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Critical Thinking. The Surprising Truth About Learning in Schools | Will Richardson | TEDxWestVancouverED. 12 Strategies For Creating An Atmosphere Of Problem-Solving In Your Classroom - 26 Sentence Stems For Higher-Level Discussion In The Classroom. 26 Sentence Stems For Higher-Level Conversation In The Classroom by Terry Heick Note: You can purchase a similar, classroom-ready version of these stems on printable cards, if you find that useful. Meaningful conversation can make learning more personal, immediate, and emotional. During meaningful conversations, students are forced to be accountable for their positions, to listen, to analyze opposing perspectives, and to adapt their thinking on the fly. There are many popular strategies for these kinds of conversations, each with slightly unique rules and applications.

Among them are Socrative Discussions, Accountable Talks, Debate, and Literature Circles. It is sometimes argued that these kinds of conversations favor students that are confident expressing themselves verbally, and that’s hard to argue. If you have any useful conversation stems, let us know in the comments so we can update the list! 26 Sentence Stems For Meaningful Conversation In The Classroom Clarifying Paraphrasing Agreeing. Creating Students That Solve Problems. Can we have an honest conversation about phones in the classroom? - A.J. JULIANI. I get to visit a lot of schools around the country, and I’ll admit that when I see signs like the one below, I often cringe. It’s not the sign’s fault, but I can’t help but think what kind of message this sends to our students. We don’t have these types of signs for anything else outside most classrooms. There aren’t many signs saying “no drugs in this classroom” or “no weapons in this classroom” or “no cursing in this classroom” (I’m sure some of these exist).

The pervasiveness of these types of signs speaks to a varying difference in opinion between educators everywhere. We all agree on most of the “things” that aren’t allowed in school and our classrooms. Yet, cell phones tend to bring out a strong opinion on either side, without much focus on the gray. The Argument Against Cell Phones I was looking up resources and articles on this topic as I was writing this article. While some of these reasons may seem ridiculous to those of you reading this article.

The Argument for Cell Phones.


Are You Teaching Content Or Teaching Thought? - Are You Teaching Content, Or Teaching Thought? By Terry Heick Thinking is troublesome. For one, it is an intimate act splicing time and space. It is done right here, but it spans moments in the pasts and reaches out uncertainly towards moments in the future. It also resists uniformity (and education loves uniformity). And whether it knows it or not, education has a thinking problem. The Nature Of Thinking Part of it is due to thinking’s oily skin. What does it mean to understand, show curiosity, or think? Priority. One common response is to choose a handful of actions that indicate thinking–“power verbs”–that we hang on the wall. But in this circumstance is thinking useful, or critical? Shouldn’t a school fail to function without urgent and divergent thinking? If our job is to teach skills, facts, and concepts–crystallized intelligence–then thinking is simply a tool, and our curriculum is content.

So, which is it? If Curriculum Is Content We align everything in pursuit of that goal. New Pedagogies for Deep Learning - The Learning Exchange. Rick Wormeli: The Right Way to Do Redos. Adapted from Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli. Copyright © 2006, Stenhouse Publishers. All rights reserved. Used with permission. By Rick Wormeli In a successfully differentiated class, we often allow students to redo work and assessments for full credit. All Redone Work Is Done at Teacher Discretion Redoing work is not to be taken for granted. If I get a hint that the student has “blown off” a four-week project until the last three days, or boasted to classmates that he or she will just take the test the first time as an advance preview and then really study for it next week because, “Mr.

I use the word often here because one, universal, always-respond-this-way declaration is inappropriate in many grading and teaching situations. If it’s a character issue, such as integrity, self-discipline, maturity, and honesty, the greater gift may be to deny the redo option. How We Would Want to Be Treated as Adults Redos and Grades. Cognitive Load Theory and Why Students Are Answer-Obsessed – Teaching With Problems. It’s true: math education doesn’t give a ton of attention to Sweller and cognitive load theory.

Math education researchers who are aware of Sweller are most familiar with his attack on problem-based, experiential, discovery and constructivist learning (“An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential and Inquiry-Based Learning“). As Raymond mentioned on twitter, those within math education who are likely to recognize Sweller are equally likely to dismiss him and his work. Part of this, I think, has to do with focusing on the wrong aspects of Sweller’s work. Ask 100 people what the key idea of Sweller’s work is, and I bet 99 would say: it’s easy to overload the working memory of students. The last 1 person out of the 100 is me.

