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Student Engagement: Resource Roundup

Student Engagement: Resource Roundup
Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation Tips and Strategies for Keeping Students Engaged Igniting Student Engagement: A Roadmap for Learning, by John McCarthy (2015) McCarthy discusses key strategies to ensure student engagement including being authentic, introducing units with meaningful launch events, and letting students know what outcomes to expect. Back to Top Engagement Through Projects Integrated Learning: One Project, Several Disciplines, by Edutopia Staff (2015) For any project within a vocational major, High Tech High encourages teachers and students to include relevant content from other subject areas to enhance real-world connections. Engagement Through Technology Engagement Through Social and Emotional Learning Getting (and Keeping) Students Engaged Create experiences so students invest in their learning. Related:  PedagogyMotivation

197 Educational YouTube Channels You Should Know About - InformED : FUN Critical Thinking Activities For Students in Any Subject The experts on STAAR, such as the Texas Education Agency, the Lead4Ward team and Regional Service Centers tell us that there are some very specific things that we need to do, and other things we should let go of in order to prepare our students for the state assessment. In addition, these strategies can also deepen and broaden their knowledge. The following are ideas for activities that you can use in conjunction with our curriculum in order to help meet some of these criteria, as it is necessary to adjust our mindset from TAKS driven packets to STAAR rich conversations and activities. Talking Chips 1. Pair - Square - Share Informal Response ActivityTeacher poses a question to the classYes = StandNo = SitDepends = Sit and Raise Your Hand 3 Facts and a Fib This helps with distinguishing between multiple choice answers. 1. FACT or FIB Slam Down 1. Differentiation and Multiple Representations Pass and Play Menus Students work from a 2x2 or 3x3 grid in a tic-tac-toe format

Strategies for Helping Students Motivate Themselves Editor's Note: This piece was adapted from Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond by Larry Ferlazzo, available March 21, 2015 from Routledge. My previous post reviewed research on extrinsic and intrinsic motivation, and described the four qualities that have been identified as critical to helping students motivate themselves: autonomy, competence, relatedness, and relevance. In this post, I'll discuss practical classroom strategies to reinforce each of these four qualities. Autonomy Providing students with freedom of choice is one strategy for promoting learner autonomy. Some researchers, however, believe that a third option, cognitive choice, is a more effective way to promote longer-lasting student autonomy. Competence Feedback, done well, is ranked by education researcher John Hattie as number 10 out of 150 influences on student achievement. But how do you handle providing critical feedback to students when it's necessary?

6 Scaffolding Strategies to Use With Your Students What's the opposite of scaffolding a lesson? It would be saying to students something like, "Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday." Yikes -- no safety net, no parachute, no scaffolding -- just left blowing in the wind. Let's start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. Simply put, scaffolding is what you do first with kids, then for those students who are still struggling, you may need to differentiate by modifying an assignment and/or making accommodations for a student (for example, choose more accessible text and/or assign an alternative project). Scaffolding and differentiation do have something in common though. 1. How many of us say that we learn best by seeing something rather than hearing about it? 2. 3. 4. 5. 6. Trying Something New

Great Questions Great Questions These questions are merely suggestions for getting a good conversation going. We encourage you to use the ones you like and to come up with your own. This list is in no particular order. Great questions for anyone Who has been the most important person in your life? Friends or Colleagues If you could interview anyone from your life living or dead, but not a celebrity, who would it be and why? Grandparents Where did you grow up? Raising children When did you first find out that you’d be a parent? Parents Do you remember what was going through your head when you first saw me? Growing up When and where were you born? School Did you enjoy school? Love & Relationships Do you have a love of your life? Marriage & Partnerships How did you meet your husband/wife? Working What do you do for a living? Religion Can you tell me about your religious beliefs/spiritual beliefs? Serious Illness Can you tell me about your illness? Family heritage What is your ethnic background? War Were you in the military?

Skolcoacherna Stop The False Generalizations About Personalized Learning In March, Tom Loveless, a fellow at the Brookings Institution, took an outdated swipe at the logic behind moving toward a student-centered learning system. He in essence suggested that because the curriculum wars have been decided more or less empirically, that people bent on disrupting the classroom and the factory-model education system were doing so under faulty assumptions about how students learn. In his piece, he attacked the logic of teaching around multiple intelligences and pointed to some of the research that shows that tailoring learning opportunities to common assumptions around visual, auditory, and other such supposed learning styles are not good ways of teaching different students. Today’s factory-model education system, which was built to standardize the way we teach, falls short in educating successfully each child for the simple reason that just because two children are the same age, it does not mean they learn at the same pace or should follow the same pathway.

