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in title, tags, annotations or urlGrades Suffer When Class Time Doesn't Match Students' Biological Clocks - Inside School Research - Education Week - 1 views
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"An important piece of the story is that it's not just about making the life of a teenager easier by saying maybe we can make classes later," said Benjamin Smarr, a postdoctoral psychologist at the University of California at Berkeley who studies circadian rhythm disruptions and learning.
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As it turned out, taking a class schedule mismatched to your biological clock took a toll on students' grades, as the chart below shows.
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Early-rising "larks" had a grade advantage in morning classes, they found. Night owls performed better in afternoon and early evening classes, but the researchers also found these students tended to struggle more than those with earlier circadian rhythms in general. The researchers believe this was because their schedules were the farthest off "normal" class schedules, and the actual class times often varied significantly from day to day, making it difficult for these students to develop any consistency.
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Neuroscience Should Inform School Policies - Education Week - 1 views
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key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
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What is essential for kids at this time of life is to be engaged in real-life learning experiences and peer-learning connections that put them under conditions of "hot cognition," where educators can help them along in the process of integrating their impulsiveness (positively viewed as excitement and motivation) with their reasoning abilities.
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The implications for reform of secondary school are clear. Schools should provide more opportunities for students to be involved in apprenticeships, internships, service learning, community-based learning, small peer-learning groups, entrepreneur-based programs, and student-directed project-based learning
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Education Week - 1 views
Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ark on Innovation - Education Week - 0 views
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If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
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Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy. The goals include interesting and timely causes that many young people will find motivating. Making a contribution toward a goal they care about may be the best way to develop student agency. Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd) It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.” Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
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Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals. Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing. Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
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Make Standards Visible in Mastery Communication - Work in Progress - Education Week Teacher - 0 views
Traditional Report Cards are Obsolete - 1 views
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Response: Assessments for Today's Students - Classroom Q&A With Larry Ferlazzo - Education Week Teacher - 0 views
Breadth and Depth: Can We Have It Both Ways? - Learning Deeply - Education Week - 0 views
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There may be ways to have it both ways. On further reflection, it seems as if breadth and depth are much more intertwined then they initially appear; it is not possible to become a deep inquirer in a subject without some broader understanding that goes around the specific thing you are exploring.
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The T represents people who are moderately knowledgeable across a domain, and deeply knowledgeable within a strand of that domain.
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Essential questions that force integration of breadth and depth -- Imagine if you took that same 9th grade "Mesopotamia to the French Revolution" course and organized it instead around the following essential question: "Why do civilizations rise and fall?"