explains some of the individual differences that influence problem solving
psychologist David Jonassen
Given the reality of all these differences, how can I even dream of a functional classroom in which every student is learning at their own learning edge?
I believe that inquiry helps tremendously in reaching learners on different levels at the same time
work at their own pace
This is kind of funny because whole class discussions actually help make knowledge more equal which makes the classroom experience less differentiated. So while this is not really a tool to help students at their individual learning edges, it is a tool to bring out the differences and spread ideas and questions around the class.
This is a puzzle - how do we democratize input? This is why I like the idea of Twitter in the classroom - can be a way for reluctant speakers to particpate.
Ok, by now I know that it is impossible to find one particular task that will be just at the right level for all my students.
Another way of bringing in differentiation into your class is by letting students work on two different topics simultaneously. The students choose when they are ready to switch tasks for a while and then come back later to pick up the first topic again.
students know pretty well how they compare to other students and that they don’t like having to fit in and be the same all the time
Assessment and differentiation is a tricky subject,
I am not a math teacher, but I really like the ideas here. I am working at getting a handle on differentiation and inquiry-based learning for my subjects and classes (Our classes typically have 5-10 students with assessments and IEPs)..
study offers insight into factors that create either positive and negative associations with computer science for girls at the middle school, high school and college levels, as well as strategies for educators to make computer science more appealing to girls.
computing appeal for girls peaks in middle school, where having an inspiring teacher and thinking that coding is "for girls" are instrumental in sparking interest
The study suggests generating coding enthusiasm through fun hands-on experiences like computer games, and supporting parents and teachers as they educate young girls about coding
This is a summary of a study that offers insights into the impact that early exposure to coding can have on possible post secondary study and careers in computer science for girls.
21,000 U.S. elementary students showed that, over one school year, kids who were exposed to more sunlight during their school day displayed 26 percent higher reading outcomes and 20 percent higher math outcomes than kids in less sunny classrooms.
The sudden force of a teenager’s feelings can catch parents off guard because, between the ages of six and 11, children go through a phase of development that psychologists call latency .
Compared to the brain activity of children and adults, the teens’ amygdalas reacted strongly to fearful or happy faces.
the brain remodels dramatically during the teenage years.
Adults often tell teens that their feelings are at full blast because of “hormones.” This usually doesn’t go over very well, plus it’s probably inaccurate.
research suggests that the impact of pubertal hormones on teenagers’ moods is indirect, at best.
Here’s the bottom line: What your daughter broadcasts matches what she actually experiences.
Really, it’s just that intense, so take her feelings seriously, regardless of how overblown they might seem.
Students need explicit instruction and opportunities to practice the flexible thinking that will make the most of their brains' fertile adolescent development stage.
Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge.
My focus this year in French is getting students talking spontaneously in French. Can't wait to look at this in more detail and see how it might be applicable to FSL.
When you incorporate opportunities for students to experience mistakes as an expected part of learning, you build their resilience to setbacks. Through class discussions, your own mistakes, and building pupils’ knowledge of their brain’s programming, your students will gain the competence, optimism and understanding to persevere – and even make progress – through failure.
A student might analyze how the two eyes emoji can indicate confusion about the message (“Wait, what are you saying?”), an impatience with a slow response (“Hurry up and reply!”), or a signal that the information is something they haven’t heard before.