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5 Ways the Arts Are Good for Kids - Child Trends. 30 Universal Strategies For Learning. 30 Universal Strategies For Learning by Terry Heick As teachers, we’re all trying to better understand how people learn–not now they’re taught in terms of teaching strategies, but more so learning strategies–only not really strategies.

30 Universal Strategies For Learning

Learning actions, or cognitive actions. "Effective literacy teachers have a wide repertoire of teaching practices which they employ .. to meet the needs of their students @ccgeduAU. Research says iPads and smartphones may damage toddlers' brains. Using a smartphone or iPad to pacify a toddler may impede their ability to learn self-regulation, according to researchers.

Research says iPads and smartphones may damage toddlers' brains

In a commentary for the journal Pediatrics, researchers at Boston University School of Medicine reviewed available types of interactive media and raised “important questions regarding their use as educational tools”, according to a news release. The researchers said that though the adverse effects of television and video on very small children was well understood, society’s understanding of the impact of mobile devices on the pre-school brain has been outpaced by how much children are already using them. The researchers warned that using a tablet or smartphone to divert a child’s attention could be detrimental to “their social-emotional development”. “If these devices become the predominant method to calm and distract young children, will they be able to develop their own internal mechanisms of self-regulation?” The scientists asked.

Engagement

Play. Authentic learning. If you want students to CREATE more engaging presentations, use this checklist. #teaching. New Infographic: Why Every Educator Needs To Know How The Brain Learns #edchat #learning. Dawn Kilmer sur Twitter : "The education fad that’s hurting our kids: What you need to know about “Growth Mindset” theory=interesting take aways. The Neuroscience Behind Stress and Learning. The realities of standardized tests and increasingly structured, if not synchronized, curriculum continue to build classroom stress levels.

The Neuroscience Behind Stress and Learning

Neuroimaging research reveals the disturbances in the brain's learning circuits and neurotransmitters that accompany stressful learning environments. The neuroscientific research about learning has revealed the negative impact of stress and anxiety and the qualitative improvement of the brain circuitry involved in memory and executive function that accompanies positive motivation and engagement.

The Proven Effects of Positive Motivation Thankfully, this information has led to the development of brain-compatible strategies to help students through the bleak terrain created by some of the current trends imposed by the Common Core State Standards and similar mandates. With brain-based teaching strategies that reduce classroom anxiety and increase student connection to their lessons, educators can help students learn more effectively. Ron Ritchhart sur Twitter : "Creating powerful learning opportunities #bialikcot2015...

Six key questions about learning that are relevant to nearly every educator @deansforimpact The Science of Learning. Peter Doolittle: How your "working memory" makes sense of the world. Making Learning Visible: Doodling Helps Memories Stick. Shelley Paul and Jill Gough had heard that doodling while taking notes could help improve memory and concept retention, but as instructional coaches they were reluctant to bring the idea to teachers without trying it out themselves first.

Making Learning Visible: Doodling Helps Memories Stick

To give it a fair shot, Paul tried sketching all her notes from a two-day conference. By the end, her drawings had improved and she was convinced the approach could work for kids, too. Alex Corbitt sur Twitter : "7 Powerful Idea Shifts in Education □ (via @TeachThought) #satchat #edchat #engchat #elearning... The Future is Learning, But What About Schooling? I come to my fascination with learning and schooling, as most educators do, through deep life experience.

The Future is Learning, But What About Schooling?

I was a struggling learner in elementary school—a slow reader, a stutterer, a shy and diffident, rather dreamy, child who found school to be a scary and demeaning place. As an adolescent, I grew into an identity as a “good” student largely by mastering the game of adult approval, pretending to a high level of effort, participating in sports and other school activities, accumulating the awards and recognition that accompany the fine art of making adults feel proud and powerful. I graduated among the top ten students in my high school class of 250 or so students.

