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"A few years ago, I came across some interesting research by cognitive psychologist Ronald T. Kellogg. He claimed that the mark of an expert writer is not years of practice or a hefty vocabulary, but rather an awareness of one’s audience. This made sense to me, and I wondered if it were true in other disciplines as well."
Beth Dichter's insight:
As teachers many of us recognize the importance of metacognition. This post looks at current research and discusses how the research supports "the role of metacognitive thinking in becoming an expert." Nine areas are discussed. They include: * Sciences, which include Mathematics, Computer Programming, Engineering and Medical Sciences * Arts, which include Fine Arts, Writing and Communication and Music * Education, which includes Teaching and Learning Students may not be aware that their answers are incorrect, or that they do not have an understanding of the text they are asked to read. These students need to be taught that metacognition, the 'awareness and understanding of one's thought process' in key to becoming an expert.' 
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Beth Dichter's insight:
As the Common Core tests becomes more of a reality there is also conversation about competency based education. We know that not all students learn at the same pace of in the same way and competency based education would address these concerns. This infographic by Mia MacMeekin provides a great overview of the five steps to move in this direction: * Define and state the goal. * Design the path. * Design authentic assessments for each competency. * Add an array of content and discovery resources. * Gamify the course.
Gary Harwell's curator insight,
January 6, 2014 12:08 AM
Competency based education is a great idea but can it be used in a traditional classroom setting?
Gary Harwell's curator insight,
January 6, 2014 12:08 AM
Competency based education is a great idea but can it be used in a traditional classroom setting?
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Instead of focusing our concerns on technology as an aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, says Jen Carey.
Beth Dichter's insight:
As teachers we know how easy it is for students to plagiarize today. We are asked to have students work collaboratively and use tools where students may see others thoughts. How to we deal with these issues, the need for collaboration and using tools which promote this and the issue of students plagiarizing? And when it comes to assessment how do we ask students to collaborate yet also demand that they not plagiarize? This post explores these issues and discusses how to "transform cheating into collaboration"? There is also a question that each of us might ask ourselves (and I suspect many of us have): If you can Google an answer is it a good question for an assessment?
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"Educators are increasingly focusing on the ninth grade as the year that determines whether a young person will move on or drop out of school. According to research published in the journal Education, ninth graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other high-school grade level. Ninth grade has increasingly become a “bottleneck” for students..."
Beth Dichter's insight:
Research shows that 9th grade is a pivotal year for high school students. Some define it as a "make or break year for many 14- and 15-year-olds." Why? They are entering a new school, having more autonomy and more homework, and they are an adolescents, with brains that may not be making the best decisions.
Mary Lambert Belechak's curator insight,
October 10, 2014 6:19 PM
Knowing 9th grade year is so pivotal and important and getting 9th graders to know it are two different things. Attendance, behavior, and grades. Attendance in first 30 days.
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"10+ years ago, filters and blocking tools were banning access to most blogs and web publishing services in schools around the world."
Beth Dichter's insight:
But times have changed. Many resources that were blocked in the past are not being used by teachers on a daily basis. This post explores if the same should be true for student work. Is it time to allow student work to be public on the web? Does an authentic audience improve student writing? Will students try harder if they share their work? These are two of the questions explored in this post. Along with the Pros of Posting Online this post includes the following areas: * Tips for Allowing Public Posting * Let Students Know * Have and Review Guidelines and Rules (including sample guidelines) * Get Parent Permission (including 18 examples) * Encourage Sharing and Commenting * Give Students Freedom * Be Public Without Fear of the Public * Don't Stress Over Moderating Everything What are your thoughts? Do you think that your students would be more engaged if they were allowed to write to a larger audience of their peers and receive feedback from them? There are a number of comments on the original post and you may also learn from these responses.
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At first, I figured that the results of this study would be pretty obvious. First world countries with large populations and higher birth rates would be at the top of the list.
Beth Dichter's insight:
What do you think? Do you believe the results are obvious? If so, you may be surprised. Learn about the "digital natives" in the following areas: * Who they are * The top ten countries by percentage * The young and connected * Future trends This infographic could be used to begin a discussion with students by asking what they think? What is the age range for a digital native? Which countries have the most digital natives? What does it mean to be young and connected? What do they think the future holds?
Mary Cunningham's curator insight,
October 26, 2013 12:27 PM
What do you know about digital natives?
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"What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know. To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows."
Beth Dichter's insight:
As teachers do we emphasize what we want students to learn, or do we focus on how they should go about learning and the necessary skills? This post focuses on these issues looking at current research. It also provides two sets of questions, one where "Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use..." and the other "a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most." Another great article by Annie Murphy Paul that provides much food for thought.
Phil Turner's curator insight,
October 8, 2013 6:49 PM
A question of study rather than memorising ... how a student of a topic goes about constructing meaning and negotiating understanding.
