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in title, tags, annotations or urlSocial Media a Cause: Learning Activity « User Generated Education - 0 views
The "E" in STEM: Clarifying What Engineering Education Means for K-12 + The Opportunity Equation - 0 views
Project History: Scribes and Education in Ancient Mesopotamia - 0 views
Get Students Thinking Critically About Video | Common Sense Education - 0 views
How play could save US education - Tech Insider - 0 views
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The main findings: The more play a school gives its student body, the greater rewards kids see in their character development, academic achievement, safety, and overall health.
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According to Vialet, structure is a child's best friend when it comes to play. While kids may have a built-in urge to run around and get dirty, playing with other kids is a social experience, which means it has to be learned.
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A 2013 study of the Playworks model from Stanford University found it led to 43% less bullying, 20% higher feelings of student safety, 43% more physical activity, and 34% less time transitioning from recess back to the classroom. A number of other studies suggest recess can also lead to better grades in school, regardless of the form it takes.
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Tinkering Spaces: How Equity Means More Than Access | MindShift | KQED News - 0 views
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Existing inequities play out when adults engage with kids around tinkering or making. And, while makerspaces are a unique kind of learning space, many of the techniques thoughtful educators are using to improve their interactions with students could be used in other venues.
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Sewing has been one of the most successful projects in the program Escudé helps run at the Boys and Girls Club in San Francisco’s Visitacion Valley neighborhood. Kids shared their family histories of sewing and even invited grandparents to participate and share. The activity was framed as intellectual thought and valued as equal to any other tinkering task. The success of this activity came from giving students the space to share themselves and build relationships with one another and the facilitators, not because they were using the most recent technology or because they were building robots.
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it’s a cultural assumption that kids would think taking apart toys would be fun.
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MakerEd: Online Professional Development - 0 views
The Marshall Memo Admin - Issues - 0 views
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1. Growth mindset thinking makes its uncertain way into schools 2. A middle-school teacher tries to shift to student-centered math 3. Harnessing adolescent rebelliousness 4. “Firewalks” in a California high school 5. The potential of instructional rounds 6. Fidgeters of the world, unite! 7. Keys to a successful staff retreat 8. Teaching about the election
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However, 85 percent of teachers said they wanted more professional development to use growth mindset insights most effectively. While the central ideas are intuitive to many educators, it takes time and collaboration for them to filter down to daily classroom practice.
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Because training is so spotty, there are also some key growth-mindset practices that are not being emphasized enough in classrooms, including: - Having students evaluate their own work; - Using on-the-spot and interim assessments; - Having students revise their work; - Encouraging multiple strategies for learning; - Peer-to-peer learning.
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The Marshall Memo Admin - Issues - 0 views
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In This Issue: 1. Four secrets of peak performance 2. “Emotional labor” on the job 3. Getting students thinking at higher levels 4. Student work analysis to improve teaching, assessment, and learning 5. Elements of the Haberman principal interview
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“The key to resilience is trying really hard, then stopping, recovering, and then trying again… Our brains need a rest as much as our bodies do… The value of a recovery period rises in proportion to the amount of work required of us.”
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the best long-term performers tap into positive energy at all levels of the performance pyramid.” Here are the four levels:
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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"
Support and Resources for Educators - 0 views
How to Use Design Thinking in the Classroom to Build Problem-Solving Skills | Education.com Blog - 0 views
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Regardless of problem size, the design thinking process has many opportunities for learning embedded into it, including: how to define a particular problem, understand needs and constraints, brainstorm ideas and possible solutions, and how to gather and incorporate feedback. As students successfully use design thinking to solve challenges, their confidence, creativity and belief in their ability to make a difference will grow.
Teaching in a Time of Terrorism - 0 views
What Do "Future Ready" Students Look Like? | Edutopia - 0 views
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a key readiness factor: knowing how to learn.
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If you believe in what you're doing," he adds, "working out your problems is the only option."
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Resilience turns out to be another key readiness factor for tackling hard problems.
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