How Successful Valedictorians Are After High School | Money. What becomes of high school valedictorians? It’s what every parent wishes their teenager to be. Mom says study hard and you’ll do well. And very often Mom is right. But not always. Karen Arnold, a researcher at Boston College, followed 81 high school valedictorians and salutatorians from graduation onward to see what becomes of those who lead the academic pack. Of the 95 percent who went on to graduate college, their average GPA was 3.6, and by 1994, 60 percent had received a graduate degree. But how many of these number-one high school performers go on to change the world, run the world, or impress the world? Commenting on the success trajectories of her subjects, Karen Arnold said, “Even though most are strong occupational achievers, the great majority of former high school valedictorians do not appear headed for the very top of adult achievement arenas.”
Was it just that these 81 didn’t happen to reach the stratosphere? The second reason is that schools reward being a generalist.
International tests don't tell us about the quality of Australian education? At the end of last year, the results of two international tests – the Trends in International Maths and Science Study (TIMSS), and the Program for International Student Assessment (PISA) Australia – were released and both showed Australia had fallen a few rungs in the international education league tables. The attacks on Australian education began immediately. Opinion columns and letters to the editor accused schools and teachers of failing their students and suggested ways to fix the 'crisis'. It is clear that the international tests comprise the sole evidence for the claim that standards in Australian education are slipping in comparison to other countries but what do they test? TIMSS tests sample groups of students every four years in year 4 and year 8 maths and science in 49 countries; PISA tests sample groups of 15-year-old students every three years in maths, science and reading in 72 countries.
Let's look at one subject – science – to explore this question. 1. 2. 3. John Hattie's Eight Mind Frames For Teachers. “Hattie’s 8 Mind frames”. Video scribe project by Cheryl Reynolds. In Visible Learning for Teachers (p. 159 ff) John Hattie claims that “the major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.” John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.” During the summer holidays we stumbled upon a great video made by Cheryl Reynolds, a senior lecturer at the University of Huddersfield.
Edutopia. Student: I opened it up, and there was a root inside. Anne: What's exciting about the inquiry models that we go far and above what the curriculum expectations are. Kids are invested in their learning, and they're able to transfer and apply what they're learning in school to the real world. Lindsay: Inquiry based learning allows the students to be the thinkers. Teachers begin their lesson with an idea of where they want to end in mind, but really give the students the opportunity to drive it to that point. Lindsay: So your job, keep working through your procedure, when you all agree, I'll come back and check in with you. Dawn: We have guided inquiry, where teachers are guiding students through the curriculum.
D.J.: Okay, find that five milliliters. Dawn: And then making a shift into student driven inquiry, where students use that as prior knowledge and build their own inquiries around that. Lindsay: And once someone finds something, make sure that you tell the rest of the paleontologists. Leading school improvement: It’s difficult isn’t it? Being the leader of a school is a demanding and complex enterprise.
A critical agenda for any school leader is improving the learning of students. Why can it be so hard to generate improvement that is sustainable? If the solution was straightforward, all schools would be on a trajectory towards strong academic achievement. A characteristic of high performing schools is strong and effective leadership; but, what is it about leadership (at all levels in a school) that can move a school towards improvement and transformation? Our work at the Australian Council for Educational Research (ACER) has revealed that there can often be a disconnect between the intent of school leaders and classroom reality.
For the past two years, a team of ACER school improvement consultants has conducted reviews across the country. Some common findings From our experience, the tool helps in setting a baseline of current practice on which to build capacity for improvement, wherever that baseline may be. '... A focus on innovative learning environments. ‘Developing innovative learning environments is necessary today, as traditional educational approaches will not be able to deliver 21st Century competencies for learners.’ That's one of the key findings of an OECD (Organisation for Economic Cooperation and Development) policy report on school reform. Education Policy Outlook 2015: Making Reforms Happen, explores successful approaches to growing and sustaining innovative learning environments (ILEs).
