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Scoop.it!
"There’s a certain class of mistakes that all educators can eliminate with conscious effort, and in this post we outline 11 of them. They range from habits of practice to habits of thought, but all of them have one important thing in common: they make your job harder."
Beth Dichter's insight:
For many of us this school year has come to an end or will shortly. Perhaps it is time to reflect on our year and consider habits that might need to be changed. This post looks at 11 habits. A few are listed below. * Not learning from colleagues. This seems simple, but given how busy our day is it is tough to find time to observe another teacher, or have someone tape you and ask others to provide you with feedback. * Assuming a lesson taught is a lesson learned. Have you asked yourself how many times you have repeated a portion of a lesson? With the range of students in our classrooms the need to rephrase, review, reteach key points may be more necessary than we think. * Failing to establish relevance. At times this may seem difficult to do, but for our students to learn we need to make our topic relevant to them. When you are successful with this share your ideas with others! Click through to the post to see 8 additional habits that you may want to change.
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"“Race: Are we so different?” was developed by the American Anthropological Association in collaboration with the Science Museum of Minnesota. It was the first national traveling exhibition to tell the story of race through biological, cultural, and historical points of view. The exhibition was also the winner of the American Association of Museums’ Excellence in Exhibition Competition in 2008."
Beth Dichter's insight:
This website looks at race through three lenses: * History * Human Variation * Lived Experience It provides many resources, including an interactive timeline. The section on Human Variation includes information on the human spectrum, the science behind variations in skin color, and three other topics plus a quiz to test your knowledge of race and human variation. The section Lived Experience begins with this quote by historian Robin D.G. Kelley: “[Racism] is not about how you look, it is about how people assign meaning to how you look.” This section provides a cultural viewpoint and students will be drawn to several of the activities. This post was a follow-up post to one titled Let's Talk About Race. I would urge folks to also check out this post. Talking about race is not always easy and there is a video that shares some research published by the Harvard Business Review (The Costs of racial "Colored Blindness"). This post provides additional information as well as resources for younger students and is at http://theasideblog.blogspot.com/2014/02/lets-talk-about-race.html
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Explanation: What does the universe look like on small scales? On large scales? Humanity is discovering that the universe is a very different place on every proportion that has been explored. For example, so far as we know, every tiny proton is exactly the same, but every huge galaxy is different. On more familiar scales...
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For school and district leaders, an open system of communication (listening as well as pushing information) is key to interacting with people with different frames and aims.
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"In this posting, we’ll look at options to increase the depth of your instruction. What you’ll notice throughout the activities is a shift to student ownership of learning, as well as the need to think at higher levels to complete the activities."
Beth Dichter's insight:
Are you looking for ways to increase rigor in your classroom? This post provides three strategies as well as a number of examples to help you. The strategies are: 1. Design With Inquiry & Diversity 2. Have Students Create Videos–From Beginning To End 3. Use Virtual Tours Additional detail is available in the post for each of the strategies and suggestions for adding rigor in ELA and math is also discussed. In fact, the final paragraph states asking "students to write riddles about words, rather than having them simply write a definition...requires students to think at higher levels to complete the activity." Adding rigor may not be as difficult as might think...but it may require that we rethink how we are teaching.
Gary Harwell's curator insight,
March 6, 2014 12:23 AM
Definitely some good ideas worth initiating in the teaching program.
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Why have your students work collaboratively? "Collaborative learning teams are said to attain higher levels of thinking and preserve information for longer times that students working individually." This post provides 20 suggestions to help collaborative groups work more effectively. A few are: * Establish group goals. * Keep groups mid-sized. * Build trust and promote open communication. * Consider the learning process asa part of the assessment. The post includes links to a variety of resources and each point has an explantion with additional information.
Channylt's curator insight,
April 7, 2014 10:56 AM
Great tips on how to facilitate collaborative learning. Learners that work collaborativley are engaged in their learning and have better learning outcomes. 
Marina Cousins's curator insight,
April 10, 2014 8:06 PM
I liked this article, as it highlighted to me the importance of collaborative learning is much better than individual learning. As I have mentioned several times, the learning and assessment that takes place within my workplace has a strong behaviourist foundation of learning and repeating key words and actions to pass an assessment (it is a very individual approach to learning).
Many of my colleagues view this experience of learning & assessment in a negative way. What are some of the ways to overcome this negative view of learning?
After reading this article, I will seriously consider using a collaborative learning style within my workplace (if I get the opportunity). The advantage of using real world problems or clinical incidents is that it offers the learner the opportunitity to improve their critical thinking skills and problem-solving ability.
Therefore, by using collaborative learning you can apply the following learning theories of cognitivism, constructivism, objectivism. 
Hazel Kuveya's curator insight,
April 10, 2014 9:22 PM
Keeping the groups at moderate levels will ensure an effective exchange of ideas and participation in all involved, I can echo the same statement that two heads are better than one. It is also interesting to learn that collaborative teams attain higher level thinking and preserve information for longer periods as compared to their individual counterparts., yes the use of technology makes collaborative learning manageable.
Scoop.it!
ANNALS OF IDEAS about brainstorming and creativity. In the late nineteen-forties, Alex Osborn, a partner of the advertising agency B.B.D.O., decided to write a book in which he shared all of his creative secrets. “Your Creative Power” was filled with a variety of tricks and strategies, but Osborn’s most…this is a pretty long article but the information within is worth reading.
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#11 - Not getting to know your students. I think this is the most important tip -- but they're all good.