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How to Effectively Develop Social-Emotional and Reflection Skills The most important part of any social-emotional learning (SEL) or social-emotional character development curriculum (SECD) is skill development. But the formal lessons only serve to introduce the skills. Whether or not the skills are learned and generalized depends on the pedagogical procedure used. Here are some tips for building any SEL skill in effective ways: Introduce the skill and/or concept and provide motivation for learning; discuss when the skill will and will not be useful. We have found great benefit in concluding each SECD topic or set of related lessons with a Reflective Summary. "Ask students to reflect on the question, 'What did you learn from today's lesson/activity?' Please share your ideas for reinforcing skills development and generalization, and helping students summarize what they have learned from your SECD-related instruction. [Dr. see more see less

Du labo à l'école : Sciences cognitives et apprentissage Les sciences cognitives vont-elles changer l'école ? Peuvent-elles permettre de définir des méthodes d'apprentissages scientifiques pour faire mieux apprendre les enfants ? Chargée de mission à La main à la pâte et membre associée à l'Institut Nicod, Elena Pasquinelli est particulièrement bien armée pour répondre à ces questions. Elle le fait dans un gros livre qui se dévore au cours d'un récit enlevé, bourré d'anecdotes mais aussi de réponses aux questions que les enseignants se posent. L'ouvrage éclaire les apports des sciences cognitives sur les capacités des enfants. Il offre un véritable "kit de démarrage" qui apporte aux enseignants et aux parents des réponses précises aux observations qu'ils peuvent faire. Mais l'ouvrage va plus loin. Loin des nombreux neuromythes qui circulent, Elena Pasquinelli montre le chemin ambitieux d'une véritable prise en compte des découvertes des neurosciences en éducation. E. Votre ouvrage porte sur l'éducation aux sciences. Il y a deux raisons.

Bjork Learning and Forgetting Lab - Research Applying Cognitive Psychology to Enhance Educational Practice The primary goal of this research, which is funded by the James S. McDonnell foundation, is to promote learning and memory performance within educational contexts through the investigation of principles in cognitive psychology. Studies address issues of transfer-appropriate and material-appropriate processing between encoding and retrieval. Applying tests in order to enhance learning and determining the desirable amount and timing of feedback regarding an individual's memory performance are methods that are currently under investigation. The overlying theme of "desirable difficulties," first introduced by Robert Bjork (1994), is also explored through manipulations in the spacing of learning events and the study schedule produced by interleaving various to-be-learned items, such as English-Swahili translated word pairs or prose materials. I. In recent years, we have explored this phenomenon in a variety of ways. II. R. III. V.

Colored Overlays for Irlen Syndrome – Do They Work? (My Personal Story) Yesterday a story appeared in Reuters discussing a new study arguing that special colored overlays used by children with Irlen Syndrome may not provide immediate improvement in reading skills. If you are not familiar with Irlen Syndrome, it is a problem with the brain’s ability to process visual information. It can affect academic and work performance, behavior, attention, the ability to sit still and concentration. According to Dr. • Print looks different • Environment looks different • Slow or inefficient reading • Poor comprehension • Eye strain • Fatigue • Headaches • Difficulty with math computation • Difficulty copying • Difficulty reading music • Poor sports performance • Poor depth-perception • Low motivation • Low self-esteem Some symptoms include: Light sensitivity Reading problems Discomfort Writing problems Depth perception issues You can read more about it on The Irlen Method website. My overlays were an added level of support. She was the one who first suggested Dr.

De nouveaux espaces pour la recherche en éducation — LéA Les LéA ont été définis dans le programme scientifique de l’IFÉ comme des lieux à enjeux d’éducation, rassemblant un questionnement des acteurs, l’implication d’une équipe de recherche, le soutien du pilotage de l’établissement, et la construction conjointe d’un projet dans la durée. Il s’agit de considérer l’éducation comme un fait social total et de fonder des recherches en éducation sur l’action conjointe entre chercheurs et acteurs du terrain. Le dispositif LéA vise également la diffusion des savoirs et des résultats issus de ces recherches et leur mise à disposition en formation initiale et continue des professeurs, des éducateurs et des chercheurs. Les projets de LéA bénéficient d’une organisation en réseau et d’un dispositif d’accompagnement (équipes de l’IFÉ, environnement numérique, outils de production et de partage…). Ce site institutionnel présente les grandes lignes du dispositif et le réseau des LéA. Read the English Presentation (PDF)

A Window into the classroom Dirk Van Dammeby Division Head, Innovation and Measuring Progress (IMEP) and Head of Centre for Educational Research and Innovation (CERI) An excellent teacher is what makes students learn and succeed in school. Everything else – standards, curricula, assessments, resources, school leadership – come second. Yet, what do we actually know about what teachers are doing? Classrooms seem to be the ‘black boxes’ of the education system. In collaboration with the TALIS programme and as part of its Innovative Teaching for Effective Learning project the OECD’s Centre for Educational Research and Innovation (CERI) has just released a research report which delves deeper in the TALIS data on teaching practices in classrooms and schools. The scientific and policy implications of this research are huge. Links:Centre for Educational Research and Innovation (CERI) ActivitiesOECD Teaching and Learning International Survey (TALIS)Teaching in Focus Briefs