It draws on research carried out by the OECD’s Centre for Educational Research and Innovation across 23 countries. In addition to sharing key findings, the report highlights key elements of ILEs and the challenges faced by schools and policymakers in growing and sustaining these spaces. The organisation says 21st Century schools and learning environments should strive to: be informed by research-based principles; innovate the ‘pedagogical core’; engage in strong learning leadership; and extend capacity by opening up to partnerships. References.
Teaching & Learning. Four Strategies To Create A Culture of Success in Middle School. If you’ve ever taught middle school, you know it can be challenging. But you also know what a special place being in the middle can be. Middle schoolers enjoy laughter. They’re curious. They’re starting to think like adults, but still enjoy being a kid. They’re ready to take on new challenges, but they’re also anxious about them. Teaching Channel, in partnership with Educate Texas, is excited to launch a new video series: Creating Success in Middle School. 1. Middle school students thrive on relationships with each other, and — believe it or not — even with teachers. When pairing and grouping students, Jeremy uses formative and summative assessments to make decisions, but he also intentionally groups students with their friends. 2.
Teaching Channel recently launched two new videos that show teachers using growth mindset practices with their elementary students. 3. Classroom routines can help the sometimes-frantic middle schooler feel safe and comfortable. 4.
Five Planning Tips for Successful Parent Conferences. By Amber Chandler Until I had school-age children of my own, I did not understand the mixed emotions that parent-teacher conferences evoke from the parent perspective. The incredible weight of walking into the classroom to discuss either of my children, Zoey or Oliver, was staggering, and as a parent, I was completely taken aback. I already had dreams mapped out for these little people. They were a huge reflection of my husband’s and my philosophies, our parenting skills, our desires, and, yes, our shortcomings. Now a teacher was asserting her right to make some decisions for my child. As we entered the unfamiliar room, to sit in teeny tiny chairs, I finally gained a sense of what it felt like from the parent side of the table. Now that I’ve “been there” as a parent, the teacher me has made small changes to remove the metaphorical space between parent and teacher, and allow us to be on the same side. 1.
Full disclosure here. 2. The parent’s view Instead, ask questions. 3. 4. 5.
The Learning Innovation Cycle. The Learning Innovation Cycle: How Disruption Creates Lasting Change by Terry Heick Disruption is an interesting topic for the same reason that cowboys, gangsters, and villains are interesting. It’s unpredictable. Problematic. Against the grain. It’s kind of aging as a buzzword in the “education space,” but it’s other-worldly powerful, and there are few things education needs more. “Companies pursue these “sustaining innovations” at the higher tiers of their markets because this is what has historically helped them succeed: by charging the highest prices to their most demanding and sophisticated customers at the top of the market, companies will achieve the greatest profitability. I usually think of disruption as any change that forces itself substantially on existing power sets.
In education, most of the talk around disruptive innovation revolves around education technology, owing to the potential scale of these technologies, and desperation of education to revise itself. Library: 10 Learning Models & Frameworks. TeachThought Library: 10 Learning Models & Frameworks by TeachThought Staff For professional development around these ideas, contact us.
As with any publication, blogs and websites are only as thoughtful as their design. If you can’t find what you’re looking for, no matter how “good” the content is, it’s useless. And sometimes you don’t even know what you’re looking for, and don’t know what you don’t know. This is part of the limitation of a blog, and the allure of social media sites like facebook and pinterest. For now, we’ll keep trying new ideas, which is where this collection comes in. The Utility Of Learning Models One of the things that sets TeachThought apart from other education publishers is our focus on and development of learning models and frameworks–new ways of teaching and learning and schooling that others can use. Models like these embed certain (new?) This is where the models and frameworks come in–visuals that clarify possibility, sequence, characteristics, and more.
