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The point was so obvious, it was almost embarrassing. Kids stared at their teachers for hundreds of hours a year, which might explain their expertise. Their survey answers, it turned out, were more reliable than any other known measure of teacher performance—­including classroom observations and student test-score growth. All of which raised an uncomfortable new question: Should teachers be paid, trained, or dismissed based in part on what children say about them?

Kail’s experience is instructive. As soon as she began teaching her students the Greek and Latin origins of many English terms — that the root sta means “put in place or stand,” for example, and that cess means “to move or withdraw” — they eagerly began identifying familiar words that incorporated the roots, like statue and recess. Her three classes competed against one another to come up with the longest list of words derived from the roots they were learning. Kail’s students started using these terms in their writing, and many of them told her that their study of word roots helped them answer questions on the SAT and on Ohio’s state graduation exam. (Research confirms that instruction in word roots allows students to learn new vocabulary and figure out the meaning of words in context more easily.) For her part, Kail reports that she no longer sees rote memorization as “inherently evil.” Although committing the word roots to memory was a necessary first step, she notes, “the key was taking that old-school method and encouraging students to use their knowledge to practice higher-level thinking skills.”

. A study published in the Journal of Research in Science Teaching in 2010, for example, found that 10th-graders who were taught how to construct an argument as part of their lessons on genetics not only had better arguments but also demonstrated a better understanding of the material

Many reports, studies, and research articles published in recent years suggest that teacher quality matters a great deal in terms of student learning. This research synthesis explores the evidence for this relationship in an effort to help identify which teacher qualifications and characteristics should be prioritized in educating and hiring those teachers who are most likely to have a positive impact on student learning.

As a college professor that is *not* primarily working with education majors, I found this entire piece deeply troubling. The pedagogies described here are *exactly* those that we tell our new faculty not to use– the lecture died a quiet death on my campus 25+ years ago in the humanities, and is on the way out (finally) in the natural sciences. The flipped classroom, as such, has been the norm in history, English, philosophy, etc. for a generation or more. So why are high school teacher still droning on before a roomful of sleepy teens? No wonder our first-year students have such a hard time adapting to an active learning classroom environment when they start college.

For Children, a Lie on Facebook Has Consequences, Study Finds

The key to the experiment, explained Keith W. Ross, a computer science professor at N.Y.U. and one of the authors of the study, was to first find known current students at a particular high school. A child could be found, for instance, if she was 10 years old and said she was 13 to sign up for Facebook. Five years later, that same child would show up as 18 years old – an adult, in the eyes of Facebook — when in fact she was only 15. At that point, a stranger could also see a list of her friends.

The key to the experiment, explained Keith W. Ross, a computer science professor at N.Y.U. and one of the authors of the study, was to first find known current students at a particular high school. A child could be found, for instance, if she was 10 years old and said she was 13 to sign up for Facebook. Five years later, that same child would show up as 18 years old – an adult, in the eyes of Facebook — when in fact she was only 15. At that point, a stranger could also see a list of her friends.

There is an explosion of EdTech tools destined to gamify the classroom, most of which are web-based, while others come in the form of an app. Understandably, a teacher might wonder what is the best way to navigate through this sea of new, and subsequently, not thoroughly tested activities and tools. Throughout the school year I tried several game-based platforms with my students. Here are three game-based classroom solutions that helped me transform my fourth grade classroom into a dynamic learning environment. All three tools are completely free. Each platform is particularly strong in specific areas, therefore, depending on their needs, teachers can utilize one of the tools, or use a combination of two (or three), to maximize the impact on student learning.

The first, and probably the most popular game-based classroom platform is Socrative. A prominent member of the “audience response systems” family, Socrative is a powerful tool that offers many options to teachers. It is also one of the most diverse and adaptive of all platforms, as it offers three different highly customizable modes: the typical question-based game mode, a mode called “space race” which is a mode that aims to combine accuracy and speed, and a third mode called “Exit Ticket”, which can best be used at the end of a lesson as a means of taking the pulse of the classroom.

If you ask students what are the most important qualities they like in teachers, one of the universally top-mentioned is fairness. Teachers and schools strive to be fair and build programs and polices based on this value.