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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

ut, turnover in teaching is about four percent higher than other professions.

Why are all these teachers leaving—or not even entering the classroom in the first place?

Lots of work offers the opposite conclusion, such as Pew surveys finding that kids who text the most also socialize the most in person.

If kids can’t socialize, who should parents blame? Simple: They should blame themselves. This is the argument advanced in It’s Complicated: The Social Lives of Networked Teens, by Microsoft researcher Danah Boyd.

a metronomic diet of horrifying but rare child-abduction stories, and parents shortened the leash on their kids

“What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.

Every student on the panel had a story of big failure on an important class project. But because the culture of their schools encourage them to learn from mistakes, they can clearly articulate what they’d do differently next time and even laugh about it.

The constant barrage of doing--for both teachers and students--is intense, and it’s exacerbated by our digital connectivity.

We all need to allow for some quiet for teaching and learning to sink in in preparation for the next task.

83% of teens reported school as a source of “somewhat or significant stress” and most of our students are unsure about coping strategies.

students who write out their notes on paper actually learn more. 

those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.

taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention.  By contrast, when typing students can easily produce a written record of the lecture without processing its meaning

Have in mind what materials and resources will be accessible to the students. Next, students will need assistance in managing their time -- a definite life skill. Finally, have multiple means for assessing your students' completion of the project: Did the students master the content? Were they able to apply their new knowledge and skills? Many educators involve their students in developing these rubrics

Here are steps for implementing PBL, which are detailed below: Start with the Essential Question Design a Plan for the Project Create a Schedule Monitor the Students and the Progress of the Project Assess the Outcome Evaluate the Experience

Involve the students in planning; they will feel ownership of the project when they are actively involved in decision making.

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).

Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”

“A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3

In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.

few schools provide systematic, long-term, programs to help teachers master their craft. Pre-service training is brief, mentoring is spotty, one-time workshops abound. Independent schools have often made a virtue of giving teachers a classroom and wishing them well—autonomy to the able, too often "sink or swim."

The goal must be to provide ongoing professional development that moves an entire faculty forward, consistent with the school's vision and core values.

New teachers, whether experienced or not, participate in a three-year program—yes, three years—of thoughtfully scaffolded skills matched to the school's chosen direction for teaching and learning. Some topics reinforce the school's traditional strengths; others reflect the major strains of innovation

Note that I'm using the term "facilitator" to mean the person who plans and designs agendas as well as who guides a team through processes outlined on an agenda

a variety of structures or protocols to meet the desired outcomes.

The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals

It can be very, very, painfully slow to build trust in a group of adults -- but it can be done, and you as the facilitator have to believe it can be done.

As a facilitator, it's our job to clarify purpose and raise it, integrate it, and reference it all the time.

When we do things together that are new and challenging (but within our zone of proximal development), our brains actually produce hormones that make us feel good and feel closer to each other.

Educators, Perkins says, need to embrace these same insights. They need to start asking themselves what he considers to be one of the most important questions in education: What's worth learning in school?

These days, he says we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment. As a result, as educators, “we have a somewhat quiet crisis of content,” Perkins writes, “quiet not for utter lack of voices but because other concerns in education tend to muffle them.” These other concerns are what he calls rival learning agendas: information, achievement, and expertise.

The information in textbooks is not necessarily what you need or would like to have at your fingertips.” Instead, even though most people would say that education should prepare you for life, much of what is offered in schools doesn’t work in that direction, Perkins says. Educators are “fixated” on building up students’ reservoirs of knowledge, often because we default to what has always been done.

o when tech is doing the things teachers did, what do teachers do? Here are some ideas. Relationships: When technology provides the on demand lecture and feedback, teachers have more time to develop relationships with students.  Students want to be seen, heard, and known. Technology enables teachers to better know their students for who they are as a whole as well as their talents, interests, and areas where they want to grow. Guidance: Young people need and want guidance. Teachers can spend more time guiding and supporting students. Tutoring: When whole class instruction can be done using technology, teachers are freed up to do small group and one-on-one tutoring.  Digital Literacy: Teachers can play an important role in helping to support students in being responsible and respectful digital citizens. Learning Network Development: Connections are key and with technology we can help students safely make local and global connections.  What if we found a mentor for every student that could support them digitally and/or face-to-face. Cheerleader: Students love knowing you know their accomplishments.  More time to notice what students have accomplished. Discuss what that means and give them support.

roblem behaviors are part of typical development.

A child’s behavior is a form of communication.

“Children do well if they can”

1. Value Parent Voice During the Conference: Start conferences by having parents share their impressions of how school is going for their child. Ask them to share what is working well for their child, what they see their child struggling with, and whether they have any specific questions they’d like answered during the conference. To save time, you can have parents answer these questions in writing before the conference. Showing parents that you value their expertise sets the stage for true collaboration. Hearing parents talk about their observations and concerns allows you an opportunity to assess the most productive direction for the conference. Beyond: Draw upon parents’ expertise throughout the year. If you’re struggling with a student, talk to his parents and don’t be afraid to ask for advice by asking questions such as, “Does this ever happen at home? What helps the situation?” True collaboration means learning from each other; building relationships with parents can help students receive better support at home and school. 2. Set Goals During the Conference: After having parents share their impressions of how school is going for their student, I shared my observations, student work, and assessment data. After looking at the information gathered from both home and school, I found success using this sheet to assess students’ progress and set goals. Sometimes I didn’t have enough time to fill in the sheet as I talked with families, so I jotted down quick notes during the conference and added more details later. Sharing the written record of the conference with parents helped to summarize our discussion and held us accountable for following through with action steps. Beyond: Revisit the action steps that were mutually agreed upon at the conference. Before winter break, consider sending home a copy of the action steps and having students work with their families to self-assess their progress towards their goals.

Only Hoare et al  20 reported on associations with anxiety, and found moderate evidence for a positive association between screentime duration and severity of anxiety symptoms.

adolescents using screens in a moderate way showed the lowest prevalence of depressive symptoms.

HRQOL as a formal measured construct was examined by Wu et al, 22 who reported consistent evidence that greater screentime was associated with lower measured HRQOL in 11/13 cross-sectional and 4/4 longitudinal studies. A meta-analysis of 2 studies found that ≥2–2.5 hours/day of screentime was associated with significantly lower HRQOL (pooled mean difference in HRQOL score 2.71 (95% CI 1.59 to 3.38) points) than those with <2–2.5 hours/day.

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

Elementary and middle-school students have made up significant ground since pandemic school closings in 2020 — but they are nowhere close to being fully caught up, according to the first detailed national study of how much U.S. students are recovering.

Overall in math, a subject where learning loss has been greatest, students have made up about a third of what they lost. In reading, they have made up a quarter, according to the new analysis of standardized test score data led by researchers at Stanford and Harvard.

Still, the gap between students from rich and poor communities — already huge before the pandemic — has widened.