"We don't want to have people say that these findings say these schools aren't doing RTI right; this turns out to be what RTI looks like when it plays out in daily life."
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Study: RTI Practice Falls Short of Promise - Education Week - 31 views
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"Students are missing a lot of broader things that are going to make a difference in their ability to put it all together in functional reading."
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students with "mild and relatively mild learning problems" are not representative anymore of the students targeted for Tier 2 interventions. "Over time, in many places what's happened is RTI has been deliberately used as a kind of general education substitution for special education. My strong sense is that over time, more and more kids with greater and greater severity of learning problems are being served in an RTI framework."
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she said, with schools often using a single test to identify students for Tier 2 and a standard set of interventions once they get there. For example, she noted that the study found that small group instruction and interventions in RTI schools were more likely to focus on phonics for students below grade level than at grade level. "Right there you have a clue that the interventions are focused on these foundational skills and not as much on comprehension," she sai
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The Liberal Arts Are Work-Force Development - Do Your Job Better - The Chronicle of Hig... - 35 views
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Now consider that, according to the American Association of Community Colleges, about half of all freshmen and sophomores are enrolled at the nation's 1,300 two-year colleges, and many of those students transfer to four-year institutions. For a large percentage of people who earn bachelor's degrees, then, the liberal-arts portion of their education was acquired at a two-year college. Next, factor in all of the community-college students who enter the work force after earning two-year degrees or certificates, and whose only exposure to the liberal arts occurred in whatever core courses their programs required. The conclusion becomes obvious: Two-year colleges are among the country's leading providers of liberal-arts education, although they seldom get credit for that role.
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Employers rank communication and analytical skills among the most important attributes they seek in new hires, according to the National Association of Colleges and Employers. Perhaps those of us who teach those very skills at community colleges should embrace the integral role we play in preparing the nation's workers rather than rejecting the idea of work-force development as somehow beneath us.
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More important, this new perspective could have a positive effect on student success. If we come to see ourselves as preparing students not just for transfer but ultimately for the work force, students may be more likely to understand the relevance of the skills that we teach them and better able to use those skills for some purpose other than just getting a passing grade.
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Require lots of writing. As the management guru Peter Drucker argued, communication is the one skill required of all professionals, regardless of field. "As soon as you take one step up the career ladder," he said, "your effectiveness depends on your ability to communicate your thoughts in writing and in speaking."
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Focus on critical thinking. A common complaint of employers, as reflected in the NACE survey, is that many workers have difficulty thinking for themselves. They may be thoroughly trained, having mastered all of the concepts in the textbooks, but, inevitably, situations arise that weren't covered in the books. When that happens, the ability to think critically, independently, and creatively becomes indispensable.
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Bring the real world into the classroom. Another strategy we can adopt, if we want our courses to be more relevant, is to make our class discussions, case studies, experiments, and assignments as real-world-based as possible. For example, in my composition courses, I not only allow students to choose their own essay topics, but I also encourage them to write about issues related to their prospective majors. I also assign reading (in addition to the old textbook standbys) from newspapers, popular magazines, even the Internet.
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Make the connection. Take advantage of every opportunity to connect what students are doing in class with what they will be doing some day as employees. My students hear the term "the real world" so much that, by the middle of the term, they're starting to roll their eyes. But it's important for them to understand that the work we're doing now in class isn't just a series of meaningless exercises, another set of hoops for them to jump through on their way to a degree. They're going to have to do these things for real one day—describe processes, do research to find solutions, draw comparisons—and my course may be the last time anyone ever actually teaches them how.
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shared by Cara Whitehead on 12 May 13
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Summer Program - 34 views
www.spellingcity.com/summer.html
spelling vocabulary vocabularyspellingcity SpellingCity online games
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http://www.qconline.com/archives/qco/print_display.php?id=617382 - 22 views
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they were waiting for a time when the videotape material seemed less important and not likely to be on the test. Those students were using their metacognitive skills to decide when was a good time to be distracted and when it was important to focus
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Author describes study that showed that middle, hs, and university students were highly distractible by technology and were anxious if they could not check their devices. He described a strategy called "tech breaks" where students are allowed to check devices and social media for a minute and then to focus on school work for 15 minutes as a way of improving their metacognitive skills.
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I wonder if using technology in the classroom - integrally - would mitigate some of the anxiety and/or increase attention. I wonder if there are other teaching/learning strategies we might employ that would increase engagement such that students would be distracted from their distraction...
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The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
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Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
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Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
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The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
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“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
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This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
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“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
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“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
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History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
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when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
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a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
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what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
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University education makes students more agreeable, conscientiousness - 4 views
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"A recent study published in Oxford Economic Papers indicates that university education has a dramatically positive effect on the development of non-cognitive skills like conscientiousness, extraversion and agreeableness, in addition to the expected intellectual benefits. The paper also shows that the impact of education on these skills is even more dramatic for students from lower socioeconomic backgrounds."
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Just shut up and listen, expert tells teachers - 178 views
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JOHN HATTIE has spent his life studying the studies to find out what works in education. His advice to teachers? Just shut up.
