If a school were to alter their approach for teaching boys, a priority would have to be placed on hands-on experiences, constructing knowledge at their pace, and not placing such a premium on assignment deadlines or the printed and written word.
Another idea is to allow students to dictate their writing using voice recognition software. This circumvents the oft-cited complaint of boys that they hate the physical act of putting words on paper. This deficit is supported by research that shows boys develop more slowly than girls in fine motor skills, a critical skill for writing.
we need to rebuild schools and make them more accommodating for how boys learn.
The best part of this approach? That both genders would benefit from changes that would be made if educators more closely considered the needs and interests of males in the learning process.
Offering appropriate challenges, lots of choice, reasonable accommodations, and opportunities to be active are strategies that allow for all learners to be more successful and less frustrated with school.
Teachers are, by nature, protective of their practice and their space. In this way, even before I enter a teacher's room, I must establish the requisite rapport to garner the invitation. From there, the teacher picks the class, the day, and the time. Then she gives me a sense of what she's doing, has just finished, or will be doing soon. Finally, I show up and get to work.
Ultimately, I had no idea if anyone would invite me in. Moreover, I didn't know if the lessons would work once I was invited. What I learned, however, is that only the former matters. Like an educational grandparent, if I show up and the lesson bombs, I get to leave and let the teacher move on without me. But the fact that teachers are willing to give up control of their rooms -- to an administrator -- without so much as a hint about what will happen when I get there, well, that's how I know the flashes are working.
For all but one, I admit to having only a Google-search-based knowledge of the content, yet teachers keep inviting me in
Too often, administrators leave the classroom and only return with a laptop and a framework. For many of us, leaving the classroom is really only a physical phenomenon because we never really leave. I confess that my flash lessons are motivated, in small part, by my own envy of so many amazing teachers who work in my district. But what I couldn't have counted on was the camaraderie, rapport, and trust that the lessons would create between administrators and teachers.
Ultimately, we need to remind ourselves of that immutable fact, to be as human as possible, and to look for, rather than to abandon, our own "flashes."
This article explains how one administrator built trust with his faculty by teaching a lesson and making the teacher the number one student he called on in the class and used as a volunteer.
handwriting appears to focus classroom attention and boost learning in a way that typing notes on a keyboard does not, new studies suggest.
Students who took handwritten notes generally outperformed students who typed their notes via computer, researchers at Princeton University and the University of California at Los Angeles found.
Compared with those who type their notes, people who write them out in longhand appear to learn better, retain information longer, and more readily grasp new ideas
something about writing things down excites the brain, brain imaging studies show.
laptop note-takers tested immediately after a class could recall more of a lecture and performed slightly better than their pen-pushing classmates when tested on facts presented in class.
Any advantage, though, is temporary. After just 24 hours, the computer note takers typically forgot material they’ve transcribed, several studies said. Nor were their copious notes much help in refreshing their memory because they were so superficial.
those who took notes by hand could remember the lecture material longer and had a better grip on concepts presented in class, even a week later. The process of taking them down encoded the information more deeply in memory, experts said. Longhand notes also were better for review because they’re more organized.
The problem is a typist’s tendency to take verbatim notes. “Ironically, the very feature that makes laptop note-taking so appealing—the ability to take notes more quickly—was what undermined learning,” said Dr. Kiewra.
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?
Reflection questions for teachers to ask about their PBL units
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?
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.
consider Werberger's questions for thinking about final products: Will students love what they have created? Where will this go when it's done? Will it make the world a better or more beautiful place?
As a resource to help with your own project remodeling, think about the teaching and learning strategies you notice in the film, such as Socratic seminars, authentic deadlines, and an emphasis on public exhibitions. Do you see ideas you might want to borrow to improve your next project?
How will your next project help students learn to think more analytically and creatively to design solutions to complex problems? How might you remodel a project to help students get better at monitoring and directing their own learning?