I recall feeling largely cheated by my high school experience. By the time I graduated I had become a fairly accomplished reader, with the consequence that I had become acutely aware of how thin and superficial, how utterly flat and dull, my learning experience in high school was. That was then. Richard F. Aitsl sur Twitter : "MT @justintarte: How storytelling affects the brain: #edchat #aussieED #ceoelearn...

What Meaningful Reflection On Student Work Can Do for Learning. The following excerpt is from “Authentic Learning in the Digital Age: Engaging Students Through Inquiry,” by Larissa Pahomov.

What Meaningful Reflection On Student Work Can Do for Learning

This excerpt is from the chapter entitled “Making Reflection Relevant.” Characteristics of Meaningful Reflection For student reflection to be meaningful, it must be metacognitive, applicable, and shared with others. Visible Learning sur Twitter : "Hattie's new research and model of learning @CorwinPress @MichaelBarber9 @osirisedu... Aitsl sur Twitter : "MT @KenMassari:aitsl Links to New Pedagogies for Deep Learning,connects common sense bt isn't a given in every clssrm. Six things to know about your brain to become an expert.

Rosa Isiah sur Twitter : "The Educator and the Growth Mindset by @jackiegerstein I love her images! #growthmindset #WeLeadEd... Education Week. Published Online: April 21, 2015 Published in Print: April 22, 2015, as Research on Quality of Conversation Holds Deeper Clues Into Word Gap Thirty million words.

Education Week

For 20 years, a chasm of words has yawned between the children of college-educated professionals and those of high school dropouts, quantifying the academic disadvantage faced by the latter group long before they even start school. That statistic has led to a generation of vocabulary-centered interventions to close achievement gaps, including the federal Race to the Top Early Learning Challenge, the Clinton Foundation's "Too Small to Fail" initiative, and many others.

The "30 million-word" gap is arguably the most famous but least significant part of a landmark study, Meaningful Differences in the Everyday Experiences of Young Children, by the late University of Kansas child psychologists Betty Hart and Todd R. By the Numbers In Meaningful Differences, Ms. Video: A Positive Parent-Child Interaction.

Learning To Learning: 7 Critical Shifts. Learning To Learning: 7 Critical Shifts by TeachThought Staff Guy Claxton is professor of education at Bristol University, and author of Hare Brain, Tortoise Mind How Intelligence Increases When You Think Less (1997).

Learning To Learning: 7 Critical Shifts

Among other concepts, he is interested in how people learn. And so are we, so that’s awfully convenient. Over at teachingexpertise, they recently overviewed Claxton’s work, including four “new Rs”: Inspiring teachers: perspectives and practices - CfBT. Date: 06 September 2014 This study investigates the notion of 'inspiring' teaching.

Inspiring teachers: perspectives and practices - CfBT

Conducted in partnership with researchers from the University of Oxford and the University of Worcester it studies the practice of teachers in CfBT's own schools. The main aim of this research was to provide robust new evidence about both inspiring teachers and inspiring teaching from different perspectives to increase understanding of these widely used but elusive and often poorly defined concepts. The research sought to address the following questions: What do inspiring teachers say about their practice? The project involved 36 teachers from CfBT Schools Trust schools, all nominated by their headteachers as particularly inspiring. Educational Leadership:Motivation Matters:Motivated to Learn: A Conversation with Daniel Pink.

Amy M.

Educational Leadership:Motivation Matters:Motivated to Learn: A Conversation with Daniel Pink

Growth Mindset. Are We Taking Our Students’ Work Seriously Enough? ” credit=”Erin Scott In the course of studying different aspects of children’s environments, Dr. Roger Hart noticed that “a lot of supposedly participatory projects had a distinct air of tokenism.

Children were being put on display, so to speak, as though they were actively participating, but they were not taken seriously.” To get people talking about this issue, Hart, who serves as director of the Children’s Environments Research Group at the City University of New York and helps lead the Article 15 Project, a children’s rights organization, adapted a colleague’s ladder metaphor. He labeled the rungs: 1. 4 Principles Of Student-Centered Learning. 4 Principles Of Student-Centered Learning by TeachThought Staff A Definition of Student-Centered Learning In our view, student-centered learning is a process of learning that puts the needs of the students over the conveniences of planning, policy, and procedure.

