Strategy List: 35 Dimensions of Critical Thought S-1 Thinking Independently Principle: Critical thinking is independent thinking, thinking for oneself. Many of our beliefs are acquired at an early age, when we have a strong tendency to form beliefs for irrational reasons (because we want to believe, because we are praised or rewarded for believing). Critical thinkers use critical skills and insights to reveal and reject beliefs that are irrational. In forming new beliefs, critical thinkers do not passively accept the beliefs of others; rather, they try to figure things out for themselves, reject unjustified authorities, and recognize the contributions of genuine authorities. If they find that a set of categories or distinctions is more appropriate than that used by another, they will use it. Independent thinkers strive to incorporate all known relevant knowledge and insight into their thought and behavior. S-2 Developing Insight Into Egocentricity or Sociocentricity S-3 Exercising Fairmindedness S-6 Developing Intellectual Courage
Game-Based Learning Units for the Everyday Teacher Game-based learning (GBL) is getting a lot press. It is an innovative practice that is working to engage kids in learning important 21st century skills and content. Dr. Judy Willis in a previous post wrote about the neurological benefits and rationale around using games for learning. Myths About Game-Based Learning First, let's clarify a couple things. Gee refers to teachers as "learning designers," and I couldn't agree more. Inspired by the work I've seen, here is an overview of components and structure for the everyday teacher to implement game-based learning Overall Structure: Individual Quests and Boss Levels A game-based learning unit should consist of both smaller quests and more robust boss levels. Boss levels are more rigorous missions that require students to synthesize the content and skills learned in the quests. Overall Theme You may have already noticed that all the quests are related under a thematic idea of question. Need to Know Incentives Avatar
Accommodations and Modifications Accommodations, modifications, and alternative assessments may be necessary for a special needs child to succeed while working on materials for learning. A student who cannot read nor write at grade level may be able to understand and participate in discussions about material that is read aloud and taught at the child's age-appropriate level. A child who cannot recall basic number facts may be able to do grade-appropriate problems using a calculator or working with number facts chart. A student with cerebral palsy may be able to take part in modified physical education with special equipment and carefully chosen exercises. The terms accommodations and modification are frequently used interchangeably, but they are not identical in their effect on teaching and learning. Because IDEA is a federal law, it primarily guarantees an appropriate, free, public education. Accommodations offer alternative ways for students to acquire information or share what they have learned with you.
Using Positive Student Engagement to Increase Student Achievement Teachers and school-based administrators alike have searched to find ways to increase student achievement in their schools. Several widely known and discussed strategies include using data to drive instruction, employing highly qualified teachers, and improving school leadership. Additionally, positive student engagement in the classroom is another compelling factor—but not as widely discussed—that research has reported to be critical in enhancing student achievement (Akey, 2006; Heller, Calderon, & Medrich, 2003; Garcia-Reid, Reid, & Peterson, 2005). Positive student engagement is not an easy term to define, yet we know it when we see it. Students are engaged when they “devote substantial time and effort to a task, when they care about the quality of their work, and when they commit themselves because the work seems to have significance beyond its personal instrumental value” (Newmann, 1986, p. 242). Engaged students also are more likely to perform well academically. Conclusion
26 Keys to Student Engagement My Joyful Jubilant Learning, colleague, David Zinger recently started an Employee Engagement alphabet. Engagement is such a hot topic in education, I thought this was a great idea for educators to follow the lead. So, here it goes: 26 Keys to Student Engagement. Authenticity: We hear it all the time, "Why do we need to know this stuff? When will I ever use this?" There is no doubt that successful learning is directly related to its relevance, purpose and authenticity. Brain: The brain is intimately involved in and connected with everything educators and students do at school. Collaborative: Collaborating with others in solving problems or mastering difficult materials prepares students to deal with the messy, unscripted problems they will encounter in life. Disengagement: Students are sometimes labeled as lazy, unmotivated, off-task, and disrespectful. Feedback: Feedback is a powerful force. Motivation Motivation is essential to learning at all ages. Teacher (as student). You.
Six Strategies for Differentiated Instruction in Project-Based Learning Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom. We all need to try out specific ideas and strategies to get our brains working in a different context. 1. We all know that heterogeneous grouping works, but sometimes homogenous grouping can be an effective way to differentiate in a project. 2. Reflection is an essential component of PBL. 3. This is probably one of my favorites. 4. Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time. 5. 6.
Increase Student Engagement by Getting Rid of Textbooks Editor's Note: Today's guest blogger is Shelly Blake-Plock a high school classroom teacher from Maryland, who blogs at teachpaperless.com. Drool in the textbook. That's one of my most lasting impressions of high school. And these days -- as a history teacher and as a foreign language teacher -- that's one of the memories I'd rather not impart to my students. It's not that textbooks in and of themselves are in toto 'bad' or 'good'. But not this year. In fact, I've spent the last three years shedding textbooks from my classes. And guess what? Take that Latin text. Medium does matter. As a teacher, I'd say that the best things textbooks do are a) make my life easier by supplying me with reading passages, questions, and projects for the kids to do, b) organize the class material in such a way that we can stay on a steady course, and c) make it easy for colleagues and I teaching the same classes to "keep on the same page," so to speak. As for "keeping on the same page"...
Response: Several Ways To Help Students Become Better Listeners - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2011/08/response_several_ways_to_help_students_become_better_listeners.html ) = NO Internal request ( 94.23.9.226 ) = NO Open House ( 2014-04-14 09:19:08 ) = NO Site Licence : ( 94.23.9.226 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( c59a70f1-9618-7c6a-f057-612875f0e3ea : 3 / 3 ) = NO 0: /edweek/DigitalEducation/2012/09/start_a_computer_programming_c.html 1: /ew/articles/2012/02/24/22resources_ep.h31.html Access denied ( -1 ) = NO
"Of pedantry" by Michel de Montaigne I was often, when a boy, wonderfully concerned to see, in the Italian farces, a pedant always brought in for the fool of the play, and that the title of Magister was in no greater reverence amongst us: for being delivered up to their tuition, what could I do less than be jealous of their honour and reputation? I sought indeed to excuse them by the natural incompatibility betwixt the vulgar sort and men of a finer thread, both in judgment and knowledge, forasmuch as they go a quite contrary way to one another: but in this, the thing I most stumbled at was, that the finest gentlemen were those who most despised them; witness our famous poet Du Bellay — Mais je hay par sur tout un scavoir pedantesque. [“Of all things I hate pedantic learning.” — Du Bellay] And ‘twas so in former times; for Plutarch says that Greek and Scholar were terms of reproach and contempt amongst the Romans. Magis magnos clericos non sunt magis magnos sapientes. Odi ignava opera, philosopha sententia. Whence Ennius: