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Mind - Research Upends Traditional Thinking on Study Habits - 0 views

www.nytimes.com/...07mind.html nytimes learningstyles willingham debunk studyhabits studyskills
shared by Michelle Krill on 26 Aug 11 - No Cached
  • Michelle Krill on 26 Aug 11
     
    "...instead of sticking to one study location, simply alternating the room where a person studies improves retention."
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Educational Leadership:Revisiting Teacher Learning:Brain-Friendly Learning for Teachers - 0 views

www.ascd.org/...dly_Learning_for_Teachers.aspx brainbased adultlearning pd ascd
shared by Michelle Krill on 26 Aug 11 - Cached
  • Our brain pays more attention to stimuli and events that are accompanied by emotions.
  • How we feel about a learning situation often affects attention and memory more quickly than what we think about it.
  • Michelle Krill on 26 Aug 11
     
    How can we create professional development that engenders deep learning?
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Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html PD report workshop adultlearning staffdevelopment coaching
shared by Michelle Krill on 26 Aug 11 - Cached
  • Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
  • the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
  • Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,”
  • ...2 more annotations...
  • Workshop overload. Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts. The report finds that teachers still take a heavy dose of workshops and do not receive effective learning opportunities in many areas in which they want help.
  • But fewer than half found the professional development they received in other areas, such as classroom management, to be of much value, despite the fact that they want more support in this area.
    • Michelle Krill
      Michelle Krill on 26 Aug 11
       
      Seems to me that coaching would be what teachers need. Implementing a structured coaching program would help this situation.
  • Michelle Krill on 26 Aug 11
     
    Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness
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Guidelines for Working with Adult Learners. ERIC Digest - 0 views

www.ericdigests.org/...working.htm adultlearning etlo
shared by Michelle Krill on 26 Aug 11 - Cached
  • An ideal adult learning climate has a nonthreatening, nonjudgmental atmosphere in which adults have permission for and are expected to share in the responsibility for their learning.
  • Michelle Krill on 26 Aug 11
     
    ""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming."
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Andragogy: Teaching adults - 0 views

edweb.sdsu.edu/...index.htm adultlearning etlo
shared by Michelle Krill on 26 Aug 11 - Cached
  • Michelle Krill on 26 Aug 11
     
    ADULTS LEARN DIFFERENTLY than young people. But more importantly, their reasons for learning are very different. Andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners.
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