The first
is that deeper learning and enthusiasm require us to let students generate
possibilities rather than just choosing items from our menu; construction is
more important than selection. The second is that what we really need to
offer is “autonomy support,” an idea that’s psychological, not just
pedagogical.
Forget Positive Thinking - Try This to Curb Teen Anxiety - 2 views
How to Create Nonreaders - 2 views
Resources | Invent To Learn - 1 views
Lemelson-MIT Program - 1 views
K-12 Curriculum | Edgerton Center - 0 views
Three lessons from the science of how to teach writing - 2 views
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What's the best way to teach writing? The experts have many answers -- and they often contradict each other. In contrast to the thousands of studies on effective methods for teaching reading and mathematics, there are relatively few rigorous studies on writing instruction. That's partly because
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I agree with the main ideas in this article. Teaching grammar is not effective as a means to improve writing. I was surprised at the pc versus by hand writing. It makes sense for our techie generation. Spending time writing is my take away fact and I hope to measure how mush out students write. Any suggestions how?
TED-Ed New Interactive Periodic Table With Video Lessons for Every Element ~ Educationa... - 5 views
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October, 2014 Today, TED-Ed launched a clickable periodic table with videos on every element. This work is a fruit of a partnership between TED-Ed and Brady Haran, the creator of the popular YouTube channel Numberphile. The purpose behind this period table is to provide students with both a refresher and a study aid to help them better understand the different chemical elements and their properties.
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I have been using this, it is great!
WebMath - Solve Your Math Problem - 2 views
Education - 3 views
Learning American History through movies - 2 views
The Learning Record - 0 views
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The only "rule" for using the Record is that teachers must focus their observations and interpretations on what students demonstrate they know and can do, rather than reporting their assumptions about the students' deficits. The rule comes from an obvious fact of observation: we cannot observe what isn't there, only what is there. When we talk about what students don't know or can't do, we are speculating, not observing. The Learning Record model is based on students' development, not their presumed deficits. This simple rule has had the effect of qualitatively and globally changing the ecology of instruction and evaluation in ways that support student learning.