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General education and pedagogy

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28 Student-Centered Instructional Strategies - 28 Student-Centered Instructional Strategies by TeachThought Staff For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today. Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding. Put another way, student-centered teaching is teaching that is ‘aware’ of students and their needs above and beyond anything else.

This isn’t as simple as it sounds, especially without shifting one’s mindset towards that approach. Let us know in the comments which are your favorites, or any good ones you think Mia might have missed. 28 Student-Centered Instructional Strategies. Why education should become more like artificial intelligence | TechCrunch. Artificial intelligence is all around us. It’s in our cars, our homes and our pockets. IBM is teaching Watson to understand, reason and even to learn — helping to translate information into knowledge that can help drive more informed decision-making in medical care. Leading tech companies ship AI free within their products (Siri, Alexa, Google Assistant), powering our phones and the rapidly growing home personal assistant market. Indeed, they are becoming increasingly good at answering our questions, making us smarter. Unfortunately, our education system isn’t keeping up.

Computer-assisted “human intelligence resides in the cloud” and, actually, “all of us are bionic these days,” even if we don’t know it. Today’s goal for AI trainers is to reach singularity, a state where the algorithm will be able to learn by itself. A few decades ago when we were looking for a piece of information, we had to go to the library and ask the librarian or consult the book index. Relevance Definition. In education, the term relevance typically refers to learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance). Personal relevance occurs when learning is connected to an individual student’s interests, aspirations, and life experiences. Advocates argue that personal relevance, when effectively incorporated into instruction, can increase a student’s motivation to learn, engagement in what is being taught, and even knowledge retention and recall.

The following are a few representative forms of personal relevance: Individual choices: A teacher might ask students to write about the United States presidency, but then allow them to choose which president they will study. Life relevance occurs when learning is connected in some way to real-world issues, problems, and contexts outside of school. Reform. Habits of Mind | Research Statement | The Duckworth Lab. Our lab focuses on two traits that predict achievement: grit and self-control. Grit is the tendency to sustain interest in and effort toward very long-term goals (Duckworth et al., 2007). Self-control is the voluntary regulation of behavioral, emotional, and attentional impulses in the presence of momentarily gratifying temptations or diversions (Duckworth & Seligman, 2005; Duckworth & Steinberg, 2015).

On average, individuals who are gritty are more self-controlled, but the correlation between these two traits is not perfect: Some individuals are paragons of grit but not self-control, and some exceptionally well-regulated individuals are not especially gritty (Duckworth & Gross, 2014). [ Continue Reading Research Statement ] [ CV ] Scales and Measures Researchers and educators are welcome to scales we have developed in our lab for non-commercial purposes. Our scales are copyrighted and cannot be published or used for commercial purposes or wide public distribution. Publications White, R. Catholic schools failing to keep up enrollment.

The nation's Catholic schools, facing increasing competition, rising costs and a diminishing core of potential pupils, continue to struggle to keep students and find new ones. But there are some signs of growth in cities including Los Angeles and Indianapolis. Enrollment in Catholic schools nationwide declined almost 12% for the 2012-13 school year compared with five years ago, a National Catholic Education Association (NCEA) report says.

About 2 million children, from pre-K to 12th grade, attend Catholic schools across the U.S. In 2007-08, there were 2.27 million, says the report, released in February. That's consistent with other enrollment drops over the past 10 years. Since 2003 the number of students attending a Catholic school has fallen nearly 22%, according to NCEA's Annual Statistical Report on Schools, Enrollment and Staffing. Average Catholic elementary school tuition (K-8th grade) has climbed 69% over the past 10 years, McDonald says. 12 tech trends higher education cannot afford to ignore. Higher education faces an onslaught of disruptive forces right now—and ​no one should be suprised to hear that news. Burgeoning technologies such as MOOCs and mobile devices are disrupting institutional structures from the classroom and across entire campuses.

As tech transforms these learning environments, universities must decide whether to resist the change or get out in front of it. To choose the latter option, however, we need to envision what universities of the future will look like—​if they exist at all. Lev Gonick, the VP for information technology services and CIO at Case Western Reserve University and CEO of OneCommunity, isn’t afraid of gazing into the proverbial crystal ball.

