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A while back, I was asked, "What engages students?" Sure, I could respond, sharing anecdotes about what I believed to be engaging, but I thought it would be so much better to lob that question to my own eighth graders. The responses I received from all 220 of them seemed to fall under 10 categories, representing reoccuring themes that appeared again and again. 1. "Middle-school students are growing learners who require and want interaction with other people to fully attain their potential." "Teens find it most interesting and exciting when there is a little bit of talking involved. 2. "I believe that when students participate in "learning by doing" it helps them focus more. "We have entered a digital age of video, Facebook, Twitter, etc., and they [have] become more of a daily thing for teens and students. 3. "I believe that it all boils down to relationships. "If you relate the topic to the students' lives, then it makes the concept easier to grasp." 4. 5. 6. 7. 8. 9. 10. Go on. Related:  Engagement and Sensory Immersion

edutopia When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014). This is because students may be behaviorally and/or emotionally invested in a given activity without actually exerting the necessary mental effort to understand and master the knowledge, craft, or skill that the activity promotes. In light of this, research suggests that considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviorally, emotionally, and cognitively, thereby positively affecting student learning and achievement. 1. Make It Meaningful In aiming for full engagement, it is essential that students perceive activities as being meaningful. 2. 3. 4. 5. 6. Research Ames, C. (1992).

Flipped Classroom: The Full Picture for Higher Education « User Generated Education The Flipped Classroom, as most know, has become quite the buzz in education. Its use in higher education has been given a lot of press recently. The purpose of this post is to: Provide background for this model of learning with a focus on its use in higher education.Identify some problems with its use and implementation that if not addressed, could become just a fading fad.Propose a model for implementation based on an experiential cycle of learning model. Background About the Flipped Classroom This first section provides information from various articles that describe the flipped classroom, and how it is being discussed and used in educational settings. In its simplest terms, the flipped classroom is about viewing and/or listening to lectures during one’s own time which frees up face-to-face class time for experiential exercises, group discussion, and question and answer sessions. It’s called “the flipped classroom.” Sal Khan, of the Khan Academy, states: Personal Experiences Basic Tenets

Putting personalization into practice – Student voice and choice (Wk 4) | Deeper Learning MOOC (DLMOOC) Students do not care how much you know until they know how much you care! Below is a list of activities designed to cultivate a culture of personalization in your classroom. Please select one or more of these activities to Put it into Practice this week! Invite a student or youth to lead or participate in a staff meeting.Have a conversation with a student about schools in general or their own education in particular.About Me Cards (5 min) On the first day of school have students fill out an index card with the following information: name, birthday, worst educational experience, best educational experience, first impression of the class, what they hope to learn in your class, and three things they want you to know about them in order to ensure successful collaboration.

Google Unleashes their new #Google Slides app on iOS !!! Learn how to use it in your classroom here! #GoogleEdu Google Brings Slides and Presentations to the iPhone and iPad! On Monday August 25, the day after the TechEducator Podcast produced an amazing Google Slides Smackdown (see video above) Google heard our cries and released an amazing addition to the iPad lineup. Google Slides is a free downloadable app that integrates seamlessly with your personal Google account or your Google Apps for Education suite. When you first start up slides you will be prompted to sign in to your Google Account or add a new account. From this point, Google Slides will provide you access to all of your created Google Presentations. It didn’t seem to matter where in your drive it was located, this app brought all of your slides in a beautiful color landscape to the front for you to view and manipulate. Menu options allow the user to see their slides, organize them by “starring” them, download them onto your iPad or switch over to the new Google Drive app. Creating your First Google Slide Presentation on your iPad

Teaching Students the ABCs of Resilience From natural disasters to economic meltdowns, from wars abroad to tragic shootings close to home, this year brought to light the increasing complexity of the world in which we raise kids. Our natural instinct as teachers, parents and caretakers is to protect children from hardship, yet we know walking between the raindrops of adversity is not possible. Instead of sidestepping challenge, we can teach kids to cope positively, to learn and grow from adversity. We can arm our youth with skills of resilience, and these lessons can begin in the classroom. Understanding the Roots of Resilience Have you ever wondered why one student may be more resilient than another? You may guess the difference lies in their genetic disposition or family circumstance. The ABCs of Resilience Students can adjust their own cognitive style by learning about the ABCs of resilience. If you asked Lisa or Jenny why she was unhappy upon receiving low math grades, she would probably look at you quizzically.

