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in title, tags, annotations or urlAll About Explorers - 1 views
7 Plenary Activities for Newly Qualified Teachers by @RichardJARogers - 2 views
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"I loved competitions when I was a kid. Anything involving puzzles, quizzes or games really excited me. In truth: I loved being right and I hated being wrong! School can be quite a competitive environment. Some of our students can really feel the pressure when it comes to scoring highly on tests, exams and extra-curricular tournaments and events."
The Positive Power of Negative Thinking - 0 views
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"Fads in education come and go, with many settings being full of optimism, hope, and trying to instil a positive mindset among their pupils. Yet, all these positive, happy signals sometimes fall short of providing individuals the skills to think more critically within the world they engage in. Many people believe that thinking negatively is a bad thing, and do not consider it as a positive force for good. Expecting things to go wrong can be a great force for good, and with grades and expectations in schools set very high, what happens when things don't go to plan? People are completely stuffed. If exams scores do not reach expected levels, then deciding on a college, university, or vocational options can throw individuals off-course, but having considered the negative outcome options can provide a backup plan of which they still have some control."
Homework or Not? That is the (Research) Question. | District Administration Magazine - 3 views
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evaluated homework research and concluded that it does not significantly impact achievement— and can even be detrimental.
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Your Brain Is Hooked on Being Right - Judith E. Glaser - Harvard Business Review - 9 views
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situations of high stress, fear or distrust, the hormone and neurotransmitter cortisol floods the brain. Executive functions that help us with advanced thought processes like strategy, trust building, and compassion shut down. And the amygdala, our instinctive brain, takes over. The body makes a chemical choice about how best to protect itself — in this case from the shame and loss of power associated with being wrong — and as a result is unable to regulate its emotions or handle the gaps between expectations and reality. So we default to one of four responses: fight (keep arguing the point), flight (revert to, and hide behind, group consensus), freeze (disengage from the argument by shutting up) or appease (make nice with your adversary by simply agreeing with him
Why Good Classes Fail - 12 views
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The problem of why good classes fail has become a bit of an obsession for me lately. I visit several colleges and universities every semester to talk to faculty about teaching and learning, and everywhere I go I try to sneak away for just a bit and slip into the back of an unsuspecting class just to see how things are going.
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So what's wrong? In short, the common thread I see throughout all the failures is quite simply a lack of empathy. There is no authentic encounter with students, or what Martin Buber called "a genuine meeting." When we use all the right methods, and we still fail, it is most likely because we are encountering our students as objects and not as the rich and complex individuals that they are. When we do not bring our authentic selves to the classroom and open up to an authentic encounter with our students and the topic at hand we fail, regardless of the methods we choose.
Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views
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The idea was to establish Idaho’s schools as a high-tech vanguard.
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To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
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And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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OK, several comments here. 1. I have no problem with "less a lecturer." However, I do not advocate the elimination of lecture. It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction. I do not agree with this characterization of technology. It is a tool for helping students learn, not for teaching them (with some exceptions). It extends the learners access to knowledge and skills...
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What's Wrong With the Teenage Mind? - WSJ.com - 19 views
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Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
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Recent studies in the neuroscientist B.J. Casey's lab at Cornell University suggest that adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults. Think about the incomparable intensity of first love, the never-to-be-recaptured glory of the high-school basketball championship. What teenagers want most of all are social rewards, especially the respect of their peers. In a recent study by the developmental psychologist Laurence Steinberg at Temple University, teenagers did a simulated high-risk driving task while they were lying in an fMRI brain-imaging machine. The reward system of their brains lighted up much more when they thought another teenager was watching what they did—and they took more risks.
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What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
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The threat to our universities | Books | The Guardian - 0 views
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It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
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Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
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Mass education, vocational training and big science are among the dominant realities, and are here to stay.
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Point N See - 8 views
Bridging Differences: 21st-Century Skills, Accountability, and Curriculum - 0 views
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We agree about “data informed, not data driven.” Data are in the saddle now, to the detriment of kids and their education. Data are being treated as objective facts, when they really are the numbers produced based on assumptions. If the assumptions are wrong, the data are useless. Our schools are now being evaluated and swamped by a tidal wave of useless data. We need to re-examine our assumptions.
In Obama's Election, a Textbook Case of History in the Making for Students This Fall - NYTimes.com - 0 views
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An article about how textbook publishers are rushing to include Obama's election in their latest books
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One could use this article as yet another reason to show that purchasing textbooks, especially for a subject such as this, is a practice that SHOULD disappear in the near future. When you have access to ALL the world's information as well as commentary on that information, AND as well as the ability to share it electronically and contribute to the commentary, there really just is NOT a need to purchase those books anymore. Or am I completely wrong?
Auditorium - 0 views
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Auditorium is about the process of discovery and play. There are no right or wrong answers; there are many ways to solve every puzzle. To get started, fill up the first audio container.
On "Becoming a Better Teacher" « Chalkdust101 - 0 views
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Our push with the teachers we work with is not to call them out or catch them doing something wrong: it’s quite the contrary. We want to catch them being competent, and we don’t necessarily need to be the ones doing the “catching.” The concept of peer review, or as Glickman notes above “welcoming visitors with experience and expertise,” into classrooms, is, in my view, essential to the success of both teachers and the schools they work in.
Study Suggests Math Teachers Scrap Balls and Slices - New York Times - 0 views
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That idea may be wrong, if researchers at Ohio State University are correct. An experiment by the researchers suggests that it might be better to let the apples, oranges and locomotives stay in the real world and, in the classroom, to focus on abstract equations, in this case 40 (t + 1) = 400 - 50t, where t is the travel time in hours of the second train. (The answer is below.)
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Dr. Kaminski and her colleagues Vladimir M. Sloutsky and Andrew F. Heckler did something relatively rare in education research: they performed a randomized, controlled experiment. Their results appear in Friday’s issue of the journal Science.
NASSP - Shifting Ground - 14 views
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Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
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I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
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I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
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The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
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by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
High-Tech Cheating on Homework Abounds, and Professors Are Partly to Blame - Technology - The Chronicle of Higher Education - 15 views
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"The feeling about homework is that it's really just busywork,"
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professors didn't put much effort into teaching, so students don't put real effort into learning
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"The current system places too great a burden on individual faculty who would, under the circumstances, appear to have perverse incentives: Pursuing these matters lowers course evaluations, takes their severely limited time away from research for promotion, and unfortunately personalizes the issue when it is not personal at all, but a violation against the university."
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