ProfHacker has written quite a bit about the app and their post “GoogleDocs and Collaboration in the Classroom” is chock-full of links to various tips and useful ideas. Getting Smart’s “6 Powerful Google Docs Features to Support the Collaborative Writing Process” provides an excellent step-by-step guide to using Google Docs especially for collaborative writing. And for a basic overview of Google Docs’ features and potential uses, you can browse through this slideshow:
I have asked my Basic English Skills students to keep a daily journal (which can be on anything they wish to write about and functions to help them build their writing muscles) in Google Docs, which they’ve only shared with me. Besides alleviating any anxiety students might have felt about making their journals public, Google Docs allows me to easily monitor new entries (whenever a Doc is edited, the title turns bold) and to verify when students are completing their entries (by using the revision history feature).
I decided to have the students write in teams of three, with one team member serving as lead editor each week. The lead editor is in charge of each week’s blog post, which includes coming up with a focus question and locating 2-3 sources to help them answer their question, which they share with their team before the week’s first class meeting (I have had the teams indicate each week’s lead editor in a spreadsheet in Google Docs so that I am aware of which students are in charge each week).
But it gets really interesting when the teams come together in the week’s first class meeting. The lead editor creates a Google Doc, which they share with their team and me, and type in their focus question and a brief summary of how they plan to answer it. What follows is a 30-40 minute session in which the team discusses the question, the lead editor’s sources, and their plan for answering the question completely in writing in the Google Doc, observing a strict rule of silence (I adapted this activity from Lawrence Weinstein’s “Silent Dialogue” activity in Writing Doesn’t Have to Be Lonely).
The next step in the process is for the lead editor to come to the next class meeting with a rough draft that they share with their team and me. The team then begins the process of revising, proofreading and editing, and designing the blog post. Again, I can use the revision history feature to monitor the transformation of the draft, verify that all team members are contributing, and provide feedback on the effectiveness of their work.
From the students, integration demands creativity, problem-solving, perseverance, collaboration and the ability to work through the rigorous demands of multiple ideas and concepts woven together to create a final product. Integration is not simply combining two or more contents together
By weaving the arts into and through our content in naturally aligned ways, we are providing relevance to student learning, and giving them an opportunity to connect their world to our classrooms
The keys to using Arts Integration successfully are:
Collaboration between arts and classroom teachers to find naturally-aligned objectives
Using an arts area in which the classroom teacher is comfortable (for many, this starts with visual arts)
Creating a lesson that truly teaches to both standards
Assessing both areas equitably
“The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,”
If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.
“The circuitry for paying attention is identical for the circuits for managing distressing emotion,”
The ability to concentrate was the strongest predictor of success.
He advocates for a “digital sabbath” everyday, some time when kids aren’t being distracted by devices at all. He’d also like to see schools building exercises that strengthen attention, like mindfulness practices, into the curriculum.
Perhaps the most well known study on concentration is a longitudinal study conducted with over 1,000 children in New Zealand by Terrie Moffitt and Avshalom Caspi, psychology and neuroscience professors at Duke University.
“The attentional circuitry needs to have the experience of sustained episodes of concentration — reading the text, understanding and listening to what the teacher is saying — in order to build the mental models that create someone who is well educated,” Goleman said.
“This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health,” Goleman said.
These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.
“There’s a need now to teach kids concentration abilities as part of the school curriculum,” Goleman said. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy.”
the idea of multitasking is a myth, Goleman said. When people say they’re “multitasking,” what they are really doing is something called “continuous partial attention,” where the brain switches back and forth quickly between tasks.
“I don’t think the enemy is digital devices,” Goleman said. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices. It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”
A few years ago, however, we had a rare opportunity to explore such relationships when the Crystal Bridges Museum of American Art opened in Bentonville, Ark. Through a large-scale, random-assignment study of school tours to the museum, we were able to determine that strong causal relationships do in fact exist between arts education and a range of desirable outcomes.