Like any phrase, “student-centered learning” is subjective and flexible–and only useful insofar as it ultimately supports the design of learning experiences for students. For example, arguing for a “student-centered approach” to creating curriculum frameworks that center the authentic knowledge needs of each student makes sense, while creating a “student-centered” classroom that gives students little choice in content, voice in product, or a human necessity for creative expression does not. With that in mind, here are 4 principles of student-centered learning to consider as you design curriculum and instruction. Sentis. A Designer's Mindsets, a sketchnote on the design process. Neuromyths. Bigger Gains for Students Who Don’t Get Help Solving Problems.

“Let them eat cake,” said Marie Antoinette. Should teachers, parents, and managers say of the learners in their charge, “Let them struggle”? Allowing learners to struggle will actually help them learn better, according to research on “productive failure” conducted by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur’s investigations find that while the model adopted by many teachers and employers when introducing others to new knowledge—providing lots of structure and guidance early on, until the students or workers show that they can do it on their own—makes intuitive sense, it’s not the best way to promote learning.

Rather, it’s better to let neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start. Meanwhile, a second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor. Related. AM - Study suggests caffeine can boost memory function 13/01/2014. TIM PALMER: If you're feeling in need of another hit of coffee to get you back into the rhythm of the working day, there may be good reason to indulge.

Researchers from the John Hopkins University say ingesting caffeine shortly after learning something can improve how well it's remembered. As if espresso lovers needed to be told, the research has been published in the latest edition of the journal Nature Neuroscience. Reporter Katie Hamann spoke to one of the lead authors, Assistant Professor of neurobiology and behaviour, Michael Yassa, who is explaining the research method. MICHAEL YASSA: We brought them in on the first day and we showed them pictures on a computer screen and we asked them to make a simple decision whether these pictures were indoor pictures or outdoor pictures. It didn't really matter what the picture was or what they said, we just wanted to get them engaged in a task and sort of encode these images.

A Visual Primer On Learning Theory. Theories on how people learn are not new. Piaget, Bruner, Vygotsky, Skinner and others have theorized for years how it is we come to “know” things. Unlike many theories involving physics for example, it is unlikely that a single learning theory is “right,” and will ultimately prove other theories “wrong.” How people learn is complex, and any unifying theory on how it all happens that’s entirely accurate would likely be too vague to be helpful. In that way, each “theory” is more of a way to describe one truth out of many. 4 Traditional Theories Of Learning Of the published research and science, three of the more popular theories in the last fifty years are behaviorism, cognitivism, and constructivism.

Millerg6: Alberta Education is visioning... Diana Laufenberg: How to learn? From mistakes. There’s one key difference between kids who excel at math and those who don’t. “I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Theory & science. 31 Surprising Facts About Learning. 31 Surprising Facts About Learning (That Challenge The Academic Approach) Judy Willis on the Science of Learning.

Science: A New Map of the Human Brain. Tes_SEN : Thought of the day - the future... 4 Ways to Ensure Students Learn While Creating. Can I be that little better at……using cognitive science/psychology/neurology to plan learning? In my last post I talked about how a number of factors throughout an academic year can help inform what you plan, how you plan it, and ultimately why you would plan it that way. Mothers' Daily Person and Process Prais - PubMed Mobile.

Struggle Means Learning: Difference in Eastern and Western Cultures. By Alix Spiegel In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class. “The teacher was trying to teach the class how to draw three-dimensional cubes on paper,” Stigler explains, “and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, ‘Why don’t you go put yours on the board?’ Children are at school to learn, not to behave. The science of learning.

Noam Chomsky Spells Out the Purpose of Education. The 7 Most Powerful Ideas In Learning Available Right Now. Why Teachers Should Be Preparing For A Multi-Screen Classroom.