In his keynote address Tuesday at the Campus Technology 2013 conference in Boston, Mass., Gonick laid out his vision for the future higher ed and campus IT. [Editor's Note: If you are interested in debating the vision he’s laid out, get in touch with Gonick on Twitter @levgonick.] [...] Pulling Back the Curtain on Common Core. Common Core’s national K-12 standards, in English language arts (ELA) and math, supposedly emerged from a state-led process in which experts, educators, and parents were well represented. But the people who wrote the standards did not represent the most important stakeholders. Nor were they qualified to draft standards intended to “transform instruction for every child.”

And the Validation Committee that was created to put the seal of approval on the drafters’ work was useless if not misleading, both in its membership and in the process they had to follow. One of us served as the ELA content expert on that Committee and can attest to its deficiencies. For many months after the Common Core State Standards Initiative (CCSSI) was launched in 2009, the identities of the people drafting the “college- and career-readiness standards” were unknown to the public. What did this Work Group look like? (AP Photo) More Contributions From TheBlaze: Marianne Kuzujanakis: The Misunderstood Face of Giftedness. In K-12 classrooms everywhere are children at risk for being misunderstood, medically mislabeled, and educationally misplaced. Not limited to one gender, race, ethnicity or socioeconomic group, they could be the children of your neighbors, your friends, your siblings, and even yourself.

These at-risk children are gifted children. Contrary to common stereotypes, giftedness is not synonymous with high academic achievement. The gifted student archetype, while expected to be a mature classroom leader, does not fit all gifted students. Some are the class clowns, the lonely awkward child in the back row, the troublemaker.

Special needs classrooms are where a number of gifted children end up -- their giftedness left unsupported. Wasting much of their day in unsuitable classrooms, gifted kids may behave in unacceptable ways. Dr. But many gifted children are never identified. A prevalent belief persists that one cannot both be gifted yet struggling in school. This is a global crisis. Dr. Dr. Dr. The Unaddressed Link Between Poverty and Education. Lerenlerennu/bronnen/Learning styles by Coffield e.a..pdf. Learning Styles, ha, ha, ha, ha. I wrote this post in Thursday, December 08, 2005, but I’m reposting it here because some people still have not got the message.

Normally, I would not expect to get many chuckles from a 186-page report entitled Learning styles and pedagogy post-16 learning A systematic and critical review, 2004, by Frank Coffield, Institute of Education, University of London; David Moseley, University of Newcastle; Elaine Hall, University of Newcastle; Kathryn Ecclestone, University of Exeter. This is an exception. This marvelously tongue-in-cheek report looks at 800 studies of learning styles and concludes that there are better uses for educational funding.

“Learning style awareness is only a ‘cog in the wheel of the learning process’ and ‘it is not very likely that the self-concept of a student, once he or she has reached a certain age, will drastically develop by learning about his or her personal style’.” And how about this? Like this: Like Loading... StateImpact Indiana | Education, From The Capitol To The Classroom. Gretchen Frazee / WTIU News Elizabeth Huffman reads with her tutor at Fairview Elementary in Bloomington. The Monroe County Community School Corporation hopes it has found a new solution to low standardized test scores at Fairview Elementary in Bloomington.

The school is partnering with an Indiana University student group in hopes strong community ties can help struggling readers improve. Fifth grader Elizabeth Huffman likes to read, but her mom Autumn Huffman says she could use some help with reading comprehension. “I hope that she not necessarily has a newfound love of reading but is able to delve into it a little bit more as I saw her do today,” says Huffman. Continue Reading Chris Moncus / Wikimedia Indiana's graduation rate has ticked up 10 points in the past five years. UPDATED, 3:56 p.m. Though the state’s overall graduation rate was virtually unchanged between 2012 and 2013, the non-waiver graduation rate increased about a point — up to 81.7 percent from 80.5 percent. Trying to Be Innovative During a Standardized Time - Finding Common Ground. A few years ago our school raised money for the Heifer Project.

