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“Increasing the amount of feedback in order to have a positive effect on student achievement requires a change in the conception of what it means to be a teacher.” — John Hattie in Visible Learning In today’s digital environments, feedback is everywhere and everyone is a teacher. Our students are constantly bombarded with blog comments, retweets, +1s, and e-mails about their life, ideas and work. (The Pew Report found that 86% of teens over the age of 14 actually sleep with their cell phones.) The feedback students receive may come from multiple sources, including people they know well and people they’ve never met.
In my last post, I gave three of the best alternatives to rewards (1) . I was surprised at how many people read and enjoyed it. I'm grateful to all who commented on various platforms.
Science Doodling is often seen as a sign of distraction. If you’re doodling, you’re not paying attention. If you’re drawing, you’re not taking notes. You’re not listening. You’re not learning.
When I think of people who made the biggest impact in my life, it was not their expertise or accomplishments that provided me with the direction, guidance and reassurance I needed to accomplish my goals. It was their sincere belief in me. They let me know through their words and actions that I mattered.The people in your life want that same validation. In fact, every single person you will ever meet shares this common desire. They want to know they matter.
What separates those who accomplish outstanding feats from those who don’t? According to author and researcher Joshua Foer , it’s the dedication and willpower to doggedly push beyond the “OK Plateau.” When most of us learn a new skill, we work to get just “good enough” and then we go on autopilot. W e hit what Foer calls the “OK Plateau,” where we have gained sufficient skills for our needs; at which point, we stop pushing ourselves. But experts – those who excel beyond all others in their fields – do it differently.
Along with Dr. Allen N. Mendler, my close friend and co-author of several books, I have spent a great deal of time promoting the use of consequences over punishments. We define a punishment as what is done to us (detentions, suspensions, checkmarks on public boards, calls home), and a consequence as what we do to ourselves (learning new behavior, helping others). This new behavioral and social contract system uses values, rules and consequences as the main components of an effective school or classroom plan for discipline. Lately, on our own and collectively, we've both been questioning how much value consequences really have in changing behavior.
CC Image from http://flic.kr/p/5PbHjR Dr. Jeffrey Wilhelm and I were recently asked by educator and author Larry Ferlazzo to respond to the question: HOW CAN WE KEEP STUDENTS ENGAGED WITHOUT CARROTS & STICKS? My response originally appeared at Education Week here and was cross posted at my blog . Becoming a father and making the transition to teaching primary students (as a vice principal) has made it very clear to me that our kids begin their lives with an inquisitive mind and an enviable level of excitement for learning. Primary students seem to have an energetic curiosity and require very little motivation for engagement; however, as these students progress through our system and the focus moves from the child to the curriculum and learning to grades, they often seem to lose that drive .
Remember the day when someone rattled off a phone number while you just hoped against hope you'd recall the string of digits as you were dialing? That was working memory toiling away. With the advent of cell phones, you may no longer use it this way very often.
The video below is dead on ! Not only that, but it’s one of the best book trailers ever, confirming my feeling that a trailer can be long if it’s spectacular. Inspired by this video – and the fact that I hope the author will accept my invitation to come on the podcast, I’m having a #giveaway! 69 total entries
Get Smart; Become Talented | Thoughtful Learning: Curriculum for 21st Century Skills, Inquiry, Project-based Learning, and Problem-based LearningBelief that you can become smarter and more talented opens the doorways to success. That’s what twenty years of research has shown Carol Dweck of Stanford University. She has identified two opposing beliefs about intelligence and talent, beliefs that strongly impact our ability to learn. Though the fixed mindset has traditionally held sway, many recent studies show that the growth mindset better represents our abilities. Our brains are much more elastic than previously thought, constantly growing new connections.
What’s Here This page provides resources to help you integrate Howard Gardner’s multiple intelligences theory into your regular classroom practices. You’ll find photos of multiple intelligences centers I created and links to other web resources for MI surveys, songs, games, and more. How I Created Multiple Intelligences Centers One year, I based my centers on Howard Gardner’s MI theory (the idea that everyone is smart in a variety of ways, not just those traditionally valued by schools). I was inspired to do this because I was taking over the Talented and Gifted students for the third grade and wanted to try some new ways to differentiate centers so both my gifted and below-grade-level students would be accommodated.