The Marshall Memo Admin - Issues - 0 views
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“The act of writing, even if the product consists of only a hundred and forty characters composed with one’s thumbs, forces a kind of real-time distillation of emotional chaos.” Researchers have confirmed the efficacy of writing as a therapeutic intervention.
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She was trained to avoid jumping into problem-solving mode, instead using validation
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Probes were important to get more information
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Best Practices: The Gallery Walk - Mud and Ink Teaching - 0 views
Private Schools Are Indefensible - The Atlantic - 0 views
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if these children want to attend an elite college, their best bet by far is to spend their adolescence in a school where the experience of being Black is, for many, a painful one.
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Among the posts from more recent students, what’s striking is that several kinds of experiences were related over and over: the expectation that Black kids would be excellent athletes (and possibly weaker students); insulting assumptions about Black students’ family backgrounds; teachers repeatedly confusing the names of Black students; other students constantly reaching out and touching Black girls’ hair; and non-Black students using the N‑word. Read collectively, these posts are a damning statement about the schools.
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Private-school parents have become so terrified of being called out as racists that they will say nothing on the record about their feelings regarding their schools’ sudden embrace of new practices. They have chosen, instead, anonymous letters and press leaks.
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Why I Gave Up Flipped Instruction - 0 views
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the flip wasn’t the same economic and political entity then that it is now
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my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
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The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs.
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The Flipped Classroom: Pro and Con | Edutopia - 0 views
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on ASCD (3)'s page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day (4), by flipped classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class."
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the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time.
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NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
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Time - The finite resource - 0 views
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As time is such a valuable resource its allocation to particular aspects of teaching and learning signifies their value. If we give time to content and memorisation of facts, we signal to our students that this is what we value. Likewise, if we remind our students that time is short and work must be completed quickly we should not be surprised when our students see tasks as work to be done rather than learning to be mastered. A more effective distribution of our time will see students being given time to think deeply and truly engage with the problems they are asked to solve.
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The importance of these soft-skills including important aspects of socio-emotional learning, creativity and even critical thinking are often not given the time they deserve.
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Ritchhart (2015) quotes research that reveals the power of wait time and thinking time with the quality and quantity of student thinking increasing by 300% to 700% when additional time is given to thinking within class discussion. Wait time or thinking time combined with strategies such as those from ‘Making Thinking Visible’ signify to students that what is wanted is not a speedy response but a well considered one. Wait time and thinking time according to Ritchhart combat the habit many students develop of guessing what the teacher wants as a response.
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How play could save US education - Tech Insider - 0 views
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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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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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Research Finds Effects Of Homework On Elementary Students - 1 views
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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,”
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Homework can generate a negative impact on children’s attitudes toward school.
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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.
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This article details how homework can be detrimental to elementary school children. However, it also offers alternatives to homework.
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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.
Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views
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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
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Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
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it’s a cultural assumption that kids would think taking apart toys would be fun.
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3 Ways to Plan for Diverse Learners: What Teachers Do | Edutopia - 0 views
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Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations.
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Process is how students make sense of the content. They need time to reflect and digest the learning activities before moving on to the next segment of a lesson.
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Processing helps students assess what they do and don't understand. It's also a formative assessment opportunity for teachers to monitor students' progress.
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The Marshall Memo Admin - Issues - 0 views
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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.
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The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
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On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
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The Marshall Memo Admin - Issues - 0 views
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professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
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In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
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A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
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"In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
The Marshall Memo Admin - Issues - 0 views
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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
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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.
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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.
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Delivering on the promise of STEAM - The Learner's Way - 0 views
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STEAM projects, like all good inquiry learning, need to be driven by excellent, open ended questions.
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Questions that require the learner to think like a scientist as they interpret the world, make observations and conduct experiments. Where the relationships between numbers, quantities and shapes are explored with the mindset of a mathematician. Questions in which an artistic response demands more thought than ‘what colour shall I paint the wheels’ and where the intersection of engineering and technology brings new ways of doing things. Good STEAM projects will demand learning contexts that generate novel solutions made possible only through the collaboration of each discipline and whenever possible should be driven by the questions students discover.
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Engineering is also the field least present in traditional school models and as such may be that field which brings the others together as it has less to lose and most to gain in such a recombination of disciplines.
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6 ways to bolster STEM education for the future | eSchool News - 0 views
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analysts predict that over the next five years, major American companies will need to add to their workforce a total of nearly 1.6 million employees versed in STEM: 945,000 who possess basic STEM literacy and 635,000 who demonstrate advanced STEM knowledge. Other data suggest that at least 20 percent of U.S. jobs require a high level of knowledge in at least one STEM field, according to the report.
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Accessible learning activities that invite intentional play and risk.
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Flexible and inclusive learning spaces. Teachers and students need flexibility in structures, equipment and access to materials in both the classroom and the natural world, as well as environments augmented by virtual and technology-based platforms.
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The Marshall Memo Admin - Issues - 0 views
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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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"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 "
What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views
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“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website. (See graphic by Nigel Homes.)
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The “All or None” myth teaches us that there those who are “with it” and those who are not. Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
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This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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Principal: What happened when my school ended useless homework - The Washington Post - 1 views
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a famous meta-analysis of previous research on the subject, published in 2006 by researcher Harris Cooper and colleagues, which found that homework in elementary school does not contribute to academic achievement.
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One parent pointed out that some of the content of the homework is beyond the child’s knowledge so parents are almost “required” to teach it at home.
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I read a number of articles about how we have to get better at homework, the argument being that homework is a problem for children and families because it is tedious and doesn’t ask children to think critically and creatively.
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Boys Will Be Boys - Reading By Example - 0 views
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If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
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Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
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we need to rebuild schools and make them more accommodating for how boys learn.
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