Research shows that
teens need eight to nine hours of sleep at night, as
compared with eight hours needed for adults. However, they are not getting enough sleep.
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UKEdMag: Facilitating Effective STEM Learning by @smwordlaw - 14 views
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"English…done! Reading…done! Assembly…go, go, go! Packed primary timetables can sometimes feel like you're racing through an army drill. It can be difficult to stop, and allow children time for deeper thought and study. Integrating meaningful STEM into the week can often feel like a bit of a headache. Project Based Learning as a method of teaching STEM, could be the solution to this. Science, Technology, Engineering and Maths are the four disciplines many schools are hoping to focus on this academic year, looking at an applied and integrated approach."
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Classroom Music by @rondelle10_b - 5 views
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"I loved reading @thatboycanteach's blog this morning about music and his classroom-based Youtube battles with a former colleague. It got me thinking about how I use music within my lessons. To jolly my Y8 students along, I play 3 minutes of Bennie Hill's theme music as a signal that they should clear away practical equipment and return to their seats. It's great to see the startled look on their faces as soon as they hear the tune and then remember that they need to completely pack away before the music ends."
Raspberry Pi Starter Pack - Includes a Raspberry Pi Computer ID: 1014 - $104.95 : Adafr... - 24 views
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The Joy of Teaching - 21 views
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For teachers in Australia the year is drawing rapidly to a close. It is a time for packing away classrooms, taking down displays of student learning and saying farewell to students as they move on to new classes. At the ending of one year it is worth taking a moment to ponder what is so remarkable about teaching as a profession.
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Teens, Sleep and School - 1 views
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Tests by a professor at Oxford suggest that "students perform better in the afternoon, because their body clock is programmed about two hours later, possibly for hormonal reasons."
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One solution is for parents to impose earlier bedtimes on their teenagers. A recent study found that "Teens whose parents pack them off to bed at 10 p.m. are less apt to become depressed or have suicidal thoughts than their peers who stay up much later."
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parents can strive to get their teens less wired at night. This can be achieved by discouraging them from drinking caffeine past 12 noon, and by keeping TVs, computers, and especially cell phones out of their room at night.
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"Research has shown that teenagers don't get enough sleep at night and go to school tired. Some experts believe the cause is biological. Others believe that teenagers stay up late because of adolescent distractions. Early high school start times can also contribute to teens' tiredness. This article will explore possible causes and solutions to this problem."
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Xmas Cargo Bridge - 32 views
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Build a bridge so the presents can be collected and delivered. http://ictmagic.wikispaces.com/Winter+%26+Christmas
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shared by John Evans on 25 Oct 10
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150 amazing images to help students write and think more creatively - HOME - ... - 150 views
www.edgalaxy.com/...-write-and-think-more-cre.html
amazing images students writing prompts ELA MY SY
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Australia Publishes CC Info Pack - Creative Commons - 0 views
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Microsoft Office Compatibility Pack for Word, Excel, and PowerPoint File Formats - 44 views
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Never worry about problems opening a docx and other Office 2007 & 2010 file again with this free download from Microsoft that lets you open them in Office 2003. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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shared by Steve Ransom on 31 Jul 11
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Extraordinary teachers can't overcome poor classroom situations - latimes.com - 7 views
www.latimes.com/...-size-20110731,0,3910343.story
urbaneducation teacher classroom poverty evaluation teachereffectiveness classsize teaching
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ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views
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Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
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Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
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Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
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Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
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consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
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Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
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Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
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Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
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Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
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If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
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Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
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Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
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If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
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A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher E... - 40 views
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at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
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What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
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students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
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Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
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As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
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Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
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Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
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It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
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Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
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Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
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Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
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Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
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10 Things Every College Professor Hates - Business Insider - 42 views
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The Organizers Power-Packed Single-Page T ools for Efficient and Effective Instruction - 88 views
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Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views
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was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
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Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
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Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
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Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
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She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
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He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
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her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
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t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
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She wanted them to create their own composition, their own snowy-day song.
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When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
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In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
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She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
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before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
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So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
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nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
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In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
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With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
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And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”
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Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
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When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.
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