(“Answer-getting” mode also has to do with expectations that students have about math class and the sorts of activities they think are valued in mathematics. Sweller’s early work was with number puzzles. Like this: 6 Powerful Learning Strategies You MUST Share with Students | Cult of Pedagogy. How Giving Students Choice During the Day Can Create Unstoppable Learning | MindShift | KQED News. By Maricela Montoy-Wilson A version of this post originally ran on the Teaching Channel’s Tcher’s Voice blog. I came back from my morning run completely energized. I took my headphones out and continued to puzzle over Sugata Mitra’s compelling segment on the TED Radio Hour of “Unstoppable Learning,” which suggested that in many ways, teachers are getting in the way of learning.

A tough pill for me – a teacher of seven years – to swallow. I scrawled some thoughts in my journal: “Students in pursuit of learning,” “fostering curiosity,” “CHOICE,” “unstoppable learning,” and grinned as I imagined what this transformation could look like in my classroom. In the past, when I made space for “choice time,” I put options on the board and students got to choose, but not this time. But I think I can do even better. Most teachers, like me, feel jam-packed in their days.

Inspiration Time has given my students a designated time to reflect and consider where they have gaps in their learning. 8 Strategies To Make Lasting Change In The Way You Teach. 8 Strategies To Make Lasting Change In The Way You Teach by TeachThought Staff You’ve likely read about something recently that caught your eye. Game-Based Learning. A new app. A comprehensive literacy strategy. And that recognition was probably followed up by something else–a tweet with a link to a YouTube channel that blew you away.

While there are many new ways to learn in our digital age, encountering new ideas is different than internalizing that thinking and working to integrate it meaningfully. 1. Don’t reinvent everything you do, even if that new “thing” you’ve found suggests to do exactly that. 2. Within reason. 3. With new changes, adjustments need to be made. 4. Reflect on what you learned, reflect after further reading, reflect after discussing it with students or colleagues, then reflect after giving it a try. 5. 6. They’ll let you know how you’re doing, and how any changes to your teaching are “going.” 7. One change to your craft of teaching will undoubtedly lead to another.

The Padagogy Wheel – It’s Not About The Apps, It’s About The Pedagogy - TeachThought PD. 30 Habits Of Highly Effective Teachers. Editor’s Note: We often look at the qualities and characteristics of good teaching and learning, including the recent following pieces: How A Good Teacher Becomes Great What You Owe Your Students Ten Secrets To Surviving As A Teacher The Characteristics Of A Highly Effective Learning Environment How To Be A Mediocre Teacher 25 Things Successful Teachers Do Differently by Julie DuNeen, Sketch Note Via Janet Hamilton If you ask a student what makes him or her successful in school, you probably won’t hear about some fantastic new book or video lecture series.

What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject. Are teachers reaching their students? 1. How do you know if you are driving the right way when you are traveling somewhere new? 2. We can’t all be blessed with “epic” workdays all the time. 3. 4. 5. 6. This concept is similar for parents as well. 7. 8. 9. 10. 11. 12. 13. 14. The Teacher's Guide To Flipped Classrooms. Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It’s been one of the hottest topics in education for several years running and doesn’t seem to be losing steam. Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos.

They had a lot of students that regularly missed class and saw an opportunity to make sure that missing class didn’t mean missing out on the lessons. Once students had the option of reviewing the lessons at home, the teachers quickly realized the shift opened up additional time in class for more productive, interactive activities than the lectures they’d been giving. And voila: a movement began. A 2014 survey from the Flipped Learning network found that 78% of teachers said they’d flipped a lesson, and 96% of those that tried it said they’d recommend it. What is a flipped classroom? 1. 2. 3. 1.

Student Engagement

A Comprehensive List of Apps and Tools to Flip your Classroom. For those of you intent on employing the flipped learning model in their instruction, we have curated a set of important web tools to help you create the appropriate flipped classroom environment for your students. Check them out below and as always let us know what you think of them.

Enjoy 1- Explain Everything Explain Everything is an easy-to-use design tool that lets you annotate, animate, and narrate explanations and presentations. You can create dynamic interactive lessons, activities, assessments, and tutorials using Explain Everything's flexible and integrated design. 2- Knowmia Knowmia is a great website that offers thousands of video lessons from great teachers around the world. It is also a platofrm where teachers can use simple and easy tools to create and personalize short video lessons for students of their own school. These video lessons are made instantly available on Knowmia along with other lessons from all over the web and anyone can view and access them. Pedagogy and Student Behaviours #GreatTeaching.

