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in title, tags, annotations or urlHow Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | KQED News - 0 views
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In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
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listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995).
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when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.
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Faculty Collegiality - 0 views
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the most important factor in determining whether a school is a setting in which children grow and learn is whether the school is a setting in which adults grow and learn.
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school buildings were designed to enable the supervision and orderly movement of students. The egg-carton model of school architecture and organization prevails even today. Individual classrooms are adjacent to one another with parallel doors facing a hall (not unlike prison cellblocks).
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The major hurdle is the history and ethos of the teaching profession. "Teaching is a very autonomous experience," says Sara Lawrence Lightfoot, author of The Good High School. "But the flip side of autonomy is that teachers experience loneliness and isolation." In too many schools, teachers close their classroom door and spend the majority of their working hours with children, only talking hurriedly with other adults over a break, during lunch, or while standing at the copying machine. This is not terribly surprising since many educators chose to enter the profession to work with students, not with other adults
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The Marshall Memo Admin - Issues - 0 views
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1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students’ appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…
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A lot of what we take to be toughness of the past was really just callousness.
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There was a greater tendency in years gone by to wall off emotions, to put on a thick skin – for some men to be stone-like and uncommunicative and for some women to be brittle, brassy, and untouchable. And then many people turned to alcohol to help them feel anything at all.”
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"In This Issue: 1. True grit 2. Successfully educating boys: what works 3. Teacher-student mediation in action 4. How to work with an opinionated colleague (who is wrong) 5. Should schools continue to teach cursive handwriting? 6. Do students' appearance and grooming affect achievement? 7. Key elements of an effective open house 8. I wish my teacher knew…"
Chris Lehmann's Keynote at #140edu 2012 « 140 Character Conference - 0 views
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When I was in high school I hated biology. Funny that I became the Principal of a science high school. But I hated biology for one simple reason: I am a horrendous artist. Every lab report that I did looked like I had dissected an amoeba.
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But my best friend, who sat next to me, was an amazing artist. And I’m a pretty good writer. You know, I look back and I think, you know, if you had you only let us collaborate, we could have done some really amazing work, even without some of the tools that we have at our disposal today, we could have done great stuff.
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we are beginning to realize that power of collaboration. People really do talk about the idea of collaboration being the 21st century ‘silver bullet.’ I think people have been collaborating for a really long time. I think we’re only now getting good at it in schools—at least in some schools.
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Training the Brain to Listen: A Practical Strategy for Student Learning and Classroom Management | Edutopia - 1 views
Listening to Students | Edutopia - 0 views
The Marshall Memo Admin - Issues - 0 views
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“While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
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Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
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power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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"Online Resources for Teaching About the Presidential Campaign In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: - Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. - Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. - iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. - C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. - Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates. "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
The Art of Facilitating Teacher Teams | Edutopia - 0 views
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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
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The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals
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a variety of structures or protocols to meet the desired outcomes.
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Tips for Coaching Teacher Teams | Edutopia - 0 views
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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.
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As a facilitator, it's our job to clarify purpose and raise it, integrate it, and reference it all the time.
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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.
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The Marshall Memo Admin - Issues - 0 views
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A principal remembers how she built trust 2. Giving and receiving feedback with grace and skill 3. A Georgia district works to improve classroom observations 4. Douglas Reeves takes on five myths about grading 5. Enlisting students to comment helpfully on each others’ work 6. Unintended consequences from New York City’s discipline policies 7. The minefield that girls and young women must traverse 8. Thomas Friedman on what the new era portends for young people 9. Short item: An online social-emotional survey
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“When schools dig in on the underlying reasons why kids violate norms, rather than reflexively and automatically punishing and sending kids away, outcomes can change quickly and dramatically. It’s especially important for everyone in a school to dig deep to decrease head-to-head conflict and understand behaviors that are often quickly labeled insubordination or disrespect.”
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“Trust happens through thousands of small, purposeful interactions over time,” says Sarah Fiarman in this article in Principal. “[L]eaders earn trust when they keep promises, respond when teachers ask for help, and have difficult conversations with adults to ensure high-quality teaching for everyone.” Integral to all this is listening well, speaking wisely, and acknowledging one’s own biases.
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What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Independent Ideas Blog - 0 views
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“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website. (See graphic by Nigel Homes.)
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The “All or None” myth teaches us that there those who are “with it” and those who are not. Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
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This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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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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Education | Greater Good - 0 views
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Seven Ways to Cultivate Joy and Empathy in Math Class
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Four Ways Teachers Can Reduce Implicit Bias
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How to Awaken Joy in Kids
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4 Proven Strategies for Teaching Empathy | Edutopia - 0 views
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Empathy is the ability to understand and share the feelings of another.
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In psychology, there are currently two common approaches to empathy: shared emotional response and perspective taking.
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Shared emotional response, or affective empathy, occurs when an individual shares another person’s emotions.
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Teaching Why Facts Still Matter | Edutopia - 0 views
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When politicians and thought leaders can’t or won’t agree on a basic set of facts, how can we motivate students for the noble pursuit of truth and help them see why it still matters?
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An unavoidable challenge arises when students realize that no matter how many facts support a certain conclusion, denial and dissent remain.
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“You have to trust [that] the best information, the truth, will always prevail,” he said, though “that’s tough when you face a crowd of people screaming at you on Twitter in probably not the nicest way.”
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Teaching Empathy: Turning a Lesson Plan into a Life Skill | Edutopia - 0 views
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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.
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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.
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In cooperative learning, students work together, think together and plan together using a variety of group structures designed along an instructional path.
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Age of Distraction: Why It's Crucial for Students to Learn to Focus | MindShift - 0 views
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“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,”
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If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.
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“The circuitry for paying attention is identical for the circuits for managing distressing emotion,”
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Raising a Moral Child - NYTimes.com - 0 views
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For example, research suggests that when parents praise effort rather than ability, children develop a stronger work ethic and become more motivated.
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Surveys reveal that in the United States, parents from European, Asian, Hispanic and African ethnic groups all place far greater importance on caring than achievement
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Genetic twin studies suggest that anywhere from a quarter to more than half of our propensity to be giving and caring is inherited
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