A broad focus on testing and new standards can lead schools to neglect the individualized needs of students,
unless U.S. schools can better align learning strategies and objectives with fundamental aspects of human nature, they will always struggle to help students achieve their full potential
Researchers classified 31 percent of teachers as “engaged” at work under that index, compared with 30 percent of respondents overall.
But, among all occupations tracked in the survey, teachers were the least likely to say that their opinions counted at work.
Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
"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."
"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."
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."
"The most common implementation of RTI is fairly rigid,"
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
"A mountain of evidence indicates that educators have been painfully slow to use technology to change and improve the ways they teach."
Thoughtful piece examining the reasons for slow transformation.
"A mountain of evidence indicates that educators have been painfully slow to use technology to change and improve the ways they teach."
Thoughtful piece examining the reasons for slow transformation.
What made collaborative rule-creation more effective in building a smoothly functioning class?
It never felt as if we were wrestling with the really important issues: Building a functioning community. Safety. Personal dignity. Kindness. Order. Academic integrity. Democracy.
No matter what rules you put on paper, your most important job is role-modeling those practices, not enforcing them
On the other hand, do give clear instructions about what kids don't know. What to do when a tornado is spotted
Rules shouldn't restate the obvious. "No cheating" is a stupid rule. "Bring a pencil to class" is a silly rule.
You're shooting for influence, not control
Integrity helps build community. The most important directives in democratic classrooms are around ethical practices: A clear definition of cheating, understood by all students, in the digital age
Carrots and sticks are temporary nudges toward desirable behavior at best, but ultimately destructive
We want kids to behave appropriately because they understand that there are rewards for everyone in a civil, well-managed school.
Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation.
Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.
Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.
During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
PLCs must find ways to share the workload, not increase it.
Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
The research confirms what we know to be true. The arts impact all learning.
Neuroscience has also provided an emerging branch of research related to studying the arts. For instance, "Learning Arts and the Brain: The Dana Consortium Report on Arts and Cognition" reinforced the positive impact arts learning has on a young person's ability to retain information.
Neither the arts nor the sciences have a monopoly on teaching creativity, collaboration, or problem-solving skills.
The design process proved to be as important as the finished product.
Schools must provide opportunities for students to learn across disciplines. No longer can we teach in silos.