Group items tagged

Myth 1: New technology is causing a revolution in education.

Myth 2: The Internet belongs in the classroom because it is part of the personal world 
experienced by children.

Myth 3: Today’s “digital natives” are a 
new generation who want a new style 
of education.

What’s happened to get people thinking and talking about “different” instead of “better?”

The Web and the technologies that drive it are fundamentally changing the way we think about how we can learn and become educated in a globally networked and connected world. It has absolutely exploded our ability to learn on our own in ways that schools weren’t built for.

In that respect, current systems of schooling are an increasingly significant barrier to progress when it comes to learning.

“most educators aren’t aware of the function bullying serves in school,”

The majority of kids don’t bully other kids and haven’t been victimized

Kids pick on others as a way to secure their standing among their peers or to move up a notch.

Teaching children according to their individual “learning style” does not achieve better results and should be ditched by schools in favour of evidence-based practice, according to leading scientists.

They say it is ineffective, a waste of resources and potentially even damaging as it can lead to a fixed approach that could impair pupils’ potential to apply or adapt themselves to different ways of learning.

 A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that:  reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.

First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.  In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement.  If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.

Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.

Practice Testing, Planning Top List of Effective Studying Strategies

New Teachers—and Their Students—Benefit From Mentors

Clickers Boost Fact Retention, but Can Impede Deeper Learning