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in title, tags, annotations or urlDefining Differentiated Instruction | Edutopia - 0 views
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Equal education is not all students getting the same, but all students getting what they need
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We have to start where each child is in his learning process in order to authentically meet his academic needs and help him grow. With a classroom full of children at different stages of learning, this certainly sounds overwhelming,
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the first step is to find out as much as you can about her educational history and anything else
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For Tweens and Teens | Nutrition.gov - 0 views
A Letter To Parents Of Digital Age Children - 0 views
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Providing a rich and engaging environment for your children
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Years later, I found out that they were visiting a questionable chat room where a stranger was vaguely threatening them.
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seventeen-year-old son of a Pakistani immigrant had connected with a like-minded geek with whom he had begun sharing ideas for creating apps — and soon a business was launched. His mystified father shook his head as he told this story. “I don’t know how he did that,” he said.
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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.
Why Cliques Form at Some High Schools and Not Others - The Atlantic - 0 views
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Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.
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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.
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To Help Students Learn, Engage the Emotions - The New York Times - 0 views
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Emotion is where learning begins, or, as is often the case, where it ends. Put simply, “It is literally neurobiologically impossible to think deeply about things that you don’t care about,” she said.
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Great teachers understand that the best, most durable learning happens when content sparks interest, when it is relevant to a child’s life, and when the students form an emotional bond with either the subject at hand or the teacher in front of them. Meaningful learning happens when teachers are able to create an emotional connection to what might otherwise remain abstract concepts, ideas or skills.
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When teachers take the time to learn about their students’ likes, dislikes and personal interests, whether it’s racial issues brewing at their school, their after-school job, or their dreams and goals, learning improves.
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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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“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"
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"
'Diversity Does Not Happen By Accident' and Other Lessons About Equity in the Maker Movement | EdSurge News - 0 views
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1. Equity and diversity will not happen by accident
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3. Projects should not be limited to classrooms
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This idea of blending Maker opportunities with real-life activities has a strong supporter in Davis, who believes that it helps to show students the purpose of what they are doing.
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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Character Development Songs: Teaching Values, Morals and Life Skills to Children and Teenagers - 1 views
Science for Kids - 0 views
Why Do Teachers Quit? - Liz Riggs - The Atlantic - 0 views
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Ingersoll extrapolated and then later confirmed that anywhere between 40 and 50 percent of teachers will leave the classroom within their first five years
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ut, turnover in teaching is about four percent higher than other professions.
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Why are all these teachers leaving—or not even entering the classroom in the first place?
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