Group items tagged

check email only at set points during the day.

reserve time to read and respond to email after a long period of focused work, or at the time of day when your energy and creativity are at their lowest (this means that you can do higher value work at other times).

if the email will take less than two minutes to read and reply to, then take care of it right now, even if it's not a high priority.

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Bullying Prevention Strategies

For Educators and School Staff

Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.

The way high schools are designed—their size, their level of diversity, and the way they treat students—can either drive students to segregate based on things like household income and race, or force them to build relationships that are more about their high school life than their socioeconomic backgrounds.

Author Sherry Turkle says that even the presence of a phone on the table makes people feel less connected to each other.

. Kids are beginning to complain about the amount of time parents spend on their phones.

There's scientific proof that the blue light emitted from cell phones disrupts sleep.

What were the bright spots of the project? Have you asked students for feedback? What will they remember most about their learning experience? What seemed hardest for them? Were they engaged all the way through? If not, can you pinpoint when and why their interest waned? Were you able to scaffold the experience so that all learners could be successful? What would you change if you were to do this project again?

What's the right line between teacher direction and student freedom? Is it OK for students to swerve toward new questions -- unanticipated by the teacher -- that grab their curiosity? How open is too open?

This formula -- the introduction of a thinking routine to stimulate observations and questions at the beginning of each new topic, the formulation of an inquiry-based investigation from those observations and questions, and the subsequent rounds of writing, critique, and rewriting -- essentially became the working formula for the rest of the school year.

There are many dimensions of student achievement that we need to evaluate in PBL. The end product is certainly important, but if we focus only on that, the meaningful learning that happens throughout the process can be lost as students feel pressure to do whatever it takes to "make the grade."

In other words, we want to acknowledge not only what they learned, but how they came to learn it so that they can use these processes in the future.

Establish target goals early to provide purpose for the project, while also establishing expectations of the result: What is the problem to solve or the product to create? What kinds of subject area content need to be included or addressed in the project? What expectations do you have for the final product's presentation, publishing, or performance? What kinds of collaborative behaviors must be demonstrated by students throughout the process? Feedback and corrections should happen frequently to keep students on track, improve their work, and set them up for success in the final product. Waiting too long to give feedback may result in work that is too far gone to be fixed or improved.

He found in his research that assigning a pool of points for a team, say 40 points for four students, and having the students divide the points up depending on who did which percentage of the work, was effective in raising students’ participation in a group project.

A student may say on their anonymous card/email that they did only six points of work, but a teammate did 14. This also goes a long way in placating the students who feel like they have shouldered the brunt of the work as participation points are then factored into the whole project grade.

At the beginning of the year, after some small group work and before really intense group work, we have them reflect on past experiences, what has worked, what hasn’t, what role they tend to play in a group, what their goals are for themselves in group work.

Fifty-one percent of 16 year olds share their age/birth date with others Seventeen percent of teens keep their social network sites public and 19 percent only have some privacy settings enabled Twenty-nine percent of kids between five and 11 years old believe they are anonymous online Only a little over 50 percent of children age nine to 12 know how to block unwanted messages Nine percent of nine year olds share their email passwords and 24 percent of 18 year olds do the same Seventeen percent of male and 23 percent of female users would share inappropriate pictures online