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Emotion researcher Richard Davidson says that cognition and emotion work together in a seamless, integrated way to help us persevere in a task. Thus, to teach grit effectively, educators need to help students cultivate both cognitive and emotional skills. Here are some research-based ideas for doing both.

Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical thinking skills in your students.

I was surprised. I learned things from this article. It can be projected in class to teach students also.

Learn Best Core Java Training from Experts trainers with real time experience and having excellent teaching track record. The course covers details of Core Java

A research paper on the benefits of inquiry based learning/PBL

A Review of Research on Inquiry-Based and Cooperative Learning By Dr. Brigid Barron and Dr. Linda Darling-Hammond, Stanford University "Decades of research illustrate the benefits of inquiry-based and cooperative learning to help students develop the knowledge and skills necessary to be successful in a rapidly changing world."

A easy to maneuver site with links to all sorts of great project ideas. 

You may have never tried project-based learning, or you may teach in a purely PBL environment. Whatever your background, you'll find that PBL can be a powerful instructional approach. Here are ten reasons why.

Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges.

"It is often said that leading and teaching in project-based learning schools are like building an airplane while flying it. During the summer, we land the plane and we have a chance to just build. In the spirit of summer, this post is brief and concrete so we have more time for the beach and planning! Here are three ways you can plan for student success this summer"

In this first three-part post, John Larmer describes how he and co-author Susie Boss answered the question in their newly published book, 'PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity'. In the next post, Deborah Esparza will review the book from "the field". For the final post, co-author Susie Boss has been invited to explain why she and John choose this topic.

1st of 3 articles introducing Larmer & Boss' new book published by BIE

"John Mergendoller is Executive Director of the Buck Institute for Education, where he leads a talented team focused on building the capacity of districts, schools and teachers to do high quality Project Based learning. He has taught in both elementary and high schools, and received his Ph.D. in Education and Psychology from the University of Michigan."

John Mergendoller is Executive Director of the Buck Institute for Education, where he leads a talented team focused on building the capacity of districts, schools and teachers to do high quality Project Based learning. He has taught in both elementary and high schools, and received his Ph.D. in Education and Psychology from the University of Michigan.

"What boosts PBL from a fun and engaging exercise to a rigorous and powerful real-world learning experience? Researchers have identified four key components that are critical to teaching successfully with PBL (Barron & Darling-Hammond, 2008; Ertmer & Simons, 2005; Mergendoller & Thomas, 2005; Hung, 2008). All of these play a role in the curriculum-design process."

We do not need to teach creativity, but rather inspire its daily practice. Somewhere along the way, we simply forgot to honor this innate gift and how to access its power. Our role as educators is to encourage learning experiences that increase the ability to recognize and listen to our inner voice.

"The Globally Competent Student Sandra L. Russo and Leigh Ann Osborne What characteristics would a globally competent student possess? What does this student know upon graduation day that a student wi thout this sort of education does not? For some students, all or most of these characteristics are ones that s/he will find ways to develop even if the resources are lacking. For others, they must be convinced of the need to develop global competence. It is the charge of the administrators who decide, th e faculty who teach, the legislators who fund, and the potential employers [private se ctor leaders] who motivate, to leave no doubts in the student's mind about the importance of becoming a globa lly competent student. Our objective, as NASULGC institutions, is to de velop globally competent undergr aduate and graduate students who will become globally competent citizens. "

"caffolding Culture How are you building a culture of collaboration in your classroom? Teachers should not forget the importance of scaffolding the skills needed for students to work in groups. Paired with a good collaboration rubric, where students know what is expected of them in terms of behavior, teachers need to scaffold skills such consensus building, effective communication, and the ability to critique. Educators need to explicitly teach and assess collaboration, a critical 21st century skill, if they want their group work to be productive."

Concession Creation. Relates to 7th grade ratios and proportions, including percent mark-ups and tax, and algebraic equations.

Storytelling is an age-old art form. With Web 2.0 and the tools already available on most computers, students can use text, music, sound effects, videos, and more to create a multimedia presentation that links them to the world beyond the classroom. Storytelling has the potential to unleash creativity, engage, and motivate. Applicable across the curriculum, digital storytelling teaches students to work collaboratively and use new technologies, skills they will be required to have in the workforce of the future. This book offers an overview of digital storytelling as well as its variations, including e-portfolios, digital photo essays, and scrapblogs. The many recommendations, overviews, and explanations of digital storytelling tools, along with lists of additional digital storytelling resources, will help educators to apply this exciting technology in their classrooms. Educators will also discover the ways digital storytelling can be used for their own professional development. Digital Storytelling Guide for Educators provides detailed directions to preparation, production, and presentation, and rounds out with a discussion on creating rubrics and evaluating student work. Readers will come away with an understanding of digital stories and the tools needed to create them.

Often we search for meaningful ways to integrate digital technology in project based learning activities given to our students. We also would like our students to develop a thorough understanding of the concepts underlying the work - after all this is the purpose of the project. Giving students the opportunity to complete and present their project through a digital lens has one great advantage - student engagement. This in turn causes students to develop a more in depth understanding of concepts.

Integrating the science process skills within your teaching does not require drastic changes. It simply involves making the process of science more explicit in lessons, investigations, and activities you are already using in your curriculum. The science process skills are the methods used for helping our students understand how we know what we know about the world in which they live. This often means going beyond a science textbook and supplementing the core-content within textbooks. It also means using your course content as a means for exposing students to the real process of science.