The Key to Learning: A Place for Meaningful Academic Exploration Projects, portfolios, and presentations rule a school founded on Howard Gardner's theory of multiple intelligences. VIDEO: The Key Learning Community: Cultivating Multiple Intelligences Running Time: 9 min. In his kindergarten year, Max's interest in the degree of heat on Venus led him to create a gigantic cardboard thermometer that compared the temperature of tap water, soup, chocolate chip cookies, his own body, the surface of Venus, and other items. Wearing full space suit regalia, he made a detailed presentation of the project to his classmates. When he was in first grade, Max did a project about the USS Yorktown, an aircraft carrier on which his grandfather had served.
The 6 C’s of Effective Instruction Teaching is both an art and a science, but for the inexperienced educator, it can sometimes feel like mad science. Or bad art. It doesn’t take long for newcomers to feel singed by the unforgiving nature of the job – the daily grind of preparing and presenting lesson content, measuring and marking performance, recording and relaying progress. That’s before teachers must contend with learning-diverse students, expectant administrators, impatient parents, and mountainous paperwork. As knowledge workers, teachers must keep pace with policy changes, study up on best practices, stay ahead of field literature and experiment with emerging technologies. Deep and Surface learning It is important to clarify what they are not. Although learners may be classified as “deep” or “surface”, they are not attributes of individuals: one person may use both approaches at different times, although she or he may have a preference for one or the other. They correlate fairly closely with motivation: “deep” with intrinsic motivation and “surface” with extrinsic, but they are not necessarily the same thing. Either approach can be adopted by a person with either motivation.
What should teacher walk-throughs measure? SmartBlogs Teacher walk-throughs are formative data collection opportunities for teachers and leaders to learn about general trends in a school. They are NOT designed to evaluate or judge the performance of a single teacher. This is a common misconception about walk-throughs across our nation. Over the past few weeks, I’ve been closely examining the research on teacher walk-through tools.
Why Arts Education Is Crucial, and Who's Doing It Best "Art does not solve problems, but makes us aware of their existence," sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solve problems. Years of research show that it's closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity. Response: Ways To Observe Teachers Without Demoralizing Them - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false » 9 Essential Skills Kids Should Learn Post written by Leo Babauta. Kids in today’s school system are not being prepared well for tomorrow’s world. As someone who went from the corporate world and then the government world to the ever-changing online world, I know how the world of yesterday is rapidly becoming irrelevant. I was trained in the newspaper industry, where we all believed we would be relevant forever — and I now believe will go the way of the horse and buggy. Unfortunately, I was educated in a school system that believed the world in which it existed would remain essentially the same, with minor changes in fashion.
The Bad B’s of Leadership Bad leadership feels safe like baggy jeans and broken-in sneakers. Bad leadership has a baffling capacity to walk comfortable paths while the world changes. Bold leadership, on the other hand, feels dangerous like learning to walk. Bold leadership feels like almost falling. Successful Learning: Peer Learning Many institutions of learning now promote instructional methods involving ‘active’ learning that present opportunities for students to formulate their own questions, discuss issues, explain their viewpoints, and engage in cooperative learning by working in teams on problems and projects. ‘Peer learning’ is a form of cooperative learning that enhances the value of student-student interaction and results in various advantageous learning outcomes. To realise the benefits of peer learning, teachers must provide ‘intellectual scaffolding’.