Mary Cunningham's curator insight,
October 13, 2013 12:13 PM
This is a great article about ensuring that students understand the mechanics of their own learning.
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There are a slew of free ways to make digital portfolios with students and for students. These are some of our favorites!
Beth Dichter's insight:
Have you considered having your students create a digital portfolio? As we move more and more to digital technology the ability to do this becomes easier, and the reasons you might do so seem to increase.A few of the reasons you might consider digital portfolio: * students are able to see their progress over time; * it helps you as a teacher be able to track student progress more easily; * it is easy to share with other teachers as students matriculate; * they provide a tool for teacher and student to communicate. One issue that has often stopped folks is how to save these portfolios. This post share four resources that you might consider using to do this: Evernote, Google Sites, WordPress and Edublogs. Each has a short explanation, oftem providing pros and cons.
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I know a teacher—a great one, actually—who, in private, refers to his students as “bricks.” As in, “dumb as a brick.” You almost never hear that level of candor among teachers, and not just because every parent’s got a lawyer on retainer.
Beth Dichter's insight:
We know words make a difference and this post explores how our words as a teacher may impact our students, how words we use for students whom are "failing" are described. Ben Orlin asks "So how do teachers frame failure for their students? What words do they use? He continues to explore the words slow, weak, behind, low, struggling and unintelligent, writing about how each "embodies different assumptions about the engines of success, the nature of failure, and how students’ minds operate. Each word is a bite-sized piece of educational ideology." Although he explores this issue through the lens of math the concepts apply across all curriculum. With the Common Core we are being asked to personalize education for our students and to make sure that all hit standards based on grade...a task we know more challenging for some students. If we have a student whom has been labeled at some point in their journey we also have to address the issue of mindset, and help that student move towards a growth mindset. The issue of language, and how we use specific words, is a component of this, and this post highlights some issues in a format that is easy to understand.
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"In the context of learning, intrinsic motivation is motivation that stems not from external factors like grades and status, but rather from genuine interest and ambition. Like altruism, it assumes no reward. But – like altruism – it is difficult to corroborate. Even if Sally, your best student, completes the Extra Credit assignment out of pure enjoyment, it doesn’t mean she isn’t expecting external rewards like approval and attention."
Beth Dichter's insight:
Does intrinsic motivation exist? This post explores this idea, clearly landing in the field of intrinsic motivation. After exploring the concept and discussing how education has changed there is a list of 25 ways we may help students cultivate this trait. A few are listed below but many more are in the post, as is a TEDtalk by Dan Pink. * Rethink reward * Make mastery cool * Make students feel like education is a choice, not a requirement * Make every student feel confident Each of the items has additional information in the post. As you work in your classroom this year you may find yourself using some of the ideas listed in this post with your students.
Drora Arussy's comment,
September 8, 2013 4:57 PM
Student ownership and buy-in has always been key, thank you for sharing.
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Part 3 - Insights and Lessons Learned from the Student’s Perspective This is the third part in the series we've run this week from Franklin Academy Principal
Beth Dichter's insight:
This is the last of a series of three posts that looked at "teaching and learning with an iPad." This post looks at if from a student perspective and discusses three lessons learned (as well as providing data from this 3-year study). The three lessons discussed are: * Lesson 1: Organization * Lesson 2: Timely Workflow and Communication * Lesson 3: Information Access Access to Part 1 and Part 2 of this series are available at the end of the post. Part 1 look at the lessons learned from the viewpoint of an administrator. The three lessons discusses in this post are: * Lesson 2: Staff Development and Support * Lesson 3: Be A Model Part 2 of the series explored the viewpoint from a teachers perspective. The three lessons in this post discussed: * Lesson 1: Change of Habit * Lesson 2: Success is in the Support * Lesson 3: 1:1 iPads Changing Students Performance For those whom may be pushing out iPads this year or for those using iPads the information in these 3 posts is valuable, esp. since it covers a 3-year period and the perspectives of the 3 key parties involved.
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Common Core State Standards are calling for more focus on students reading charts and graphics, but new research shows engaging graphics can reduce students' understanding of chart data.
Beth Dichter's insight:
"The common core calls for students to comprehend and connect information from visual elements, including charts, maps, and multimedia, in addition to understanding stories and informational texts." One question that comes up is how do we best teach students how to create and read graphs. This article presents information that "visually appealing graphics" may not be the best way for students to learn. By "visually appealing" they are describing graphs that use symbols, as in stacks of fruits or shoes, to represent the numbers as opposed to a bar graph. Additional detail is provided in the article. Do you teach graphing to students in early elementary school? Reading this post may lead you to change your teaching methods (relative to graphing).
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"The more our students are online, the more information they will encounter. It is important for them not only be able to access this information, but also to be the best digital citizens that they can be."
