The Why Files | The Science Behind the News - 4 views
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Michele Brown on 09 Oct 12Learn about the science behind current events. News stories that have ties to science are explained in an easy to read format.
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5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views
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This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
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Here are some ways that origami can be used in your classroom to improve a range of skills:
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Origami, the ancient art of paper folding, has applications in the modern-day classroom for teaching geometry, thinking skills, fractions, problem solving, and fun science.
Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 89 views
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.
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the results “throw down the gauntlet to those progressive educators, myself included.”
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“Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
Doctoral degrees: The disposable academic | The Economist - 27 views
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There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
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A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009
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America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.
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article from the Economist "The Disposable Academic: Why doing a PhD is often a waste of time
Creative Educator - Connecting Curricula for Deeper Understanding - 34 views
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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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STEM and STEAM--challenge to aim for more integration cross-disciplines.
Stanford Unveils Free Platform To Run Your Own Online Courses - 69 views
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"Google and Stanford are more than just neighbors in Silicon Valley. They're becoming the leaders in the online learning revolution. And it's all happening fast and starting right about … now. Stanford, like Google, has now announced a free and open source platform that lets you run your very own Massive Open Online Courses (MOOCs). Stanford's platform, dubbed Class2Go, has big and slightly different aspirations from its competitors. Developed as a non-profit project by eight Stanford Computer Science engineers, Class2Go is meant to offer not only a course-like project but also tools for collaborative research. The latter functionality is a change from what Google, edX, Coursera, and others are offering right now."
HS7 - National Pilot Study (High School) | PERTS - 17 views
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"Teaching Adaptive Mindsets Improves Achievement Programs that teach students to have adaptive mindsets have recently received increased attention among educators and policy makers. These programs help students think about school in ways that help them stay motivated and engaged, even when coursework is challenging. In addition to being effective at improving students' motivation and achievement, they are also brief and easy to administer. PERTS Teaches Adaptive Mindsets on a National Scale Because of the promise of mindset programs, the White House Office of Technology and Science Policy recently hosted a convening to explore ways to apply mindset programs more broadly. An important outcome of this meeting was a plan to conduct a national study that will deliver mindset programs in a large, nationally representative sample. PERTS has expertise in delivering mindset programs across the nation, and we will take a lead in conducting the national study. The National Mindset Pilot is the first step."
The Concord Consortium | Revolutionary digital learning for science, math and engineering - 65 views
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The Concord Consortium is a nonprofit educational research and development organization based in Concord, Massachusetts. We create interactive materials that exploit the power of information technologies.
Vital Signs - 37 views
The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views
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prevented them from zooming out to see a neighborhood, state or country
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This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
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Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
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This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
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Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
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it is difficult to see any one passage in the context of the entire text.
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it is difficult to see any one passage in the context of the entire text.
FILLING THE TOOL BOX - 158 views
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As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
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Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
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" Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
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Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views
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Terribly generalized.
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treated accordingly.
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Mistreated accordingly.
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"Mark Bowden on Being in the Slow Kids' Class"
Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views
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More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
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Absolutely the key part of the argument. It's how you use the tools that matters.
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Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
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It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
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I love this post so much I want to hug it
Adaptive Curriculum - 0 views
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Adaptive Curriculum's award winning instructional solution builds middle and high school Math and Science mastery through dynamic and interactive learning. Incorporating rich multimedia, real-world scenarios and proven research-based pedagogy, Adaptive Curriculum's digital lessons are created to engage today's 21st Century learners and prepare students for post-secondary pursuits. AC Math and AC Science complements existing curricula through state standards, Core, NCTM, NCTA and textbook alignments. It is easy and flexible for whole or small group or individual instruction, and provides real-time feedback, progress reporting and assessment.
Project Description of SLI - 15 views
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This is a key component of “STEM literacy.”
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o address this need, a group of researchers at the University of Colorado Boulder, TERC, and Saint Louis University and educators in Colorado and Missouri are working together to investigate and develop learning environments aimed at improving STEM literacy
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Project Description
Center on Instruction - 74 views
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Welcome to the Center on Instruction, your gateway to a cutting-edge collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning. Part of the Comprehensive Center network, the Center on Instruction is one of five content centers serving as resources for the 16 regional U.S.
Quality Homework - A Smart Idea - NYTimes.com - 70 views
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The studying that middle school and high school students do after the dismissal bell rings is either an unreasonable burden or a crucial activity that needs beefing up. Which is it? Do American students have too much homework or too little? Neither, I’d say. We ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
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The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to results from the Program for International Student Assessment released last December.
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“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
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