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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

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.

10 books to help boost young boys' reading On Tuesday, the government announced its plan to get more children reading. It takes the form of a competition, aimed at seven- to 12-year-olds and slated to kick off in September, that will reward the young readers who devour the most books: the clear intention, as schools minister Nick Gibb put it, is "to give a competitive spur to reluctant readers". Both boys and girls will be eligible, but as boys make up the majority of these "reluctant readers" – one in 10 British boys are now leaving primary school with the reading-age of a seven-year-old – Gibb added that he hoped boys in particular would be inspired "by a bit of healthy competition". So which books should the nation's boys be reading if they want to get a headstart? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Can you do better?

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.”

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.

Resources and Downloads for Differentiated Instruction Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. Click on any title link below to view or download that file. Resources On This Page: Lesson Plans & Rubric - Reteach and Enrich Sample materials used to teach, assess, reteach, and enrich one week's fifth grade math objective: differentiating prime and composite numbers. Back to Top Tools for Data Assessment Teachers at Mesquite meet weekly with the student achievement teacher to review the most recent assessment data and plan instruction for each student accordingly. 5th Grade Math Formative Assessment Tracking Sheet Sample spreadsheet used to track student performance on each objective. Culture Websites & Readings

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:

The Naace Curriculum - An ICT Framework The Naace curriculum area is the place to find all the latest updates to the Naace Curriculum Framework. This has been developed in consultation with members to offer a comprehensive, coherent and flexible starting point for schools to review and develop their own personalised curriculum. Supporting materials will be added to the relevant key stage curriculum pages. Even before the announcements made by Michael Gove and the Royal Society in January 2012, consultations and preparations for an ICT curriculum evolution were underway at Naace. Taking into consideration the announcement by Michael Gove in January 2012 (see the Naace response here) and the Royal Society report that was published later that same week, we prepared outline proposals for the ICT curriculum which were taken to our members for consultation. Alternatively, members who are logged in may also comment at the bottom of the curriculum pages. Key Stage 1 and 2 Curriculum Proposals Key Stage 3 Curriculum Proposals

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