Beth Dichter's insight:
Digital citizenship is not always easy for students to understand. This infographic shows us key concepts found in digital citizenship by using key words and then poviding a brief description. This is only a portion of the infographic. The complete one has 27 points of information.
LundTechIntegration's curator insight,
May 2, 2013 9:47 AM
Great resource for digital citizenship curriculum. |
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What does it mean to find your voice? Having the courage to speak up? Expressing your opinions more often? Having opinions in the first place? Or is it more than that? “We each have our own fingerprint; we each have our own voice,” says Kylie Minogue, host of The Voice. A hackneyed analogy from a questionable source, perhaps, but somehow it satisfies."
Beth Dichter's insight:
How do we help students find their voice, their speaking voice and their voice in writing? This post provides 50 suggestions and each has a brief explanation. Below are five. Click through to the post to see the entire list. * Let students disagree with you. * Inquire, think, reflect. * Give second chances. * Show that you don't have all the answers. * Build respect for one's opinion.
Kathy Lynch's curator insight,
May 18, 2014 1:25 PM
So easy to move through content rather than allow for thinking about it. A great reminder of the many ways to get it into the mix and increase student engagement. Thx to Beth Dichter
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"In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure — in academic terms — actually begin."
Beth Dichter's insight:
Many of us discuss Bloom's taxonomy with students (although we may not refer to it using that terminology) but how many of us talk about Habits of Mind with our students. This post explores how we can use habits of mind to help our students providing suggestions as to how you might help your students learn them. To see the full poster of the Habits of Mind: http://indysintriguingideas.edublogs.org/files/2010/08/16HabitsofMind1.jpg
Kimberly House's curator insight,
January 6, 2014 3:06 AM
I echo Beth Dichter's comments. This is vocabulary we should be using with our students. Identifying habits and ways if thinking that lead to learning.
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Do you allow students to answer a question with the response "I don't know" in the classroom? Perhaps you should consider no longer allowing that phrase and instead offering up these five other ways that might get students thinking a bit more.
Beth Dichter's insight:
How often do you hear a student say "I don't know." Here are five alternative suggestions that you might offer up to your students. Why? If we want our students to become critical thinkers they need to be able to ask questions. Rather than accepting the answer "I don't know" have the student think a bit more and come up with a better question. Click through to the post to see three additional questions and share your own if you have other suggestions.
Kirsten Macaulay's curator insight,
January 1, 2014 5:10 AM
5 Better Ways To Say 'I Don't Know' In The Classroom 1. May I please have more information? 2. May I have some time to think? 3. Would you please repeat the question? 4. Where could I find more information about the? 5. May I ask a friend for help? Good ideas! 
R. Alisha J. Hill's curator insight,
January 3, 2014 2:12 AM
How do you engage the student when he/she says "I don't know"?
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Beth Dichter's insight:
Phillip Schechty is an educator whom has looked at "five ways that students respond or adapt to school-related tasks and activities." This infographic looks provides an overview of the five stages. If you want more information about this please visit the website The Schlechty Center located at http://www.schlechtycenter.org/
malek's curator insight,
November 27, 2013 5:40 PM
Any marketer dream! If only customers behave like students.... 
Deanna Dahlsad's curator insight,
November 27, 2013 5:57 PM
This is an interesting way to look at and evaluate your child's engaement with school as well as your parenting. Are you encouraging "ritual compliance" or real engagement? And, for those of with kids with special needs, the behavior labels in the green boxes might be more helpful in terms of both describing what we see as well as considering in motivating our childen.
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Beth Dichter's insight:
I have posted a number of resources from Ross Parker and this one requires a bit of time to understand…and yes, I think it is worth the time. The directions he provides in the upper right hand corner describe how a student should use this visual, as a tool to “steer & assess your own learning.” Our students need to learn how to self-reflect and this tool has the potential to engage students and assist them in reflecting on their work regarding topics studied in technology. You may download this visual as a png, pdf or pages document on the website. Take some time to check it out and see what you think.
Mary Cunningham's curator insight,
October 26, 2013 12:26 PM
A cool self reflecting tool for ways to steer our learning!
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There is a new digital divide on the horizon. It is not based around who has devices and who does not, but instead the new digital divide will be based around students who know how to effectively find and curate information and those who do not.
Beth Dichter's insight:
Learning to search effectively is not easy. This post provides a look at four types of searchers and some crucial teaching skills to teach your students. Do your students know: * How and when to use dashes (or minus signs)? * When to use two periods? * How to do a site search? * How to use country codes? * What a filter bubble is? You will also find a link to Eli Pariser's TedTalk on filter bubbles as well as a short video on finding primary sources.
Pamela Perry King's curator insight,
October 21, 2013 12:09 PM
The Big Six taught me a lot on how we assume kids can skim and scan. We need to take more time to show them how to search. 
johanna krijnsen's curator insight,
December 4, 2013 2:07 PM
do your students know how to search, find and curate information? 