Brain Training. Study Skills. Learning Areas. Homework. How Open Badges Could Really Work In Education. Higher education institutions are abuzz with the concept of Open Badges. Defined as a symbol or indicator of an accomplishment, skill, quality or interest, Open Badges are not only a hot topic as of late, but are also debated by some critics as the latest threat to higher education. A closer look at this emerging trend reveals benefits for traditional institutions and alternative learning programs alike. Some advocates have suggested that badges representing learning and skills acquired outside the classroom, or even in Massive Open Online Courses (MOOCs), will soon supplant diplomas and course credits. Badges in Higher Education For higher education institutions interested in keeping pace, establishing a digital ecosystem around badges to recognize college learning, skill development and achievement is less a threat and more an opportunity.
Accredited higher education institutions already possess significant advantages. Learning By Design Learning by design is the first step.
Downside of Grit. April 6, 2014 The Downside of "Grit" What Really Happens When Kids Are Pushed to Be More Persistent? By Alfie Kohn [This is an expanded version of the published article, which appeared in the Post's Sunday "Outlook" section. It has been adapted from chapter 7 of The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting.] Cognitive ability isn't the only factor that determines how children will fare in school, let alone in life.
Drawing on a substantial body of research, science writer Dan Goleman reminded us of that fact almost twenty years ago in his book Emotional Intelligence, emphasizing the contribution of such attributes as self-awareness, altruism, personal motivation, empathy, and the ability to love and be loved. But a funny thing has happened to the message since then. Nor is this emphasis unique to Tough. The hard-line inner-city charter school chain known as KIPP has integrated the idea of grit into its teacher training. Really? The 6 Types Of Assessments (And How They're Changing) Testing, especially any sort of standardized testing tends to get a bad rap.
Teachers complain that they spend too much time teaching to a test. But assessments do have value, and an important place in our learning structure. By measuring what students are learning, we as teachers can look at how we are approaching different subjects, materials, and even different students. The handy infographic below takes a look at different types of assessments and their attributes and questions. Keep reading to learn more.
There are many types of assessments: diagnostic, formative, summative, norm-referenced, criterion-referenced, and interim/benchmarked are the types overviewed here. 80 Time-Saving Social Media Shortcuts. Deeper Learning: Highlighting Student Work. A student self-portrait from Ron Berger's student work portfolio Photo credit: Ron Berger I travel with a heavy suitcase. Over my 35-year career as a public school teacher and educator at Expeditionary Learning, I have been obsessed with collecting student work of remarkable quality and value. I bring this work with me whenever I visit schools or present at conferences and workshops, because otherwise no one would believe me when I describe it. The student work in my giant black suitcase is exemplary -- beautiful and accurate, representative of strong content knowledge and critical thinking skills -- but it's not from "exceptional" students.
It does not come from gifted and talented classrooms or from high-powered private schools. It's the work of regular students in typical schools around the country. Student self-portrait Photo credit: Ron Berger Seeking Value Student-designed Greenprint When will students develop the skills to do this kind of work if not in school? Austin's Butterfly.
21 Century Pedagogy. Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel. 4 Different Visual Guides To Bloom's Taxonomy. I recently received a question from a reader who wasn’t clear about what exactly Bloom’s taxonomy is. It got me thinking that perhaps not everyone is a Bloom’s taxonomy expert, and a little bit of a refresher might be helpful. In later posts, we’ll look at a variety of iterations and interpretations of the traditional Bloom’s graphic, along with apps and tools that address Bloom’s objectives in our modern classrooms. In a nutshell, Bloom’s taxonomy is a grouping of educational objectives that first came about in 1956 in an attempt to classify educational objectives. The original looked like this: Bloom identified four principles that guided the development of the taxonomy.
He thought the categories should be: Based on student behaviorsShow logical relationships among the categoriesReflect the best current understanding of psychological processesDescribe rather than impose value judgments Applying these concepts in the modern classroom can be as easy or difficult as you make it.
Presentation tools. Flipped Classroom. Formative Practice. Your Classroom Management and Student Engagement App. Learning Mentors. Assessment.