong? Even a persistent low level of anxiety has deleterious effects on our body and mind. If we do not respect anxiety, we virtually guarantee that we will not be performing at our best which can further drive rumination and further deleterious anxiety.

helps us see anxiety as a biological system that has evolved for our protection but is flexibly under our influence. Bringing together an array of up-to-date research, she integrates the neuropsychology of both top-down and bottom-up processes into a set of practices that allow us to take advantage of the neuroplasticity of the system: relaxing the body, calming the mind, redirecting and reappraising, monitoring responses, and learning to tolerate the uncomfortable.

Anxiety severely limits –and often blocks– all logical and rational problem-solving regions of the brain. So, don’t expect to talk someone out of anxiety or rationalize with them. When students don’t respond to verbal coaching, they aren’t being difficult or defiant. The biology of their brain simply makes it impossible for them to think with reason. To help a student break out of an anxiety spell, get them moving! Aerobic activity is the fastest, most effective way to break the virtuous cycle of anxiety. Next, get them talking about the problem. Have them describe what the problem is, why it is bothering them, and how they feel about it using a feeling wheel. To get our SOAR® Feelings Wheel, sign up for our “How Do I Feel?” Curriculum Kit in the blue box on the right of this page. This process does many things, it: draws the problem up to higher regions of the brain, minimizes the sense of “threat,” gives students a great sense of empowerment over the situation, and helps them better identify potential solutions. Finally, build their skills. Build their skills for managing the anxiety and skills for managing the situation that triggered the anxiety. To learn more about skills for overcoming stress and anxiety, check out the SOAR Social-Emotional Learning Curriculum.

Daily report cards are among the most powerful evidence-based tools that educators have to encourage better behavior in students. A strong report card system has a few key elements that make or break its effectiveness.

Gifted children suffer when undue expectations exist without consideration of other complex characteristics that define their day-to-day experience.

Twice exceptional children experience a tug-of-war depending on what combination of strengths and challenges they display.

Recognizing strengths and supporting the challenges of each diagnosis goes a long way toward helping these children increase their self-esteem and reach their potential.