Though we had a two year goal, we raised the money in less than one year. We achieved our goal in less time because of a dedicated staff, hardworking students and very supportive parents. It didn't happen because of points on an evaluation . It didn't happen because someone told us we had to do it. The Heifer Project was an idea that a few staff members had and it was something they had never done before. Unfortunately, there has been some question as to whether schools can be innovative during a time when there are so many mandates and so much accountability. We know that we are at risk of losing our creativity. As hard as it is, we don't control the mandates and testing, but we do control how we teach children. The other day I was on Twitter and we were discussing innovation on #Satchat which takes place at 7:30 a.m. on the East Coast and then again at 7:30 a.m. on the West Coast.

I know that testing hurts students. Ready. As teachers, principals and parents, we owe every child an education that properly prepares him or her for their next big steps after graduation – college, career and adulthood. To accomplish that, the North Carolina Department of Public Instruction is committed to providing the strategy and developing the tools you will need to most effectively play your role in each child's success. To elevate our children means no more steps backward. Together, we're taking steps forward. Fall 2012 will see many changes in the way we teach, the expectations we hold for students and the way we measure success. The new Common Core State Standards and the Essential Standards will become the new Standard Course of Study. In addition, the READY Accountability Model will ensure a more accurate picture of how well students are learning, and where we must make improvements.

Can Innovation Be a Structured Repeatable Process? When Innovation comes to mind, the first thing people may think of is creativity, spontaneity, or a momentary stroke of genius. But can innovation occur out of a structured, repeatable process? The answer, in short, is yes. In fact, in order to build a long-term culture of sustained innovation, a structured process must be put into place especially in idea generation or ideation.

Although it sounds counter intuitive to say “structure” and “ideation” in the same sentence, organizations need to conduct at least two ideation sessions each year in order to foster continued growth. A good innovation leader has the foresight to schedule regular ideation sessions year after year, and not just when sales are dwindling. Ideation, or idea management, is part of a long term innovation effort that, if facilitated intelligently, leads to successful new products or services. These rules of order are meant to be applied regularly as part of a sustainable growth strategy. Those Who Can, Teach. Those Who Cannot, Pass Laws About Teaching. Making the rounds on Facebook is a button I’d very much like to purchase.

This sums up the last decade of U.S. educational policy: “Those who can, teach. Those who cannot, pass laws about teaching.” From “No Child Left Behind” (promoted by President George W. Bush) to the comparably flawed “Race to the Top” (promoted by President Barack Obama), educational policy has been guided by ludicrous ideas like: rather than giving public schools the funds they need, they should be forced to compete for less money. Also: instead of creating conditions that foster learning, let’s focus purely on testing. Which brings me to my point. So. In his last State of the Union, President Obama said that teachers in America should be regarded with the same respect as they are in South Korea, where they’re considered “nation builders.” Why? People in both political parties need to acknowledge that a progressive income tax is (a) fair, and (b) has helped sustain our public institutions for eight decades. Texas GOP wages war on thinking | Juneau Empire Mobile.

Some recent headlines from the alternate universe of modern conservatism: Rush Limbaugh claims the bad guy in the new Batman movie was named Bane to remind voters of Mitt Romney’s controversial tenure at Bain Capital. Michelle Bachmann, citing zero credible evidence, accuses a Muslim-American aide to Secretary of State Hillary Clinton of conspiring with the Muslim Brotherhood. Arizona sheriff Joe Arpaio’s crack investigators announce that President Obama’s long-form birth certificate is a fake. In other words, it’s just an average week down there in Crazy Town. And that lends a certain context to a tidbit brought to national attention last week by Stephen Colbert of Comedy Central’s “The Colbert Report.” Holy wow. The Texas GOP has set itself explicitly against teaching children to be critical thinkers. Never mind. That’s just ... just ... Holy wow.

For what it’s worth, the Texas GOP says that language was not supposed to be in the platform. Remember when Republicans were grown-ups? Writing Measurable Learning Objectives. Connected Principals | Sharing. Learning. Leading. Flipping Blooms Taxonomy. Technology Empowered Staff by Theresa Shafer on Prezi. It's Time for a New Kind of High School. Video Of Yong Zhao’s Keynote Speech At ISTE. NETS for Coaches. This is not optional anymore… What I’m Reading: 11 Blogs to Follow. 5 Keys to Successful Student Collaborations. A Good Prompt is Worth 1,000 Words.