Cindy Gerken Butler's curator insight,
November 11, 2014 2:34 PM
We are a 1:1 school and we have several students who could learn a lot in regards to searching for content on the internet.
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"There are several benefits in having your students work as a team. Social Learning theory explores these benefits. But, how do you do it? Here are 27 ways to build a team."
Beth Dichter's insight:
Learning to work collaboratively is a skill we often talk about, but how do we build teams in our classrooms? If you are asking yourself this question check out this infographic and learn 27 ways to build a team.
Ashleigh Dawley's curator insight,
September 30, 2013 4:18 PM
Thought this was a great way to get thinkig about teams and different ways to form them. Uses funn interactive and proactive ways to build a team.
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"Parents are famous for their ability to reminisce about days gone by. It always starts the same way, “Back when I was your age, we used to walk 10 miles to school barefoot—in the snow.” Or, “I remember when school lunch cost a nickel.” Thanks to the integration of technology, schools, and classrooms in particular, have changed so dramatically in recent years that some parents might not even recognize them. It’s a classic case of old school versus new school."
Beth Dichter's insight:
This infographic looks at how the integration of technology into schools has made major changes. Learn how many parents used software in school compared to their teenage students; how collaboration has changed; if technology is important to student success (parents view) and much more. If you have an upcoming Open House this might be an infographic that would elicit comments from parents.
Nancy Jones's curator insight,
September 15, 2013 11:37 AM
Spot on. Although I am still trying to get the hang of printing these out to share with faculty And parents by display ongoing in a public area
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The teachings of the Dalai Lama are as important as ever when it comes to online learning and online teaching.
Beth Dichter's insight:
This post discusses how big data is impacting education. In the discussion on big data the following question is raised: "How can we make our students (especially those online students) more successful? (In other words, retention, retention, retention.)" As she learned more about big data she wondered what happened to the human side of the equation, "the caring." Although this article looks at online learning the words of the Dalai Lama ring true for all of us as educators. Read through them and see what you think. All words used in the image above were said by the Dalai Lama. My thanks to her for putting together some of his words and bringing them to our attention.
Shannon CdeBaca's curator insight,
October 18, 2013 12:54 PM
Had to add this as it speaks on several levels and it made me smile.
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Is this a crazy idea? I have found it very effective. I usually spend a substantial amount of time the first class creating rules with the class. It starts the students thinking , bonding, and taki...
Beth Dichter's insight:
What happens when you ask the students to help set the rules for the year? More buy-in, ownership, asking students to think the first day, bonding of the class, responsibility...I am sure you will come up with more. Are you concerned about asking your students to do this? This infographic will provide many suggestions (a total of 27) that will walk you through the process, beginning with "The Why" and then moving to "The How."
Sue Alexander's curator insight,
August 24, 2013 9:53 AM
Mia's infographics are amazing resources. This classroom management tool is especially useful for those new to student voice. Here you find a flow-chart of steps to make the rule setting process efficient and the outcome a set of classroom expectations created and owned by the kids. 
KB...Konnected's curator insight,
September 16, 2013 3:36 AM
I have found that students will reinforce the rules with each other when they have actively participated in creating them. Just have to make sure that they do it respectfully. This is a win-win for everyone.
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Though much of it is focused on the broader ideas of the Core Standards, we thought that a number of the statistics contained in this handy infographic / Common Core guide were interesting.
Beth Dichter's insight:
This infographic not only looks at the broader ideas of the Common Core it also provides a number of statistics, such as the number of students whom will take the Common Core test in the year 2014 to the number of students in the 2007 -2008 school year. As well as the statistical information you will find a definition of the Common Core standards, how success will be evaluated, what every student needs to know, seven things students may do to get ready, what every teacher needs to know, seven things a teacher should do to get ready as well as a link to a website from McGraw Hill that provides additional resources. As schools continue to discuss and learn more about the Common Core this infographic provides a nice visual that could be shared with faculty, students and parents.
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Beth Dichter's insight:
This is the first of nine infographics that will look at Gagne’s Nine Events of Learning. This first one looks at how to gain students attention. Additional infographics will cover the "events of learning" listed below. And if you find this of interest if you do a search on Gagne's Nine Events of Learning you will find quite a bit of information. * Inform learners of objectives * Stimulate recall of prior learning * Present the content * Provide “learning guidance” * Elicit performance (practice). * Provide feedback * Assess performance * Enhance retention and transfer to the job
Anne Sturgess's curator insight,
May 7, 2013 5:41 PM
Based on Gagne's suggestions for engaging learners. |
Important research on learning for achievement.
Teaching Metacognition: How Students Think Is Key To High Achievement
Research about how self-awareness can help you tap your learning potential