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Students in hybrid classrooms outperformed their peers in traditional classes in all grades and subjects, according to the newest study from two organizations that work with schools in establishing hybrid instruction.

The results come out of those classes where students either took the Pennsylvania System of School Assessment (PSSA) tests or Keystone Exams to measure academic achievement.

In one example, hybrid learning eighth grade math students at Hatboro-Horsham School District (PA) passed the PSSA tests and Keystone Exams at a rate10 percent higher than their non-hybrid peers in five schools.

How can we shatter these myths, providing better feedback while modeling a life worth living? Here are the myths phrased as four “shoulds”: Feedback should be immediate Feedback should come from the teacher alone Feedback should be individualized Feedback should include a grade

Interactive teaching methods significantly improved attendance and doubled both engagement and learning in a large physics class,

students in the interactive class were nearly twice as engaged as their counterparts in the traditional class

scored nearly twice as well in a test designed to determine their grasp of complex physics concepts (average score 74 per cent vs. 41 per cent, with random guessing producing a score of 23 per cent). Attendance in the interactive class also increased by 20 per cent during the experiment.

If Ms. Smith’s 8th grade algebra class works through 10 word problems in an hour, and Ms. Jones’ class works through 10 equation problems during the same time, which class is likely to learn more math concepts by the end of class?

A standards-referenced test compares every student to the standard set by the test giver. A norm-referenced test compares every student to every other student. The lines between different levels of achievement will be set after the test has been taken and corrected. Then the results are laid out, and the lines between levels (cut scores) are set.

When I give my twenty word spelling test, I can't set the grade levels until I correct it. Depending on the results, I may "discover" that an A is anything over a fifteen, twelve is Doing Okay, and anything under nine is failing. Or I may find that twenty is an A, nineteen is okay, and eighteen or less is failing. If you have ever been in a class where grades are curved, you were in a class that used norm referencing.

With standards reference, we can set a solid immovable line between different levels of achievement, and we can do it before the test is even given. This week I'm giving a spelling test consisting of twenty words. Before I even give the test, I can tell my class that if they get eighteen or more correct, they get an A, if they get sixteen correct, they did okay, and if the get thirteen or less correct, they fail.

High school students are sitting passively and listening during approximately 90 percent of their classes.

In eight periods of high school classes, my host students rarely spoke.

much of the day was spent absorbing information but not often grappling with it.

Districts that succeed in making mindfulness a regular part of the school day—and an impactful part of students’ lives—start by training the adults in their buildings to become competent practitioners, says Saltzman, whose Menlo Park, California-based mindfulness practice operates training programs in schools.

And a little time spent on mindfulness at the beginning of class can pay off. “A teacher may think, I can’t add another thing to my day,” Saltzman says. “But what teachers find is, if they start class with five minutes of mindfulness—movement, breathing, journaling—most teachers will report ending up with more teachable time.”

Seasonal Change

Knowledge about the Earth

Path of blood flow in circulation