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academic rigor, with its unflinching emphasis on measurable success, seems strangely at odds with emotional intelligence, a soufflé of moods and feelings.

Designed around cooperative learning, your lesson plan can actively foster class-wide feelings of cohesiveness, collaboration and interdependence -- without sacrificing instructional time or learning goals.

In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.

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.

We live in a culture that does not always encourage or support expressions of loss and, frankly, expects people "to get over" grief fairly quickly

For example, in language arts, students can be told that they will be writing about someone they remember and they can focus on what they miss about that person or how they remember that person in their lives now

In the visual and performing arts, a similar assignment to make the focus of students' products someone they miss or remember.

myBrainshark (1) is a superb tool that allows students to add a voiceover to PowerPoint presentations, Word documents, videos, and photo albums -- or to simply produce podcasts

myBrainshark (1) is a superb tool that allows students to add a voiceover to PowerPoint presentations, Word documents, videos, and photo albums -- or to simply produce podcasts

If you are looking for a tool that also allows for video narratives along with PowerPoint presentations (instead of basic audio), I would suggest Present.me (3).

Did I refer to the class as our class or my class?

8. If our class were a company, would it be out-of-business now?

9. Did students create and experience a great class or simply take a class and get credit?

With each unit of study, I made sure to incorporate an active simulation, ranging from mock press conferences and trials to murder mysteries and dinner parties, from spy dilemmas to mock Survivor games.

When a student adopted that character's thinking and point of view in one of the simulations, passion and purpose soared.

Even the quietest, most introverted student, given the opportunity to play a personality from history, can step up and into the opportunity to speak from that person's perspective

Are you able to stay up with your son or daughter until he or she finishes those assignments? If the answer is no, then too much homework is being assigned, and you both need more of the sleep that, according to Daniel T. Willingham (3), is crucial to memory consolidation.

we see moderate advantages of no more than two hours of homework for high school students. For younger students, the correlation is even smaller. Homework does teach other important, non-cognitive skills such as time management, sustained attention, and rule following, but let us not mask that as learning the content and skills that most assignments are supposed to teach

A scientific approach to tackling their homework can actually lead to deepened learning in less time.

No one looking back on his or her school experience remembers a particularly poignant test. Instead, people remember the teacher who reached out to them at a vulnerable moment, the unit that changed the way they understand an issue, or the project that seemed impossible at first but then became something far beyond everyone's expectations.

Warm, genuine greetings and attempts to connect can have a large impact.

Classrooms based on a foundation of respect encourage people to be kind and the best versions of themselves.

However, when an entire class moves forward to study new skills and concepts without any individual adjustments in time or support, some students are doomed to fail.

What Differentiated Instruction Is–And Is Not: The Definition Of Differentiated Instruction

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.

It is the responsibility of educators to be aware of executive functioning and to create environments that support all students.

Educators should also teach executive functioning language to all classroom learners, not just those who show deficits. When educators assist students with identifying their executive functioning strengths and areas of need, they also teach them how to advocate for their own needs in the classroom and beyond.

Executive functioning comprises both the skills that involve thinking, or cognition, and skills that involve doing, or behavior. Here’s a breakdown of these skills and how some might look in the classroom:

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For Educators and School Staff

well-designed MCQs could offer us the good stuff (“simplicty”) without the bad stuff (“merely surface learning”)

prompt students to think

make the alternative answers plausible

Grade 6 embraced Edmodo from the start and used it in many ways,

class blogs have started to surface ( still limited to class member only access) and this has started to blur the lines between Edmodo and the class blogs. Our ICT Leader recently attended a network meeting and other leaders there questioned the purpose of Edmodo if they were already blogging

how to make a convincing argument for both Edmodo and blogging being transformative teaching and learning tools

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.