How to Use Doctopus and Goobric to Grade Google Classroom Assignments - 0 views
5 Tools for Creating Multimedia Quizzes - A Comparison Chart - 0 views
"Focus on Kids, Not Ourselves": Guiding Principle At Design 39 Campus | The Future of K... - 3 views
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Mornings are for “Integrated Learning Time”; no rigid boundaries of subject, time, or space. The pod teachers decide when and how the students will move, and the teams focus relentlessly on how students will learn content through big, cross-disciplinary themes. The afternoons are split between “Deep Dives”, physical activity-based “Minds in Motion”, “Exploration” opportunities for students to follow their passions, and some dedicated time for mathematics in the upper grade levels. Within each of these broad areas, the teachers are expected to amplify the process of inquiry and to embed the skills of design thinking.
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How might we further dissolve rigidity by allowing students to re-arrange classroom furniture on a very frequent (more than daily) basis to meet the learning objectives of the moment? How often can we get students up to the writing walls to collaborate on work rather than taking individual notes or keying into their individual devices? How might we constantly defuse the “teacher-centrism” of the room? If the teacher is not using a fixed projector or other device that requires a “front of the room”, why set the podium there, or stand there? How might we empower students to ask the questions that guide discussion? How might we allow students to find the best ways to interact within learning teams, rather than giving them a strict methodology to follow? When have we given them enough instruction on how to learn, and when is it best for them to find this out for themselves and with their peers?
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This article showcases a school that focuses on integrated learning, interdisciplinary studies, collaboration and design thinking...all at the elementary school level.
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Love this article thinking about the UCLA school that mounts the projector to the ceiling projecting onto the floor as an alternative. Students sit around the projection instead of at desks
Coding Resources: 06 - 0 views
Mom: What do I expect from my children's elementary school? Certainly not this. - The W... - 1 views
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For my elementary-school-age children, I care more about whether or not they love going to school than I do about their academic progress. I am clever enough to know that if they are enjoying themselves at school, they will learn. Academics follow naturally if the proper environment for learning is there.
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When the learning environment becomes very serious and relies heavily on assessment and grades, learning targets and goals, it is not as enjoyable. It is “work,” and children don’t enjoy work. It’s not in their nature to enjoy work; children are created to learn through play.
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What defines “play?” Any activity that engages the imagination and creativity, two skills that lead to innovation and problem solving when practiced often enough.
Group Work That Works | Edutopia - 0 views
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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,
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Unequal participation is perhaps the most common complaint about group work.
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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.
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Birmingham Covington: Building a Student-Centered School | Edutopia - 0 views
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Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first.
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mixing age groups accelerates learning.
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“When you get kids collaborating together, they become more resourceful and they see themselves as experts,”
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NAIS - The Truth About Making Real Change for Racial Justice - 0 views
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To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
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noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
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When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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How to Design Better Tests, Based on the Research | Edutopia - 0 views
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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.
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Students who study moderately should get roughly 70 to 80 percent of the questions correct.
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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.
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