reading Archives - Page 4 of 16 - Best Evidence in Brief Research published by the National Literacy Trust highlights the link between enjoyment of reading and achievement, with children who enjoy reading more likely to do better at reading – over three years ahead in the classroom – of their peers who don’t enjoy it. The findings are based on data from 42,406 children aged 8 to 18 who participated in a National Literacy Trust survey at the end of 2016. At age 10, children who enjoy reading have a reading age 1.3 years higher than their peers who don’t enjoy reading, rising to 2.1 years for 12-year-olds. At age 14, children who enjoy reading have an average reading age of 15.3 years, while those who don’t enjoy reading have an average reading age of just 12 years, a difference of 3.3 years. The survey also indicates that three-quarters (78%) of UK primary school children enjoy reading, with girls more likely to enjoy reading than boys. Estimated effect sizes were zero and not statistically significant.
Lärmiljöer | ViSoL Till träffen i mars har alla läst boken Vygotskij i praktiken: bland plugghästar och fusklappar av Leif Strandberg. Med den i tanken lyssnade vi också på när Jeanette Larsson Tostar berättade om lärmiljöer och hur man kan tänka om sitt eget klassrum. Det gäller att inte låsa fast sig i invanda mönster utan försöka att tänka om och tänka nytt och tänka på att få en miljö som fungerar för alla. Det kan vara nyttigt att plocka in en utomstående som får komma med förslag, just för att det kan vara bra att nya ögon ser på rummet. Vi tipsade också om SPSM:s tillgänglighetspaket. Indelade i grupper var det sen dags att tillsammans fundera, samtala och bygga ett drömklassrum. Samlingsmatta för samling och genomgångar.Läshörna för läsning, mys, avkoppling. lyssna m.m.En ensamplats för behov.Avgränsande bokhyllor för bästa möjliga arbetsro.Inga ”bänkar med lock”, men hyllor nära barnen som de kan ha sitt material i.Krukor på borden med material, exempelvis saxar, pennor, lim. /Heléne
Recommended Educational Research Papers for Teachers to Read on Mr Barton Maths arrow_back Back to Research Explicit Instruction Explicit instruction may be thought of as teacher-led instruction. Talsyntes - ett mångfacetterat verktyg för alla Många av Sveriges kommuner har satsat på kommunlicenser när det gäller olika alternativa verktyg som talsyntes, bokstavsljudning, tal/ljudböcker, rättstavningsprogram m.fl. Tyvärr introduceras dessa program nästan endast för elever med läs- och skrivsvårigheter och i princip alltid först när dessa elever redan har misslyckats i sin läs- och skrivinlärning, fastän detta är verktyg som ALLA elever faktiskt skulle kunna ha nytta av. Att ha nytta av andra digital verktyg, behöver således inte innebära att man inte kan läsa. Lika lite som att använda en cykel inte innebär att man inte kan gå. De flesta av oss vill helt enkelt göra vardagen lite enklare, smidigare och tillgängligare - konstigt vore det väl annars. Ofta tecknas serviceavtal med företagen bakom programmen, vilket faktiskt ger alla elever möjlighet att ladda ner programmen i hemmet utan kostnad. Möjligheter med talsyntes Här kommer några tips på hur talsyntes kan användas som komplement till andra verktyg till ALLA elever:
WIN! 'The Teacher Tapp CPD Canon' for your school's library - Teacher Tapp Do you have access to the best teaching books at your school? If so, you are rare. Only 1 in 3 schools has a CPD library. Which is crazy. Teachers need access to the latest ideas on teaching techniques and, crucially, it’s important to stay as a learner. Enter: the ‘Teacher Tapp CPD Canon’ – a list of books we think every teacher should have access to, AND WE ARE GOING TO SEND THE WHOLE LOT TO ONE LUCKY SCHOOL. How does it work? What does Teacher Tapp get out of it? Why should you take part? I’m in! What’s in the Teacher Tapp Canon? Great question! That’s over £300 worth of books… and it can all be in your school library from September DISAGREE WITH OUR CHOICES? Let us know on twitter, via @TeacherTapp, what you think we’ve missed and why. We are going to update the Canon for our Christmas giveaway so we are all ears. Right, ONE If you want the Teacher Tapp Canon for your school: Answer 3 questions each day on the Teacher Tapp App . Any questions, please send to hello@teachertapp.co.uk
Research All of Whole Brain Teaching’s instructional techniques (see the “First Steps” menu) are validated by contemporary brain research. Class-Yes: Our primary attention-getter activates the prefrontal cortex, often called the CEO of the brain. The prefrontal cortex controls, among other functions, decision making, planning and focus of attention. The Scoreboard: The limbic system, deep inside the brain, is the source of our emotions. Teach-Okay: Brain and learning research indicates that students learn the most when they are engaged in teaching each other. Hands and Eyes: When we are making an important point, we want students to focus intensely on what we are saying. Switch: Some students talk easily, often too easily! Mirror: Many brain scientists believe that we learn by mirroring the gestures and activities of others. All of WBT’s instructional strategies have been rigorously classroom tested, many for over 10 years. Our research continues.
