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"David Dockterman would like to see more productive failure. But as a lecturer at Harvard’s GSE, Dockterman sees students afraid to blemish a polished transcript. As Scholastic’s chief architect of learning sciences, he sees K-12 students all too familiar with failure and schools that don’t know how to support productive struggle." 
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"The only reason not to reward the best and brightest for their achievements is to avoid punishing the rest for their shortcomings... Programs for the gifted and acts like NCLB are classic catalysts of what social scientists call the Matthew Effect. Coined by sociologist Robert Merton, the Matthew Effect derives its name from a verse in the New Testament (Matthew 25:29)...and roughly translates to, “Those who are successful are most likely to be given the special opportunities that lead to further success, and those who aren’t successful are most likely to be deprived of them."
Beth Dichter's insight:
This post explores the Matthew Effect in detail, providing the background to be able to understand how this impacts our classrooms today. After the introduction the post is split into three sections: * How The Labels You Place On Your Students Affects Their Performance * How Early Experiences Determine A Student's Academic Career * The Matthew Effect In The System * Abandon the notion that it is the best and brightest who rise effortlessly to the top. * For every “talented” student you provide with a superior experience, provide a “less talented” student with an opportunity as well.Each point has additional information that provides a more in-depth explanation.As you reflect on your teaching are there students who may fall into the Matthew Effect? Do you have additional ideas that would be helpful to share?
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Harvard releases a fascinating report that concludes that the performance rate of students in 24 other countries is growing faster than students in the U.S. There are some interesting conclustions that are drawn in this report. "It analyzes the possible causes for the results and the disparities in student performance, both abroad and at home. Interestingly enough, it finds no evidence to support the theory that an increase in spending has any influence on student performance, as many states that spend a lot on education exhibited as high performance improvement rates as states that do not spend as much. Bottom line: Throwing money at the problem does not fix it. So what does?"
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"The Active Learning and Student Performance Infographic presents how students in an active learning environment demonstrate better improvement in conceptual understanding than traditional lecture hall classes. Students ask more questions, better questions, and offer explanations about physical phenomena during discussions without being called upon."
Beth Dichter's insight:
This infographic includes information from an outside organization that looked at several classes at North Carolina State University that were redesigned for active learning.
Nicoletta Trentinaglia's curator insight,
January 28, 2014 6:48 AM
it seems that students in flipped classroom approach demonstrate better performance compared to traditional classroom
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"As teachers, it is essential that we make the process of providing feedback a positive, or at least a neutral, learning experience for the student. So what exactly is feedback? Feedback is any response from a teacher in regard to a student’s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student’s performance- definitely not put a damper on it. The ultimate goal of feedback is to provide students with an “I can do this” attitude."
Beth Dichter's insight:
Providing feedback to our students is critical to their learning, and this post provides 20 tips on how to provide feedback that will help move improve a student's performance. Three of the tips are listed below. For more information on those three, plus 17 more, click through to the post. (Text below is quoted from the post.) * Feedback should be educative in nature. Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. * Ask the four questions. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents: What can the student do? What can’t the student do? How does the student’s work compare with that of others? How can the student do better? * Concentrate on one ability. It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.
Nick Allsopp's curator insight,
June 11, 2013 5:26 PM
this is based in higher education, are there points that are transferable to other sectors of education? 
Liza Zamboglou's curator insight,
June 12, 2013 9:37 AM
Good post outlining 20 tips on how to provide feedback that will help improve a student's performance. 
ColbyccSSS's curator insight,
June 17, 2013 11:15 AM
Valuable information for new instructors like myself
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"Politics is about what happens rightnow, but education policy is about what happens five or 10 years from now. And it’s the second part of that phrase that explains a sometimes uncomfortable truth about policy and policymaking — in education, we really cannot say with certainty exactly how things will turn out in a decade, as the results based on student performance must be judged by longitudinal surveys for about a decade before judgment is passed." This article explores "this long-term vs. right now view of education" looking at two survesys of teachers, and provides a list of what factors teachers believe "have the greatest impact on improving academic achievement" and which teachers believe "are the least important for improving academic achievement."
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The concept of growth mindset is often discussed in schools. Research shows that a students' mindset plays a role in how well they do at school. This post provides "4 belief statements that underlie student performance." Each statement is listed below, but click through to the post to learn more about the meaning behind the statement.
1. “I belong in this academic community.”
2. “My ability and competency grow with effort.”
3. “I can succeed.”
4. “This work has value for me.”
There are a number of links in the article and you may want to read the article located in EdWeek (published in Sept. 2013). This article looks at how our language as teachers impacts each student. Our words are important and we may not be aware of the words we use are impacting our students.
Also consider scrolling down and reading the comment by Tom Vander Ark. He discusses two areas that are forgotten in the discussion of mindset (and he includes grit here also) - the ability to transfer knowledge between content areas (an important component in Common Core) and "domain knowledge and skill." He provides suggestions on what we might try in our classrooms.