The 8 Minutes That Matter Most. I am an English teacher, so my ears perk up when writers talk about their process.
I've found the advice handy for lesson planning, too. That's because both writing and planning deal with craft. In writing, you want your audience to be absorbed. You want them to care about your characters. You want them be delighted by the suspense. John Irving, the author of The Cider House Rules, begins with his last sentence: I write the last line, and then I write the line before that. That is the crux of lesson planning right there -- endings and beginnings.
The eight minutes that matter most are the beginning and endings. Here are eight ways to make those eight minutes magical. Beginnings 1. YouTube reaches more 18- to 34-year-olds than any cable channel. 2. If you want to create a safe space for students to take risks, you won't get there with a pry bar. 3. Toss a football around the class before you teach the physics of a Peyton Manning spiral.
What's the best, most effective way to take notes? If it feels like you forget new information almost as quickly as you hear it, even if you write it down, that’s because we tend to lose almost 40% of new information within the first 24 hours of first reading or hearing it.
If we take notes effectively, however, we can retain and retrieve almost 100% of the information we receive. Learning how to retain information The most effective note-taking skills involve active rather than passive learning. Active learning places the responsibility for learning on the learner. Research has found that, for learning to be effective, students need to be doing things with the material they are engaging with (reading, writing, discussing, solving problems).
They must also be thinking about the thinking (metacognition) involved in engaging with the material. Studies have found note taking is most effective when notes are organised and transformed in some way or when a teacher gives examples of good notes. First female to win math's top prize describes her 2 brainstorming strategies. Iranian-born Maryam Mirzakhani of Stanford University has become the first woman to win the top award in mathematics, the Field’s Medal.
The award, often described as the Nobel Prize of mathematics, is given every four years to up to four scholars and has been around since 1936. Mirzakhani was awarded the prize for her work in complex geometry and navigation within spaces. Mirzakhani said she isn’t taking any interviews after the announcement. But in a wide-ranging conversation with Quanta Magazine prior to the announcement, she described her brainstorming techniques. Slow and Steady Oddly enough, Mirzakhani says she has a slow mind and lets problems marinate for super-long periods of time. Mirzakhani likes to describe herself as slow. This kind of slow-bake process jibes with research on how the famous “Eureka” moment of brilliant inventors comes to pass.
Draw it out. Collective knowledge construction: four new strategies for learning. We all learn through experiences that either confirm or contradict prior understanding thus leading to new knowledge.
At the heart of this learning process is a need for learners to both expertly evaluate the implications of the learning experience and identify new questions. It is the role of educators to not only provide a rich environment for this to happen but also to help their students develop the skills to evaluate prior learning experiences and identify potentially beneficial new experiences. In doing so, not only do learners gain experiences crucial for the current project and domain, they also gain the skills necessary to become successful lifelong learners working on new projects in different domains. Many of the compromises that our schools previously needed to make in order to provide an appropriate climate for learning have recently been made redundant by modern technology.
What Does Learning Look Like? A Look At Physical And Digital Spaces. I would like you to concentrate on the first image that comes to mind.
Ready? Here is the question: What does learning look like? Did you picture a classroom? Was there a teacher? What were students doing? When I pose this question to groups of educators, I’m struck by the diversity of learning visions. Visit to the “Future School” In the winter of 2012, I spent time at the Jarong “Future School” in Singapore. The Director and other administrators at the school had a vision of what learning should look like. Similarly, curriculum specialists designed collaborative digital spaces. Experimental Schools – Using The “Writing On The Wall” Not every school can afford mobile desks, but every school can develop a vision for learning. On that wall lies topics that interest each student.
In answering “What does learning look like?” Tom Daccord will be talking about the Future of Learning during his featured sessions at the July 28-30 EdTechTeacher Summit in Chicago. Bloom's Verb Taxonomy ... How a Bigger Purpose Can Motivate Students to Learn.