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50 Alternatives To Lecturing

50 Alternatives To Lecturing
by TeachThought Staff As teachers, when we lecture, we have the best of intentions. We have a concept we want the class to understand, so we stand and explain it to them. We give them background. Offer details. Anticipate and pre-empt common misconceptions. So explaining things isn’t ‘bad,’ so how about beginning with some clarification. Everyone loves a story, and unless you’re awful, your students probably like you and want to hear from you. Or in a ‘flipped classroom’ setting where the ‘lecture’ is designed to be consumed at the student’s own pace (using viewing strategies, for example). Or when students have mastered a core set of understandings, and are ready–in unison–to hear something from an honest-to-goodness expert who only has an hour to unload what he/she knows. All students are similarly motivated All students have mastered certain ‘listening strategies’ All students have a similar background knowledge The List of Alternatives To Lectures For Teachers So then, the list. 1. 2.

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What to know about mental health and back to school How is summer already over? It seems that it’s only just begun. The reality is the kids will be back to middle and high school before the last sip of summer is had. And with the new year, there are often new challenges. Teaching History: The Five-Minute Lecture Rule A MiddleWeb Blog This year is already shaping up to be at least as exciting as it will be exhausting. I have overhauled my unit structure, streamlined my annotation scaffolds, and added some new projects that align with Common Core and my own notion of the ideal social studies classroom.

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Lead, Don't Lecture: A New Approach to Teaching His teacher, Lisa Suarez-Caraballo, watches him, beaming. "I have a rule about paper airplanes," she explains. "You can only throw them at the appropriate place and the appropriate time." Here, that means at the airstrip at the back of the room -- a tape measure fastened to the floor -- and during an experiment. The Emotional Labor of Teaching and the Need for Systemic Change Early in my teaching career, I made my second-grade class cry. I didn’t mean to. I was teaching a lesson on writing with detail. My students—7- and 8-year-olds living in a big city, many of them in poverty—were sitting around me in a circle, notebooks and pencils in their laps. We were at the beginning of the unit, and I was modeling the process of coming up with an idea. “As writers, sometimes it helps to think of a time when we had a big feeling, like being happy, or angry, or sad.”

Full article: Implications for educational practice of the science of learning and development Introduction As knowledge regarding human development and learning has grown at a rapid pace, the opportunity to shape more effective educational practices has also increased. Taking advantage of these advances, however, requires integrating insights across multiple fields—from the biological and neurosciences to psychology, sociology, developmental and learning sciences—and connecting them to knowledge of successful approaches that is emerging in education. This article seeks to contribute to this process by drawing out the implications for school and classroom practices of an emerging consensus about the science of learning and development (SoLD), outlined in a recent synthesis of the research (Cantor, Osher, Berg, Steyer, & Rose, 2018Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018).

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