Graham Nuthall, The Most Important Education Researcher We Never Heard Of | Sudbury Beach School We discovered Graham Nuthall while reviewing academic publications about teaching and learning. His extensive body of research provides direct support for the proposition that the freedom students enjoy at Sudbury creates an ideal teaching/learning environment. Nuthall courageously followed the evidence he uncovered to the startling conclusion that what we do in school is largely a cultural ritual based on myths rather than research. Nuthall was Professor Emeritus in Education at the University of Canterbury in New Zealand when he died in 2004 and had spent over 40 years researching learning and teaching in the classroom. He is credited with leading the longest running and most detailed studies of learning and teaching it the classroom that have ever been carried out. And what conclusions did he make after a lifetime of research? And where did these conclusions put Nuthall within the academic education community? Nuthall turned his attention to the underlying patterns themselves.
WBT's Classroom-Transforming Rules What do you know about Whole Brain Teaching (WBT)? Until a few months ago, I didn't have a clue, although I had seen the term several times. Then I started noticing that every time someone on my Facebook page asked a question about classroom management, at least a dozen people would respond with "Check out Whole Brain Teaching!" I was intrigued, so one day I decided to pose my own question - "Who can tell me about Whole Brain Teaching?" I decided to reach out to Chris Biffle, the director and mastermind behind Whole Brain Teaching, to ask him if he would be interested in writing a guest blog post for Corkboard Connections to help spread the word. You might still be wondering, but what IS Whole Brain Teaching? Classroom-Transforming Rules Blog Post Series An important component of Whole Brain Teaching is the Five Classroom Rules, so Chris will be writing a series of posts to explain each rule and how to introduce them to your students.
Gripped by the script For a while now, my lessons have had a certain rhythm to them. They start with a short quiz to recap what the students have previously learned and to link past les... Next it is time for some “input”: an explanation from me on the topic of the lesson. As a geography teacher, I’m likely to include case studies and examples from around the world, as well as using analogies and stories to bring the subject to life and make it memorable. There will be questions and discussions throughout this before the students go on to complete an activity or series of activities. So far, so usual, you might think. But what is different about my lessons, compared with many others, is just how much of what I do in that classroom is now scripted. And I believe that scripting lessons is something every teacher should be doing, not just because it is the most effective way to teach, but because it is the most enjoyable way to teach, too. But those teachers who use scripts don’t do so in the way you may imagine.
Two Great Classroom Posters on The Six Thinking Hats July 17, 2014The Six Thinking Hats is a book written by Edward de Bono in which he lays out a practical method that expands on the very simple concept of thinking. Since its publication a decade ago, several teachers and educators worldwide have adopted Edward's thinking approach with success. The Six Thinking Hats can be used with students in class to enhance their thinking and decision making skills. For De Bono intelligence is the potential of the human brain and thinking is the skill to tap into this potential. If you haven't yet read Six Thinking Hats then you should definitely do so before the start of the new school year. To bring you close to the concept of the Six Thinking Hats, I am sharing with you this awesome poster to use in class: Six Thinking Hats Quick Summary
Reducing workload and maximising progress… – Midland Knowledge Hub This is the transcript of my talk at the Midland Knowledge Hub Launch. Enjoy! Good afternoon, the first thing I’m going to talk you about this afternoon is pizza – not the Dominos/Pizza Hut thick crust takeaway variety but the posh, Italian thin crust pizza – the sort you get in gastro pubs up and down the country – you know the ones I mean – the pizza you are served in trendy restaurants where the waitress/waiter arrives to your table with a giant wooden board, on top of which lies your pizza along with a pizza wheel and a knife and fork… Now, I have decided that there are three types of people in the world. The reality of course is that it doesn’t matter how the hell you eat your pizza – shovelling it in with your fingers is probably the most efficient – what really matters is the pizza itself, the nutritional value, the flavour. For a long time this was me too. But… outcomes didn’t shift far enough, quickly enough. So, what did we do? We are, of course, at start of our journey.
How to Get Kids to Slow Down with Their Work Advice from Real Teachers When it comes to encouraging kids to produce quality work, one of the biggest problems we face is getting kids to slow down and take their time. For some reason, students seem to feel there's some sort of prize for the one who finishes first, or maybe it's just that they want to rush through some assignments to get to other activities they think will be more fun. If this is something that you struggle with in your classroom, read on to learn 25 terrific tips from real teachers who have solved this problem. Today's Question Every week on my Facebook page, I post the Question Connection where I invite teachers to ask questions, and I later share those questions with the fans. When I see that a question receives a lot of responses, I compile the best of them into a blog post. Today's teacher question comes from Cassandra who asks, "Can anyone share strategies for getting kids to slow down in their work? Thanks to everyone who offered such terrific tips!