Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views
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To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
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Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
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What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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The Marshall Memo Admin - Issues - 2 views
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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
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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.
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The ‘who’ part of the equation didn’t seem to matter.”
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Chris Lehmann's Keynote at #140edu 2012 « 140 Character Conference - 0 views
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When I was in high school I hated biology. Funny that I became the Principal of a science high school. But I hated biology for one simple reason: I am a horrendous artist. Every lab report that I did looked like I had dissected an amoeba.
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But my best friend, who sat next to me, was an amazing artist. And I’m a pretty good writer. You know, I look back and I think, you know, if you had you only let us collaborate, we could have done some really amazing work, even without some of the tools that we have at our disposal today, we could have done great stuff.
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we are beginning to realize that power of collaboration. People really do talk about the idea of collaboration being the 21st century ‘silver bullet.’ I think people have been collaborating for a really long time. I think we’re only now getting good at it in schools—at least in some schools.
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Education Models - 0 views
Inquiry Project Learning Stations by Room 213 | Teachers Pay Teachers - 0 views
The Marshall Memo Admin - Issues - 0 views
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“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.”
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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.
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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.
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"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"
Summer Is Prime Time for PBL Remodeling | Edutopia - 0 views
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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?
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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?
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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.
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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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The Marshall Memo Admin - Issues - 0 views
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Every superintendent, or state commissioner, must be able to say, with confidence, ‘Everyone who teaches here is good. Here’s how we know. We have a system.
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school-based administrators “don’t always have the skill to differentiate great teaching from that which is merely good, or perhaps even mediocre.” Another problem is the lack of consensus on how we should define “good teaching.”
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""Researchers Probe Equity, Design Principles in Maker Ed." by Benjamin Herold in Education Week, April 20, 2016 (Vol. 35, #28, p. 8-9), www.edweek.org"
Project-Based Learning Through a Maker's Lens | Edutopia - 0 views
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A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.
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Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.
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Making loves the process and allows the teacher to move fluidly between levels and subjects. When I designed a middle school level Forces and Motion unit, NGSS MS-PS2 dovetails nicely with CCSS Mathmatical Practice.
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Design Thinking and PBL | Edutopia - 0 views
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Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
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Lately, I have heard teachers and school leaders express a common frustration: "We are _______ years into a _______ initiative, and nothing seems to have changed." Despite redesigning learning spaces, adding technology, or even flipping instruction, they still struggle to innovate or positively change the classroom experience. Imagine innovation as a three-legged stool. Many schools have changed the environment leg, but not the other two legs: the behaviors and beliefs of the teachers, administrators, and students.
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If we look at the science of improvement, systematic change occurs between the contexts of justification (what we know) and discovery (the process of innovation).
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"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
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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