Every year should be a year of great teaching. Naming it as such is one thing but actually achieving it is another. A teacher needs to have a clear idea of what great teaching is and then determine their next step towards it. Crossing Thresholds – Pedagogy In the Year of Great Teaching post I shared my schema for great teaching. In this post I want to look at the threshold for good and then great teaching, learning and student outcomes and how we might cross the pedagogy and behaviour thresholds.

Are you ready to abandon ineffective practice and the search for silver bullets? The answer to this might seem pretty obvious but teachers and school leaders too often chase the “next great thing” with little evidence it actually works. We already have plenty of evidence of which teaching and learning strategies are most likely to be effective. The Education Endowment Toolkit and the work of John Hattie are both great starting points, to help make decisions about potential teaching approaches. 4 Amazingly Easy Steps to Engage Learners: Infographic.

Classroom Management and the Flipped Class. Editor's Note:This post was co-authored by Aaron Sams, CEO of Sams Learning Designs, LLC and founding member of the Flipped Learning Network. Let's face it. We teachers spend far too much time and energy trying to keep students quiet so that they can listen to us. We have taken countless courses and workshops on classroom management in our careers, and it seems that the underpinning goal of classroom management is for teachers to keep kids quiet so that they can learn. Is there a better way to think about classroom management? What if the goal of class was for the students to actively engage in the content and participate in tangible ways in the learning process? Our experience before we flipped our class was that we spent the majority of class time at the front of the room. Noise Is Good As we pioneered the flipped class, we got away from the front of the room and got a whole different perspective on what classroom management could look like. 4 New Management Issues Who Gets My Time?

Skype in the Classroom - Skype in the classroom. Creating the Conditions for Student Motivation. Editor's Note: This piece was adapted from Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond by Larry Ferlazzo, available March 21, 2015 from Routledge. There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation. (former U.S. Secretary of Education Terrel Bell) When students feel more motivated to learn, they perform better academically (PDF, 253KB), improve classroom behavior, and gain a higher sense of self-esteem. How can we respond effectively to this motivation crisis?

Conditions for Growth One way to is to "double-down" on the common belief in the power of extrinsic motivation -- bonuses, points, stars, etc. -- and its equivalents in the punishment arena. I'd offer a different perspective, one best characterized by Sir Ken Robinson, author and speaker on education issues, who has said: Intrinsic Motivation. How To Use A Rubric Without Stifling Creativity. How To Use A Rubric Without Stifling Creativity by Grant Wiggins, Ph.D, Authentic Education It was not that long ago when I did a workshop where the staff from the Dodge Foundation (who were funding my work at the time) took me aside at the break because they were concerned with my constant use of a term that they had never heard of – rubric.

Those of us promoting their use over the past 20 years can now smile and take satisfaction in the fact that the term is now familiar and the use of rubrics is commonplace world-wide. Alas, as I wrote in my last post, as with other good ideas, there has been some stupidification of this tool. Consider how a valid rubric is born. Cast as a process, the rubric is not the first thing generated, therefore; it is one of the last things generated in the original anchoring process. Huh? No, not in the first assessment. Once we have the rubrics, of course, we can use them in future assessments of the same or similar performance. 5. 3. Say What? 5 Ways to Get Students to Listen. Ah, listening, the neglected literacy skill. I know when I was a high school English teacher this was not necessarily a primary focus; I was too busy honing the more measurable literacy skills -- reading, writing, and speaking. But when we think about career and college readiness, listening skills are just as important.

This is evidenced by the listening standards found in the Common Core and also the integral role listening plays in collaboration and communication, two of the four Cs of 21st century learning. So how do we help kids become better listeners? Strategy #1: Say it Once Repeating ourselves in the classroom will produce lazy listening in our students. Of course you don't want to leave distracted students in the dust so for those few who forgot to listen, you can advise them to, "ask three, then ask me. " Strategy #2: Turn and Talk One way to inspire active listening in your students is to give them a listening task. Strategy #3: Student Hand Signals Motivating Words. 20% Time In My Classroom. Learning from mistakes.