Researchers debate gaming’s effects on the brain Bavelier and Green also wrote there’s no black-and-white answer to the question of whether video games improve cognitive function because there are millions of games and hundreds of genres that can be played on various devices including computers, consoles, and cell phones. “Simply put, if one wants to know what the effects of video games are, the devil is in the details,” they wrote. Two more scientists questioned by the journal also cited studies showing positive results. Two others wrote that effects on the brain and behavior are “uncertain” and that studies have not generally showing gaming enhances higher level reasoning. Duke University cognitive neuroscientist Marty Woldorff said he falls in the middle between Boot and Bavelier. “The jury is still out,” Woldorff said. See also:The Science of Learning: How current brain research can improve educationCan gaming change education?

Professionnels et chercheurs : partageons les savoirs! - Les LéA (lieux d'éducation associés) Le LéA selon le lycée Germaine Tillion de Sain-Bel Une opportunité de rencontre et de collaboration entre les chercheurs et les praticiens Le projet d'établissement 2012-2015 du lycée Germaine Tillion pointe un enjeu majeur : dans un lycée à fort potentiel de réussite scolaire, comment travailler avec un nombre grandissant d'élèves en difficulté afin qu'ils ne se laissent pas décourager par la réussite des autres ? Le partenariat avec l'IFÉ peut permettre aux acteurs du lycée d'expérimenter des solutions nouvelles, accompagnés par des spécialistes de l'éducation, mais aussi de développer une réflexion sur leurs pratiques professionnelles et de bénéficier d'un transfert de compétences dont ils pourront être ensuite les vecteurs au sein du lycée. Les conditions dans l'établissement sont favorables : les hasards des mutations ont réuni dans une enseignante à mi-temps à l'IFÉ, et un proviseur adjoint, qui a étudié le dispositif des enseignants associés de l'INRP. En savoir plus :

cancres.com 7 Tips To Help You Focus In Age of Distraction: Are You Content Fried! Mindmap by Jane Genovese This morning I learned a new word for information overload – “content fried” from a colleague at the Packard Foundation. It resonated. We have so much content in our professional lives. Then there’s the whole other world of organizational content that you need to consume or create to get stuff done! For those of us who work on social media and networks, “content fried” is an occupational hazard. I’m finding that my learning and online work is a fast forward, swimming in the stream experience. Howard Rheingold calls this process managing your attention or “Infoattention” and it is what he has been teaching in his courses. I decided to spend a little bit time reflecting on the diagram and pull out some tips for re-learning focus: 1.) 2.) 3.) 4.) 5.) 6.) 7.) What are your tips to help you focus in an age of distraction?

Professionnels et chercheurs : partageons les savoirs! - Le réseau de recherche Opéen&ReForm Qui sommes-nous? Le réseau de recherche Opéen&ReForm (Observation des pratiques éducatives et enseignantes, de la Recherche à la Formation) mis en place en janvier 2012 sous la tutelle principale de l'Université de Nantes comprenant 18 laboratoires répartis entre la France, le Canada (Université de Sherbrooke), la Belgique (Université Libre de Bruxelles) et l'Italie (Université de Macérata). Cette démarche s'inscrit dans le prolongement de programmes de recherches antérieurs et dans une approche renouvelée de l'analyse des pratiques. Les objectifs du réseau Faire le lien et organiser des travaux de la recherche en sciences de l'éducation, en psychologie, en didactiques disciplinaires et en linguistique principalement, avec une approche focalisée sur les pratiques des enseignants et des formateurs.Mettre à la disposition des enseignants et des formateurs des ressources produites par la recherche au service de leur formation et de leur développement professionnel.

Eide Neurolearning Blog Study Reveals Brain Biology Behind Self-Control Published Online: September 20, 2011 Published in Print: September 21, 2011, as Study Reveals Brain Biology of Self-Control Eleven-year-olds Alaney Ocasio, left, and Nirisi Lopez give in to their impulse to eat marshmallows after a mini-lesson on self-control at the KIPP Academy Middle School in New York City. —Emile Wamsteker for Education Week A new neuroscience twist on a classic psychology study offers some clues to what makes one student able to buckle down for hours of homework before a test while his classmates party. The study , published in this month’s edition of Proceedings of the National Academy of Science, suggests environmental cues may “hijack” the brain’s mechanisms of self-control in some people and some circumstances. The findings add to a growing body of research suggesting that a student’s ability to delay gratification can be as important to academic success as his or her intelligence—and that educators may soon know how to teach it. The studies by Mr. Ms. Mr. Ms.

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