Education, the Brain and Common Core State Standards. Understanding even the basics of how the brain learns -- how people perceive, process and remember information -- can help teachers and students successfully meet the requirements of the Common Core State Standards (CCSS). This initiative aims to establish a relatively standardized knowledge base among all students, alleviating the background knowledge gap.
It's designed to promote critical, divergent thinking, equipping students with information relevant to the real world and the ability to use it. Sounds great. But what does that really mean, in practice, for teachers? How do you teach someone to think critically? Dr. Six Targets in the Brain-Targeted Teaching Model: 1) Emotional Climate, 2) Physical Environment, 3) Designing the Learning Experience, 4) Teaching for Mastery of Content, Skills and Concepts, 5) Teaching for the Extension, 6) Evaluating Learning Teachers get caught up in having to cover a lot of information, especially because we're measured against our students' results.
Summer Reading for Educators: My Favorites. During my years as a high school teacher, summer vacation was often the time to catch up on the reading I didn't have time for during the school year. My reading list frequently featured books unrelated to education, but I always included a book or two related to my teaching, as long as it was both thought provoking and readable. So I want to suggest some books that I think would be good to check out for this summer. These are my picks. For Instructional Inspiration The Dimensions of Engaged Teaching: A Practical Guide for Educators is my pick for summer reading to enhance your instruction. This book is perfect for those of you who, as I do, consider learners' emotions to be one of the priorities in both curriculum and instruction. Cultivating an open heartEngaging the self-observerBeing presentEstablishing respectful boundariesDeveloping emotional capacity Fresh Look at a Critical Subject One Your Students May Be Reading Read The Fifth Wave by Rick Yancey!
To See the Big Picture. Pierre Boulet - Google+ - Retour d'expérience positif sur comment attirer plus de… Ensemble Computing Portal : Connecting Computing Educators | Pierre Boulet - Google+ - L'ACM a mis à jour son système de classification des… Tackling the tech gender gap by teaching girls to code. Computer programming seemed like alphabet soup to Keautishay Young when she was a freshman. But after four years at Chicago Tech Academy, she can rattle off half a dozen programming languages she’s comfortable working in.
“We learned HTML, CSS, C-Sharp, C++,” Young said. “We learned a little bit of Java, HTML5 and CSS3.” (Chicago Tech Academy) Diamond Adell and Keautishay Young work on a project at Chicago Tech Academy, a charter school that teaches students computer programming. At the charter school on the southwest side, teens aren’t just using computers to browse Facebook. “It’s very confusing when you first start because you don’t know what it is,” Young said. Chicago Tech Academy is pretty evenly split between male and female students. When Young leaves high school, she may be in for a shock.The gender gap in tech majors and careers is extreme. And even though women make up more than half of the workforce, they only hold about a quarter of the technology jobs.
Grad Students' Work Is Better When Teaching and Research Are Part of Mix. Released:8/17/2011 12:00 AM EDTEmbargo expired: 8/18/2011 2:00 PM EDT Source Newsroom: University of Virginia Newswise — AUG. 18, 2011 CHARLOTTESVILLE, VA. --- It would seem a no-brainer that graduate students would develop better research skills if they could spend more time conducting research and avoid teaching obligations. But that's not the case, according to a University of Virginia study, whose findings will be published Aug. 19 in the journal Science.
According to David Feldon, assistant professor at U.Va.'s Curry School of Education and lead investigator on the study, graduate students in the sciences, technology, engineering and mathematics, or STEM fields, who both teach and conduct research, demonstrate greater growth over an academic year in their abilities to generate testable hypotheses and design experiments around those hypotheses than do grad students who only conduct research. This was good news to Feldon. The first, Feldon said, is that practice makes you better. Innovation in the Classroom | Careers. By MIT News Office September 21, 2012 Comments For all the innovations that come out of MIT's labs, a symposium held on Friday (Sept. 21) underscored the many ways in which the Institute is pursuing innovations in the classroom as well. Perhaps the best-known of these efforts, the online-learning initiative edX, was spearheaded by MIT President L.
Rafael Reif during his tenure as provost, and formed a significant focal point of the event, "The Future of Education," held before an audience of several hundred in MIT's Kresge Auditorium. But it was hardly the only topic discussed: More than a dozen MIT speakers on three panels talked about additional ways to integrate technology into the classroom; the value of giving students hands-on research experience, including projects that take them overseas; and the benefits of student collaboration, among other topics.
When MIT launched MITx, the predecessor to edX, Agarwal said, "We had absolutely no idea what was going to work or not work. " Pedagogeeks.