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Hattie makes some good points, and I was with him until I read his comment about "not spending a penny" on smaller class sizes. Smaller class size is exactly what makes it possible for a teacher to oversee student-directed learning and "engage closely and listen"
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That is my experience too thank you Carol I missed that! I rely on volunteers so that I can teach hands on skills. The students themselves give me the feedback I need to adjust instruction. And of course the type of skills and content that they enjoy too.
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Intellectual curiosity and confidence help children take on maths and reading - 2 views
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"Children's personalities may influence how they perform in maths and reading, according to a study by psychology researchers at The University of Texas at Austin. Proficiency in reading and maths is associated with a complex system of skills, some of which derive from personality traits. In a study published in the Journal of Personality and Social Psychology, researchers found that characteristics related to openness, such as intellectual curiosity and confidence, made children more adept to take on maths and reading than characteristics describing conscientiousness, such as diligence and perseverance."
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Dyslexia: When spelling problems impair writing acquisition - 11 views
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"Dyslexia is a learning difficulty which affects the ability to adopt the automatic reflexes needed to read and write. Several studies have sought to identify the source of the problems encountered by individuals with dyslexia when they read. Little attention, however, has been paid to the mechanisms involved in writing. Sonia Kandel, Professor at the GIPSA-Lab of the Université Grenoble Alpes (CNRS/Université Grenoble Alpes/Grenoble INP) and her team [1] decided to look at the purely motor aspects of writing in children diagnosed with dyslexia. Their results show that orthographic processing in children with dyslexia is so laborious that it can modify or impair writing skills, despite the absence of dysgraphia in these children. The findings of this study are published in the November 2017 edition of Cognitive Neuropsychology."
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Self-concepts of ability in maths and reading predict later attainment - 13 views
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"Educational and developmental psychologists have tried to understand how skills and motivation are linked to academic achievement. While research supports ties between individuals' concepts of their abilities and their achievement, we lack a complete picture of how these relations develop from childhood to adolescence. A new longitudinal study looked at how youths' self-concepts are linked to their actual academic achievement in maths and reading from middle childhood to adolescence. The study found that students' self-concepts of their abilities in these two academic domains play an important role in motivating their achievements over time and across levels of achievement."
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The Coach in the Operating Room - The New Yorker - 37 views
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I compared my results against national data, and I began beating the averages.
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the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
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They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
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always evolving
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no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
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California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
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they did not necessarily have any special expertise in a content area, like math or science.
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The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
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The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
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teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
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must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
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most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
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The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
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So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
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“What worked?”
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“What else did you notice?”
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something to try.
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Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
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“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
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trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
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one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
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watch other colleagues operate in order to gather ideas about what I could do.
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routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
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It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
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modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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Learning and earning: Equipping people to stay ahead of technological change | The Econ... - 34 views
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working lives are so lengthy and so fast-changing that simply cramming more schooling in at the start is not enough. People must also be able to acquire new skills throughout their careers.
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lifelong learning that exists today mainly benefits high achievers—and is therefore more likely to exacerbate inequality than diminish it.
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a burst at the start and top-ups through company training—is breaking down. One reason is the need for new, and constantly updated, skills.
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The 19th and 20th centuries saw stunning advances in education. That should be the scale of the ambition today
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It is easier to learn later in life if you enjoyed the classroom first time around: about 80% of the learners on Coursera already have degrees. Online learning requires some IT literacy, yet one in four adults in the OECD has no or limited experience of computers. Skills atrophy unless they are used, but many low-end jobs give workers little chance to practise them.
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Lifelong learning starts at school. As a rule, education should not be narrowly vocational. The curriculum needs to teach children how to study and think. A focus on “metacognition” will make them better at picking up skills later in life.
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Pushing people into ever-higher levels of formal education at the start of their lives is not the way to cope.
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WHEN education fails to keep pace with technology, the result is inequality.
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Touchscreens may boost motor skills in toddlers - 6 views
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Teaching Metacognition - 78 views
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Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
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Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
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In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
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Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
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Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
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Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
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"Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
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Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
DLL Study Skills Series: Note taking skills - from lectures and readings - 33 views
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shared by Sharin Tebo on 20 Nov 14
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Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
creativeeducator.tech4learning.com/...icula-for-Deeper-Understanding
Engagement legacy integration interdisciplinary STEAM STEM SDW SDWWL philosophy research
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Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.
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The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.
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They organize students into interdisciplinary teams and coordinate lessons so that what happens in math, science, language arts, and social studies all tie to a common theme. Many times these teachers team-teach during larger blocks of time. Advocates of this more holistic approach to curriculum argue that it helps students:
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Of course, digging deeper doesn’t fit well in the time frame that most schools use. It takes time to link content across several disciplines, and it may be difficult to squeeze a learning activity into a 40-minute period. To change the method of learning will mean changing more than the curricula. The school structure, including the schedule and methodology will also need to change.
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To prepare our students for an integrated world, we need to break out of the separate-discipline mentality and develop more holistic and problem/project-based approaches. Many have tried to do this, and it isn’t easy.
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shared by trisha_poole on 13 Jan 11
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A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views
www.scotthyoung.com/...learn-faster-and-better
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Roland Gesthuizen and nngocxc06052005 liked it
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Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
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ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
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Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
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But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
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Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
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A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
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I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
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if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.