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Learning to handle failure is just part of scientific life, writes Eileen Parkes. (...) - Nature, by Eileen Parkes, 2019/01/10 Via ESR_Info, Alazne González 
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At T. Baldwin Demarest Elementary School in Old Tappan, New Jersey, we’re in the middle of a two-year process of implementing Writing Pathways across all grade levels. More or less, Writing Pathways is an assessment system that works hand-in-hand with the Writing Workshop framework, and the system will help us to better align our writing instruction, horizontally and vertically. … Via Tom D'Amico (@TDOttawa)
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ABSTRACT
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Over the years, I’ve struggled to teach in ways my students would understand. Standing at the front of the classroom stopped working so I researched (and tried in some cases) Whole Brain Teac… Via Tom D'Amico (@TDOttawa)
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"In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related ..." Via Leona Ungerer
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Today, it is imperative that we make changes to our traditional school paradigms to meet the learning needs of our students for today and their futures. We need to reimagine how we structure our schools to promote ongoing daily collaboration opportunities for teachers for the purposes of planning, with the explicit goal of improving student learning.
I think we can take steps toward this by restructuring and reimagining the spaces and roles of our Teacher-Librarians and Planning Time Teachers.
Via Gust MEES
Gust MEES's curator insight,
May 31, 2015 3:40 PM
Today, it is imperative that we make changes to our traditional school paradigms to meet the learning needs of our students for today and their futures. We need to reimagine how we structure our schools to promote ongoing daily collaboration opportunities for teachers for the purposes of planning, with the explicit goal of improving student learning. I think we can take steps toward this by restructuring and reimagining the spaces and roles of our Teacher-Librarians and Planning Time Teachers.
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In all, the new studies paint teacher quality as a mutable characteristic that can be developed, rather than a static one that's formed in the first few years on the job.
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Edutopia blogger Maurice Elias explains how laughter can reduce stress and offers a handful of teaching activities to lighten up the learning. Via Becky Roehrs, Cultural Infusion
Becky Roehrs's curator insight,
March 30, 2015 9:10 PM
Check out the Article comments too, teachers have posted jokes and suggestions, too. 
Jan Vandermeer's curator insight,
April 1, 2015 7:09 AM
I believe that humour activates new parts of the brain and helps everyone to make unexpected connections, creates agile minds and makes learning fun! |
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Evidence In Brief just shared a new study that found student self-assessment to be an effective strategy to support student learning. Via Tom D'Amico (@TDOttawa) , THE OFFICIAL ANDREASCY
Jan MacWatters's curator insight,
March 30, 2019 10:39 AM
If students have a stake in planning their goals, does it work?
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John Hattie's review of research revealed some teachers have far more impact on students' learning than others. Discover why Via Tom D'Amico (@TDOttawa)
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The Hechinger Report recently highlighted a 2016 study analyzing “off-task” behavior in elementary school students. You can read their excellent summary here: Teachers often ask youngst… Via Tom D'Amico (@TDOttawa)
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Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this article draws on a design-based research study to argue of the need for museums to respond to global trends and fulfill their social and educational imperatives by investigating the potential of a particular pedagogical framework that is grounded in culturally inclusive pedagogical practices and characteristics of ubiquitous learning. Via Andreas Christodoulou, THE OFFICIAL ANDREASCY
Andreas Christodoulou's curator insight,
October 6, 2017 4:08 PM
A useful resource on appropriate implementation of educational technology and its practical implications for students. This empirically-based study, indicates that addressing museum-based multiliteracies within a blended learning environment can be meaningful for ubiquitous learning.
THE OFFICIAL ANDREASCY's curator insight,
October 6, 2017 4:20 PM
In this article, a design-based research approach is presented, which utilizes multiliteracies pedagogy to support ubiquitous learning during the design of a student-generated virtual museum. The findings from implementing the museum-school synergy, indicate that there is potential for beneficial ubiquitous learning experiences for students when theory-based practice is undertaken.
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John Hattie proposes a theory to help educators understand why various teaching strategies work at different stages of learning. Via Tom D'Amico (@TDOttawa)
Annaliese Mauchline's curator insight,
May 18, 2020 9:37 PM
An engaging read. While the majority of the topics this article discusses has been drilled into pre-service teachers' heads over and over, there is definitely nothing wrong with reading a synthesised refresher every once in awhile. Sometimes it can be all too easy to believe you know how to implement certain things, when instead you have unknowingly fallen into a pit of learning and teaching monotony.
Camilo Gonzalez Echeverry's curator insight,
May 19, 2020 8:59 AM
Language teaching presents us with a lot of tools to deliver our lessons but we will always be wondering whichever is the most appropriate for an specific class or student. This article presents some meta in the topic of strategy selection when it comes to language teaching.
Luisa Fernanda Giraldo 's curator insight,
September 28, 2020 3:45 PM
The strategies presented here allow students to become much more independent learners. Teachers should know when to apply each planned strategy and how to help students develop an understanding of that strategy. When teachers take into account the ability, willingness and emotion of students, learning strategies are effective.
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"Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.
Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat. This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.
So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children. As Boston College Professor Peter Gray wrote in a recent Psychology Today article:
"Direct instruction" does increase scores on the tests the instruction is aimed toward, even with very young children. This self-fulfilling prophecy is not surprising. But multiple studies also show that the gains in performance are fleeting -- they completely wash out after 1-3 years when compared to children who had no such early direct instruction. Via Mark E. Deschaine, PhD, Gust MEES
Gust MEES's curator insight,
May 16, 2015 11:50 AM
Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall. Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat. This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless. So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children. As Boston College Professor Peter Gray wrote in a recent Psychology Today article: Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.
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Edutopia blogger Maurice Elias explains how laughter can reduce stress and offers a handful of teaching activities to lighten up the learning. Via Becky Roehrs, Cultural Infusion
Becky Roehrs's curator insight,
March 30, 2015 9:10 PM
Check out the Article comments too, teachers have posted jokes and suggestions, too.
Jan Vandermeer's curator insight,
April 1, 2015 7:09 AM
I believe that humour activates new parts of the brain and helps everyone to make unexpected connections, creates agile minds and makes learning fun!
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Maryellen Weimer, PhD:
Here’s a great resource: the Teaching Practices Inventory. It’s an inventory that lists and scores the extent to which research-based teaching practices are being used. It’s been developed for use in math and science courses, but researchers Carl Wieman and Sarah Gilbert suggest it can be used in engineering and social sciences courses, although they have not tested it there. I suspect it has an even wider application. Most of the items on the inventory are or could be practiced in most disciplines and programs
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