Differentiation and explicit teaching in English | Teaching AC English ”Ta in en coach – och släpp kontrollbehovet” De är båda lärare i botten, men för ett antal år sedan upplevde de att de kört fast i sin lärarroll. Grundskoleläraren Anna-Karin Arenius kände sig ensam i klassrummet och hade svårt att sätta upp egna mål för sin undervisning. Gymnasieläraren Helena Isakson ville bli bättre på att stötta sina elever att nå målen. Deras lösning blev en coachutbildning. – Många ekonomiska ämnen handlar om entreprenörskap och här kände jag att jag saknade något som lärare. Jag hade ett kontrollbehov och behövde lära mig att släppa taget och förlita mig på att eleverna kan hitta sina egna lösningar och svar, säger Helena Isakson, som tidigare var biträdande rektor och gymnasielärare i ekonomiska ämnen. Nu driver de tillsammans Skolcoacherna, som ansvarar för individuell coachning i Skolverkets treårsprojekt ”Handledning för lärande”. – Det övergripande målet för coachning är alltid högre elevresultat, men det går att använda till så mycket i skolan. Hur hjälper ni dem som tappat lusten? Källa: Skolcoacherna

Learning Circles Teacher Guide The Learning Circle Teacher Guide provides a structural approach to promoting cross-classroom collaboration with telecommunications. The first chapter is a condensed version of the whole guide. If you want to understand this model of online teaching and learning, this first chapter is a good place to begin. Learning Circle Introduction The Learning Circle Teacher's Guide is organized around the six phases of Circle interaction: The description of each Learning Circle phase has a similar structure. The narrative of Learning Circles interaction can be read--from beginning to end--by following the links at the book of the each narrative. Learning Circle Phase Structure In describing Learning Circles interaction, there are frequent links to different Learning Circles themes. Learning Circle Themes Computer Chronicles Places and Perspectives Society's Problems Mind Works Energy and the Environment Global Issues To Begin at the beginning

Inre motivation positiv för elevers utveckling och lärande: Venue: Lärarutbildning: Linköpings universitet Tomas Jungert, Linköpings universitet Har yttre belöningar (exempelvis guldstjärnor i kanten av skrivboken) en negativ inverkan på elevers inre motivation? Minskar intresset för människor att engagera sig i eller prestera väl i en uppgift när yttre belöningar erbjuds? Flera meta-analyser har visat att så är fallet. n av de mest utmanande och kritiska uppgifterna i undervisningssituationer är att motivera elever. Yttre motivation är instrumentell till sin natur och refererar till att elever engagerar sig i en skoluppgift på grund av yttre krav eller för att nå ett yttre resultat, såsom ett högt betyg eller att undvika hot om att bli bestraffad, exempelvis att få underkänt. Self-determination theory (SDT) är en teori som såväl teoretiskt som praktiskt belyser hur lärare kan stödja elever för att öka deras inre motivation (Deci & Ryan, 2000). Inre motivation Olika grader av motivation Internalisering och grundläggande behov Att tillgodose de grundläggande behoven Avslutningsvis Referenser

The Teacher Tools Collection by sherry lee edshelf Teacher Tools Curated by sherry lee Share: 3 followers 12 tools View as Grid List Compact ClassDojo Classroom Management BetterLesson Lesson Plans Dash4Teachers Parent Collaboration Read With Me Language Learning eduClipper Curators SmarterCookie Video Creators Chalk Communication Utilities ClassBadges Student Assessments Portfoliyo Communication Utilities Metryx Student Assessments BusyTeacher Printable Materials Common Core Checklists Common Core Standards Followed by Print with URLs with QR codes Widget To embed this collection, copy the code below and paste it into a code editor for your website. Want to customize your widget? Format: Preview example: Share via email Check out this collection of educational tools, "___." Close Sign in Sign in using one of these services Google Facebook Twitter Or, enter your email address and password Forgot your password? Add to a collection Sign in or create an account to add this tool to a collection.

Läraren är ingen trollkarl I samhället finns en tilltagande anda att personer med någon form av makt finns till för åtgärda livets friktion. Journalistiken, politiken och den offentliga diskursen opererar helt utifrån denna föreställning. Det har lett till många humana reformer, men i skoldebatten blir en sådan instinkt närmast vilseledande, eftersom det inte går att ställa någon till svars för hur hjärnans kognitiva funktioner är beskaffade. Jag gick in på OECD:s hemsida och gjorde matematikövningarna från Pisatestet. Var och en inser att snickaren blir skickligare endast av att snickra med sina egna händer, att mästaren förevisar och instruerar gesällen, men han snickrar inte åt honom. Så komplicerat kan det inte vara. All kunskap och inlärning är praktisk. Det gör förstås läroböckernas kvalitet avgörande. Det är böckerna man till sist måste ner i om man ska lära sig något teoretiskt. Att människor har rätt till kunskap betyder att ingen har rätt att hindra någon från att studera.

How to flip the classroom | Flipped Institute Flipping is easy – and with a little thought and planning, teachers can use the flipped model to create engaging learning experiences for their students. This section covers the nuts and bolts of flipping – from creating videos, to introducing the flipped concept, to practical ideas for using class time differently. What are teachers saying? As an English teacher, I have several teaching concepts going at once, so flipping works well for me. I may have kids watch a lesson at home to learn about literary devices in a book we are reading in class. Then the next day, they can point them out to me as we read. The flipped classroom is about making sure that the "voice" most often heard in the classroom is that of the student, not the teacher.