Special Message to the Congress on Urgent National Needs, May 25, 1961 - John F. Kenned... - 0 views
Harvard Education Letter - 0 views
Trouble with Rubrics - 0 views
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She realized that her students, presumably grown accustomed to rubrics in other classrooms, now seemed “unable to function unless every required item is spelled out for them in a grid and assigned a point value. Worse than that,” she added, “they do not have confidence in their thinking or writing skills and seem unwilling to really take risks.”[5]
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This is the sort of outcome that may not be noticed by an assessment specialist who is essentially a technician, in search of practices that yield data in ever-greater quantities.
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The fatal flaw in this logic is revealed by a line of research in educational psychology showing that students whose attention is relentlessly focused on how well they’re doing often become less engaged with what they're doing.
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BBC - Future - Psychology: A simple trick to improve your memory - 0 views
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One of the interesting things about the mind is that even though we all have one, we don't have perfect insight into how to get the best from it.
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Karpicke and Roediger asked students to prepare for a test in various ways, and compared their success
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On the final exam differences between the groups were dramatic. While dropping items from study didn’t have much of an effect, the people who dropped items from testing performed relatively poorly: they could only remember about 35% of the word pairs, compared to 80% for people who kept testing items after they had learnt them.
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Updating Data-Driven Instruction and the Practice of Teaching | Larry Cuban on School R... - 0 views
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I am talking about data-driven instruction–a way of making teaching less subjective, more objective, less experience-based, more scientific.
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Data-driven instruction, advocates say, is scientific and consistent with how successful businesses have used data for decades to increase their productivity.
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Of course, teachers had always assessed learning informally before state- and district-designed tests. Teachers accumulated information (oops! data) from pop quizzes, class discussions, observing students in pairs and small groups, and individual conferences.
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Preschool lessons: New research shows that teaching kids more and more, at ever-younger... - 0 views
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Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.
Public schools aren't failing | CharlotteObserver.com - 0 views
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In fact, both show that American public school children are doing remarkably well.
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For example, the NCES report shows that in schools with less than 25 percent poverty rates, American children scored higher in reading than any other children in the world. In. The. World.
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The takeaway is simple. Our middle-class and wealthy public school children are thriving. Poor children are struggling, not because their schools are failing but because they come to school with all the well-documented handicaps that poverty imposes – poor prenatal care, developmental delays, hunger, illness, homelessness, emotional and mental illnesses, and so on.
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8 Types of Blended Learning According to Research @coolcatteacher - 1 views
Providing Learners with Feedback-Part 2: Peer‐reviewed research compiled for ... - 0 views
The best way to understand math is learning how to fail productively - Quartz - 1 views
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Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problem-solving. The approach is both utterly intuitive—we learn from mistakes—and completely counter-intuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence.
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So far, teachers have mixed reactions. They recognize that the approach is good but they worry about efficiency and standardized tests: will kids fall on high-stakes national and international tests?
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Kapur uses the research to make his case. Students get more output (deeper learning) for the same input (hours of instruction), which presents another problem: teachers have to get out of the way. “They [teachers] say it’s stressful to teach this way,” he says. “It’s easier to tell them [students] what you know.”
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Study examines Wallace Foundation's Wallace principal pipeline project - 0 views
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I would think it would take years for a new principal to replace teachers and make curriculum changes that would eventually trickle down to students and grow over time. More research is needed to understand what things new principals are doing immediately that boost learning throughout the building.
Print books still much more popular than e-books, audiobooks | Pew Research Center - 0 views
Curiosity Is a Unique Marker of Academic Success - The Atlantic - 0 views
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Yet in actual schools, curiosity is drastically underappreciated.
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The power of curiosity to contribute not only to high achievement, but also to a fulfilling existence, cannot be emphasized enough.
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When Orville Wright, of the Wright brothers fame, was told by a friend that he and his brother would always be an example of how far someone can go in life with no special advantages, he emphatically responded, “to say we had no special advantages … the greatest thing in our favor was growing up in a family where there was always much encouragement to intellectual curiosity.”
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