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Robert Alford

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 82 views

www.theatlantic.com/...good-teaching

education teachers

shared by Robert Alford on 30 Jan 10 - Cached
  • embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education—more than schools or curriculum—teachers matter.
  • Parents have always worried about where to send their children to school; but the school, statistically speaking, does not matter as much as which adult stands in front of their children. Teacher quality tends to vary more within schools—even supposedly good schools—than among schools
  • The results are specific and surprising. Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.
  • ...3 more annotations...
  • Great teachers, he concluded, constantly reevaluate what they are doing.
  • What did predict success, interestingly, was a history of perseverance—not just an attitude, but a track record
  • Meanwhile, a master’s degree in education seems to have no impact on classroom effectiveness.
  • Robert Alford on 30 Jan 10
     
    What matters most GRIT!
Javier E

Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Sp... - 0 views

spp.sagepub.com/...1948550610385872

studying methods research deliberate practice grit spelling expertise academic achievement

shared by Javier E on 22 Mar 11 - No Cached
  • The expert performance framework distinguishes between deliberate practice and less effective practice activities. The current longitudinal study is the first to use this framework to understand how children improve in an academic skill.
  • Deliberate practice, operationally defined as studying and memorizing words while alone, better predicted performance in the National Spelling Bee than being quizzed by others or reading for pleasure. Rated as the most effortful and least enjoyable type of preparation activity, deliberate practice was increasingly favored over being quizzed as spellers accumulated competition experience. Deliberate practice mediated the prediction of final performance by the personality trait of grit, suggesting that perseverance and passion for long-term goals enable spellers to persist with practice activities that are less intrinsically rewarding—but more effective—than other types of preparation.
summitlibrary

What's So Hard about Research? | Guest Blog, Scientific American Blog Network - 77 views

blogs.scientificamerican.com/...whats-so-hard-about-research

shared by summitlibrary on 06 Jun 14 - No Cached
    • anonymous
      anonymous on 06 Jun 14
       
      So many of my middle school students would come and ask, "Is this what you want?"  Then, they would get frustrated when I responded, "Well, what do you think?  Is that the best answer you can come up with for the question?"  
  • Many students were very uncomfortable with the idea that they would be making the decision about what form their project will take, and continually tried to get a stamp of approval.
  • Students today are accustomed to instant gratification, and therefore can be overwhelmed by tasks that require time-consuming research.
  • ...6 more annotations...
    • anonymous
      anonymous on 06 Jun 14
       
      I'm finding that I am becoming more like the students and wanting that instant gratification as well!  We are becoming scanners more than readers.
  • They do not stop researching and begin another activity because they got distracted;  in our experience, they are more likely to spin themselves in circles making no progress for an entire class period because they do not want to go through a cognitive process that will take “forever.”
  • · When students are given a research prompt by their teacher, students often do not care enough about the topic to really persevere.
    • anonymous
      anonymous on 06 Jun 14
       
      Use this strategy to help students become more invested: STRATEGY: I'm going to show you 30 seconds of this video and I want you to write down 3-4 questions you think this video is going to answer. Turn and talk to a neighbor to share your questions. After looking at the video clip, have students determine if their questions were answered and what questions they still need to answer. THEN, students are invested and have things they WANT to know about the topic.
  • There are very few things in life that our students have to wait for today
    • anonymous
      anonymous on 13 Jun 14
       
      I am sad to say that I am just as bad as the students in that I want to know things immediately and not have to wait.
  • anonymous on 06 Jun 14
     
    NetTrekker PD article for discussion
Letitia Burton

Meeting the Needs of ELL Students in the Literature Classroom - 43 views

www.lessonplanet.com/...ts-in-the-literature-classroom

ELL-strategies resources

shared by Letitia Burton on 05 Jan 11 - No Cached
  • Simone Brown on 04 Oct 11
     
    This article emphasizes that ELLs benefit when literature teachers include techniques that make the learning more accessible. I like the idea of connecting the literature to a real project. I do this same activity with my adult ELLs every semester. For example, this semester they are reading "Breaking Through", a true story about a boy whose parents are undocumented agricultural workers. It is a great story of perseverance and "grit" that shows how immigrants make this country stronger. I am going to pair the reading with a group project called "The Immigrant Experience in Houston". My students will research an immigrant group and chronicle the melting pot that is Houston. They will create a Power Point Presentation and share their research with the class. Food samples always get 5 extra points!
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