How to stretch and challenge your students There are two ways to interpret the phrase “stretch and challenge”. On the one hand, it relates to whole-class teaching and the importance of stretching and challenging every pupil’s thinking. On the other, it relates to individuals and the importance of pushing the thinking of the most able pupils. Both interpretations are equally valid and essential components of great teaching. Stretching and challenging all pupils As teachers, we know it is not enough for our pupils to coast through lessons, picking up the minimum they need to get by. Planning When creating your lessons, ask yourself if the content is sufficiently demanding. Ideally, you should be aiming for material that is just beyond the point pupils have already reached – something just at the edge of their capabilities. To judge whether your content is sufficiently challenging, elicit information from your pupils. Do not be averse to plunging your pupils into the realms of uncertainty from time to time. 1. 2. 3. Evaluation
Metacognition: The Gift That Keeps Giving Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. Metacognition in the Brain How to Teach Students to Be More Metacognitive
ProfHacker It’s no secret that around ProfHacker headquarters, we value writing. In fact, we spend a good number of ProfHacker posts devoted to the subject. We write. We write about writing. We teach writing. Let me explain: Last week, I was sitting in the campus Starbucks listening to students. Indeed. The student at Starbucks likes writing songs, but he still has to write that “boring” essay, as there are skills he needs to learn, skills writing that essay will teach him. What kind of fun writing do you do? In case you have missed the other posts in the Writers’ Bootcamp series: [Image by Flickr user Pink Sherbet Photography and used under the Creative Commons license.] Return to Top
How to Stimulate Recall of Prior Learning Infographic Instructional Design Infographics Teacher Infographics Robert Gagné proposed a model of nine events which follow a systematic instructional design process. Each of the nine events of instruction is highlighted in a series of infographics. Via: anethicalisland.files.wordpress.com Embed This Education Infographic on your Site or Blog! <a href=" title="How to Stimulate Recall of Prior Learning Infographic"><img width="800" height="2220" src=" class="attachment-progression-single-uncropped wp-post-image" alt="How-to-Stimulate-Recall-of-Prior-Learning-Infographic"/></a><br/><small>Find more <a href=" title="The No.1 Source for the Best Education Infographics">education infographics</a> on e-Learning Infographics</small>
Le pôle « Psychologie et sciences de l'éducation » | Faculté des Arts, Lettres, Langues, Sciences humaines Présentation Le pôle « psychologie, sciences de l’éducation » est présente sur quatre sites d'Aix-Marseille Université (Schuman, Saint-Charles, Lambesc et l’Arc de Meyran). Il regroupe cinq départements (sciences de l’éducation, psychologie clinique, psychologie cognitive et expérimentale, psychologie développementale et différentielle, psychologie sociale) et six laboratoires ou équipes de recherche (centre de recherche en psychologie de la connaisssance, du langage et des émotions, laboratoire de psychologie cognitive – CNRS, laboratoire de psychologie sociale, laboratoire de psychopathologie clinique; language et subjectivité, équipe de psycholinguistique du laboratoire parole et langage – CNRS, laboratoire apprentissage, didactique, évaluation et formation). Chaque année il accueille plus de 3500 étudiants (2500 en psychologie et un millier en science de l’éducation). Le pôle est géré par un conseil de 32 membres dont 8 représentants des étudiants. Informations
Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. The greatest novels, the greatest plays, the greatest songs and the greatest paintings all explore Essential Questions in some manner. Why do we have to fight wars?
Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Enhancing Student Commitment Explicitly teaching students about neuroplasticity can have a transformative impact in the classroom. Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Strategies for Engagement License to Drive Going BIG Notes
Mindfulness Quiz | Quiz Do you savor life or let everyday stresses control you? In other words, how mindful are you? The practice of mindfulness has been linked to happiness, health, and psychological well-being, but many of us may not know exactly what it is, let alone how to cultivate it. The quiz below draws on a mindfulness scale developed by researchers at La Salle University and Drexel University, led by psychology professor Lee Ann Cardaciotto. Please answer as honestly as possible about how frequently you experienced each of the following 20 statements over the past week. When you’re done, you’ll learn more about what mindfulness is, how much you currently practice it, and how you can promote more of it in your life. Source: Cardaciotto, L., Herbert, J.
A 4-Step Recipe for Maximum eLearner Engagement We’ve all met them. Ask about online courses they’ve taken, and they’ll roll their eyes. Current eLearners are bored and can’t wait for their courses to end. Whoever put together these courses – was it you? In the past, most professionals who designed, taught or coordinated eLearning courses needed to understand how learning occurs and a bit about brain-based learning tips resulting from neuroscience research. For a good result, you need at least four basic ingredients. Step 1: Start with Motivation Your basic premise is that all learning depends on motivation. In designing, teaching or facilitating an online course, remember that learning is really hard work for humans. How do you get learners to have an emotional stake in the learning process? Activating their curiosityEngaging positive feelings linked to past successCreating an expectation on fun from learning a topic Individuals who aren’t motivated learners are the ones who have trouble completing assignments and tests.
Applying the Zone of Proximal Development in the Classroom - What is the zone of proximal development? | HowStuffWorks To apply the concept of the zone of proximal development, teachers instruct in small steps according to the tasks a child is already able to do independently. This strategy is referred to as scaffolding. The teacher should also support and assist the child until he or she can complete all of the steps independently. Before teachers can begin guiding students through the steps necessary to learn a concept, they should get a grasp of how these tasks, referred to as scaffolds, are applicable to everyday life. The teacher then builds on these scaffolds to develop the child's zone of proximal development. Connections between the task being learned and how it's applicable to the skills needed in everyday life might not become apparent immediately; in fact, they might take several lessons to develop. Here's a look at the step-by-step process by which a teacher can apply the zone of proximal development: First, a teacher should identify what a student already knows.
The Best Posts On Metacognition Helping students strengthen their understanding of metacognition — thinking about their thinking — is an important goal of my teaching. And I’ve written a lot about it. I thought it would be helpful to gather all of those posts in one “The Best…” list. Here are My Best Posts On Metacognition: How People Learn:Bridging Research and Practice is a new book from The National Academy Of Sciences and can be read for free online. Do Students Know Enough Smart Learning Strategies? Metacognition and Student Learning is from The Chronicle on Higher Education. Bringing Metacognition into the Classroom is by Lizzie Pinard. The Importance Of Explaining “Why” My top ten learner autonomy and metacognition resources is from Lizzie Pinard. Coming up with explanations helps children develop cause-and-effect thinking skills is a report from Science Daily on a new study. The role of metacognition in language learning is by Lizzie Pinard. Metacognition is from The Center For Teaching. Feedback is welcome. Related