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Education Endowment Foundation

Education Endowment Foundation

https://educationendowmentfoundation.org.uk/

Related:  InnovaciónEnseigner mieux : explicite, mémoire, attention...Evidence Based Teachinggbgeorgie

Educar mentes curiosas: la formación del pensamiento científico y tecnológico en la infancia Educar mentes curiosas: la formación del pensamiento científico y tecnológico en la infancia 19 de agosto de 2016 Documento básico del XI Foro Lationamericano de Educación realizado por Melina Furman. El próximo martes 23 de agosto, se efectuará el XI Foro Lationamericano de Educación, titulado "La construcción del pensamiento científico y tecnológico en los niños de 3 a 8 años" en el auditorio de la Fundación Santillana de Argentina (Av. Deconstructing Constructivism: A Widely Misunderstood and Misapplied Theory of Learning – Mr. G Mpls When I completed my teacher licensure coursework only a few years back, I would have characterized myself as a die-hard believer in John Dewey, Alfie Kohn, flexible seating and student-centered learning. I believed children learned best by doing, that teacher-talk should be limited in a “readers/writers/math workshop,” and that group work and personalized technology were the future of education. I didn’t realize it at the time – probably because my teaching philosophy was identical to much of my cohort – but I was unwittingly indoctrinated in the educational progressive’s interpretation of constructivism. I assumed what I was being taught in teacher training was best practice, until I started reading books that were not on any of my syllabi. I was able to gain some perspective and insight into the history of this philosophy of teaching after reading Education is Upside-Down by Eric Kalenze. In this piece I will outline three cracks in constructivism.

De « l’evidence-based practices » aux « practice-based evidences » : et si les chercheurs anglo-saxons nourrissaient des débats éducatifs féconds en France ? Quels sont les savoirs robustes dont on dispose, sur les paramètres qui influent sur la réussite des élèves, et notamment les plus éloignés de la culture scolaire ? La volonté et le pouvoir d’action des acteurs sont indispensables à la réussite d’une réformePour résoudre un problème, il faut analyser précisément et complètement le problème à résoudre avant de se lancer dans un changement de programmeBien sûr il faut avoir des données précises sur les connaissances des élèves, mais aussi passer du temps à comprendre les causes des difficultés qu’ils rencontrent pour apprendre, afin d’organiser l’enseignement en conséquence. Depuis quelques décennies, on a vu fleurir l’ambition de développer des « pratiques fondées sur des preuves » (evidence-based practices), sur la base d’un modèle médical : si un essai sur le terrain produit une taille d'effet significative, cela signifie que l'intervention devait fonctionner pour d’autres situations. Laissons la parole à A. Bryk dans sa conclusion :

Why schools should teach children how to lie Should we teach children to lie? At first glance, the answer seems very obvious: no. Apart from anything else, children don’t really need any encouragement to lie – they learn to do so from as young as 3 years old, when they first realise that other people are not mind readers. “Lying begins [when] children understand that they can create a false belief in someone else’s mind,” according to Dr Hannah Cassidy, a senior lecturer in forensic psychology at the University of Brighton and an expert in deception. “El cambio engendra cambio y lo acelera” Líder nato Fue el artífice de la campaña que llevó a Obama a la Casa Blanca y se convirtió en el adjunto al presidente; pero siguió su camino, un camino obstinado en conseguir que todo individuo acceda a su grandeza y la comparta, donde la empatía en acción sea la moneda de cambio. Ashoka, la oenegé de emprendedores sociales globales, es hoy su instrumento para pasar de una sociedad jerarquizada y obsoleta a una sociedad de colaboradores que quiere construir un mundo más sano, justo y creativo. Sus discursos en los grandes foros mundiales sobre innovación y emprendimiento social tienen grandes audiencias.

The five forms of feedback I give to teachers most often… In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts. I see lots of superb teachers and lots of great lessons. Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and time again. Here are the main things I find I say most often under the heading of ‘even better if’: – now updated to include youtube clips where I explain each one. Behaviour: Be more assertive; establish what you want to establish Where lessons do not have impeccable behaviour, most of the time (not all of the time) I find it is because the teacher falls short of absolutely insisting that students meet the standards they would like.

Vers une éducation fondée sur des preuves Actualisé le 8 janvier 2019. L'éducation fondée sur des preuves est un courant visant à fonder les pratiques éducatives sur des preuves (ou au moins des éléments de preuve) scientifiques de leur efficacité. L'expression "éducation fondée sur des preuves" vient de l'anglais "evidence-based education". CPD: staff training sessions break rules of good teaching You’d assume that one thing teachers would be good at, as professionals in the field of education, is running training sessions for their colleagues. But, if you’ve recently been through a school Inset day, you’ll know that this isn’t always the case. What happens to all the good practice we demand for our students when we have to teach the staff?

Enseñanza: La educación que necesitamos El debate sobre la enseñanza en España no se adentra en la cuestión fundamental: ¿para qué educar? Los informes PISA no ayudan para responder a esta cuestión. La educación es mucho más que instrucción y aprendizaje de destrezas para el ejercicio de una profesión. La obsesión por reorientar la enseñanza desde los requerimientos del mercado laboral y el dominio de las nuevas tecnologías conlleva una amputación fortísima del derecho de aprender a cultivar todas las dimensiones del ser humano desde la infancia.

Five Essential Article Reads for Teachers Below I’ve listed and briefly summarized five articles that, I believe, should be required reading for all teachers. I do not choose the articles lightly and, by no means, is this a comprehensive list. There certainly are other fantastic articles that should be read. Ultimately, I chose these five articles for the following reasons: -They strike at the heart of improving learning. -They are widely applicable across many grade levels, ability levels, and subject areas.

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