edutopia The opening months of school are a time of optimism and new beginnings. Each school year's start rejuvenates educators and students. Yet these feelings can quickly turn sour if we do not encourage students to find meaning in what we ask them to do. Practice One: Be Real Communicating authentic purpose to students is critical if we want their attention. 1. Curriculum is often taught as non-concrete concepts that are steeped in academic abstractions (just like this sentence). 2. Parents, friends, and colleagues either have expertise or know "the right people" who can talk with (not to) your students. 3. Give students real-world challenges to solve. Practice Two: Launch Events That Matter Relevance matters. Creative PSA Show The Sneeze. Personalizing History As an invisible theater exercise, the Teaching Channel's Making the Declaration of Independence Come Alive can help students recognize the value of historical events and ideas by making personal or contemporary connections.

Survey reveals schools unprepared to support digital learning A recent nationwide survey by Reveals that 93% of teachers would assign online games in class if the subject matter matched their curriculum. The caveat for a majority of these teachers, however, is that they feel their schools have too few computers or tablets for their students to use digital learning tools effectively. The study also reveals that while teachers see see broad applicability for digital learning across all subjects, digital learning is still in its infancy. 35% of teachers do not use any digital learning tools. “Our survey reveals that teachers want to leverage digital learning tools – and students like them as well – but everyone is constrained by the limitations of available technology in their schools.” Stephen Smith, CEO of said in a press release. “Despite this current challenge, we envision a future when students will migrate from the paper books used in previous centuries to tablets and smartphones for interactive, digital learning.”

Teacher as Learning Documentarian Looking at student work 'Looking at student work', the focus in the Deeper Learning MOOC this week, has me reminded of a project I have been working on this school year. I teach in an inquiry learning elementary school (PYP), an environment which facilitates and empowers deeper learning very effectively. As I have explored inquiry in the classroom, I have noticed that I do far less teaching and far more documentation. Students engaged in authentic learning shouldn't be bothered by standards or specific learning outcomes, yet they constantly accomplish them. Google Doc experiment In order to document learning according to an established continuum, I devised a shared google document which allows teachers to document learning individually for each student and can be used by any stake holder to review like a portfolio. How it works Our learning continua are organized by phases, so I color coded each. This is still an experiment, and your comments and suggestions are highly welcomed.

Enhance your #Google Drive with new Google Add-Ons In this video, we will show you how to enhance your Google Drive experience by adding new Google Drive Add-Ons. Simply click on the red NEW button and click the MORE button to unlock hundreds of Google Add-Ons. Video recorded by Jeff Bradbury: @TeacherCast For more information about having TeacherCast broadcast at your event, please visit and follow @TeacherCast Please subscribe to our YouTube Channel today! About the author Jeffrey Bradbury, the creator of and TeacherCast University is a highly respected educational consultant. The Most Powerful 3-Letter Word a Parent or Teacher Can Use Kids love to announce that they’re not good at something. They usually do it just after they try something new and challenging, and they say it with finality, as if issuing a verdict. I’m not good at math!” or, “I’m not good at volleyball.” At that moment, our normal parental/teacher/coach instinct is to fix the situation. So here’s another idea: ignore the instinct to fix things. You add the “yet” quietly, in a matter-of-fact tone, as if you were describing the weather or the law of gravity. “I’m not good at math” becomes “You’re not good at math yet.” “I’m not good at volleyball” becomes “You’re not good at volleyball yet.” The message: Of course you’re not good — because you haven’t worked at it. At first glance, it seems silly — how can just one word make a difference? The answer has to do with the way our brains are wired to respond to self-narratives. Her core insight is that the way we frame questions of talent matter hugely. Yes, it’s kinda corny, like these things tend to be.

Total Sensory Immersion | How To Practice We want to help you practice better. Our newsfeed will keep you up to date with regular advice. Free personal help is available in our practice clinic and new news and offers can be found in our newsletter. Are we all blind, unfeeling and without emotion? Of course not! Why then do a lot of musicians only use their hearing sense when practising? Sight What can you see? Touch Playing your instrument is NOT a purely mechanical process. Moving Standing absolutely still may be the way you play. Emotion How does your music make you feel inside? Taste & Smell Are there any smells or tastes evoked by your playing? Hearing Learn to listen in many ways. Spend some time to work through each of these senses. Related posts:

There is some great information on how to catch and keep the students engaged in classroom instruction and activities. by hermansenh Oct 28

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