Students who, by lottery, were selected to visit the museum on a field trip demonstrated stronger critical thinking skills, displayed higher levels of social tolerance, exhibited greater historical empathy and developed a taste for art museums and cultural institutions.
Students in the treatment group were 18 percent more likely to attend the exhibit than students in the control group.
Moreover, most of the benefits we observed are significantly larger for minority students, low-income students and students from rural schools — typically two to three times larger than for white, middle-class, suburban students — owing perhaps to the fact that the tour was the first time they had visited an art museum.
Clearly, however, we can conclude that visiting an art museum exposes students to a diversity of ideas that challenge them with different perspectives on the human condition. Expanding access to art, whether through programs in schools or through visits to area museums and galleries, should be a central part of any school’s curriculum.
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Brian Kisida is a senior research associate and Jay P. Greene is a professor of education reform at the University of Arkansas. Daniel H. Bowen is a postdoctoral fellow at the Kinder Institute of Rice University.
One of the ideas in Drive that has spread the fastest and the widest is the FedEx Day. Invented by the folks at the Australian software company Atlassian, these one-day bursts of autonomy allow people to work on anything they want (as long as it’s not part of their regular job) — provided they show what they’ve created to their colleagues 24 hours later. Atlassian dubbed these innovation jamborees FedEx Days because participants have to deliver something overnight.
The brain can get by on less energy when you overlearn a task
Decades of research have shown that superior performance requires practicing beyond the point of mastery.
Whenever we learn to make a new movement, Ahmed explains, we form and then update an internal model—a “sensorimotor map”—which our nervous system uses to predict our muscles’ motions and the resistance they will encounter. As that internal model is refined over time, we’re able to cut down on unnecessary movements and eliminate wasted energy.
Energy expenditures continued to decrease even after the decline in muscle activity had stabilized
even after participants had fine-tuned their muscle movements, the neural processes controlling the movements continued to grow more efficient. The brain uses up energy, too, and through overlearning it can get by on less. These gains in mental efficiency free up resources for other tasks:
Less effort in one domain means more energy available to others.
This idea of applying gaming mechanics to non-game situations is known as gamification.
What defines a game is having a goal or objective
What we learn from games is that adding narrative, storyline, a theme, or fun graphics to our lessons and activities can help students be more engaged.
When I used the game Angry Birds to teach my students about x intercepts in math, not one student asked me, "Why do we need to learn this?"
This model of creating playsheets out of worksheets can be applied digitally or non-digitally. While students are working on math problems, play video game-style music in the background.
Crystallized intelligence is the ability to use experience, knowledge and the products of lifelong education that have been stored in long-term memory. It is the ability to make analogies and comparisons about things you have studied before. Crystallized intelligence accumulates over the years and leads ultimately to understanding and wisdom.
The online world is brand new, but it feels more fun, effortless and natural than the offline world of reading and discussion. It nurtures agility, but there is clear evidence by now that it encourages a fast mental rhythm that undermines the ability to explore narrative, and place people, ideas and events in wider contexts.
Speak Up 2013 flipped learning findings include:
One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.
16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.
45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.
37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating video and rich media for classroom use.
While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year, 41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential.
66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.
75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.
clearing the path is about thinking through the details of the teachers' next steps and removing barriers so that they can visualize these steps happening and articulate how they'll happen.
a concrete plan to focus on as they think about next school year.
he or she should be the one leading the ideas for these next steps based on whatever meaningful focus areas you've identified together
it's too easy for the summer weeks to fly by until, all of a sudden, it's the first day back at school, and the teacher hasn't accomplished any of the summer plans that he or she intended to
Find out from the teachers you support what they appreciated about your support, what they wanted more of, and what they'd want to change.
it helps them identify what they need from a coach or evaluator, and it helps you get insight into how to better support your teachers next year.
closing the year strong with positive, actionable takeaways will ensure that teachers walk away feeling empowered, inspired, and ready to come back even stronger next year!