CEMYS 2013 El Centro de Estudios e Investigaciones para el Desarrollo Docente A.C. se complace en anunciar EL II CONGRESO VIRTUAL INTERNACIONAL SOBRE EDUCACIÓN MEDIA Y SUPERIOR CEMYS2013 que se realizará del 10 al 14 de Junio del 2013. El propósito de la conferencia es crear una plataforma de debate para científicos, profesionales e investigadores nacionales e internacionales para compartir sus experiencias, mejores prácticas e ideas de vanguardia en I + D, las innovaciones y descubrimientos en el campo de la educación. Le damos la bienvenida a presentar sus resúmenes / abstracs: del 01 de Enero 2013 al 13 de Abril del 2013 Las ponencias serán publicadas en los procedimientos de ISBN e ISSN respectivamente difundido entre los participantes de la conferencia. A través del sitio www.cenid.org.mx/cemys2013 Los temas del congreso incluyen, pero no se limitan a los siguientes ámbitos: Educación Media y Superior: Sistema de gestión de la mejora y aseguramiento de la calidad de la educación.
Pose, Pause, Pounce, Bounce! This article features on The Guardian Teacher Network here. My supporting resource to this article below can also be found on the TES Resources website. It has been viewed over 10,500 times (Nov ’12), and I have to say…one of my favourite resources and strategies to use in the classroom. This was originally posted on 4.11.12 and have been redrafted on 4.1.13. Where would I be without Twitter? Following this tweet below on #ukedchat 3.11.11, I have decided to elaborate on this AfL strategy, before sharing it with the world via The Guardian Teacher Network Blog. My tweet on 3.11.11 was:“@TeacherToolkit, #ukedchat Missed out tonight, look forward to reading ideas. Firstly, this concept is not mine. So it is at this point, where I will be honourable and credit a colleague who I think has a money-spinning idea here. The session was delivered by the fabulous Mrs. What is it? It is a simple, yet sophisticated, AfL questioning technique to help teachers move from good-to-outstanding. Explore!
Nctt.es » The National Center for Teaching Thinking CareerStart Most parents and educators don’t need research to tell them that the middle school years are a particular challenge, but ample data is available. Despite the fact that most students in the fifth grade, even those from families struggling economically, feel good about their teachers and school and see lots of hope for their futures, their trust in school is often questioned over the following three years. This is, perhaps, not surprising. In the United States, middle school education is a significant departure from elementary school education. Research suggests that many early adolescents experience academic declines and increased distress with the transition from elementary school to middle school, and that students leave eighth grade feeling less of a connection to school than when they entered sixth grade. The lesson plans in this collection are part of an approach designed to combat middle-school declines in engagement and achievement. What is CareerStart? Research findings
Getting your students to really think independently | Neil Atkin What are the answers to these three questions? Try to solve them before reading further (1) A bat and a ball cost $1.10 in total. The bat costs $1.00 more than the ball. How much does the ball cost? _____ cents(2) If it takes 5 machines 5 minutes to make 5 widgets, how long would it take 100 machines to make 100 widgets? These are taken from S Frederick Cognitive Reflection and Decision Making (2005) . This seems counter intuitive, performance was improved by adding a difficulty? Another piece of research that seems to support this was the following Line 1 is easier to read, but that lines 2, 3, and 4 are easier to remember and may help learning new material. Researchers at Princeton University and Indiana University conducted two experiments to determine if changing the font of material would improve memory and learning. This also seems to fly in the face of the fundamentals of teaching. Teaching would be a very simple process if humans were rational and eager to learn from us. Like this:
Teaching for Understanding The Teaching for Understanding project was a five-year research program designed to develop and test a pedagogy of understanding. The project targeted the middle and high school years and focused on teaching and learning in four subjects (English, history, math, and science) and interdisciplinary studies. Since the project's inception, researchers and practitioners have collaborated to develop, refine, and test the pedagogy. During the first three years, the collaborators developed a framework that stresses in-depth learning. In addition to performances of understanding, the framework highlights three other key concepts: generative topics, understanding goals, and ongoing assessment. The project collaborators summed up their work in two books. Project Zero's Teaching for Understanding: Enhancing Disciplinary Understanding in Teachers and Students was supported by The Spencer Foundation. Project Manager Rebecca Simmons Martha Stone Wiske Selected readings and materials: Gardner, H. (1990).
School Leadership 2.0 Infusing Career Orientation in the Middle-School Curriculum In this American Educational Research Journal article, Michael Woolley (University of Maryland) and Roderick Rose, Dennis Orthner, Patrick Akos, and Hinckley Jones-Sanpei (University of North Carolina/Chapel Hill) report on their study of CareerStart, a program aimed at helping middle-school teachers make course content more career-relevant for their students. The program was implemented in seven of 14 middle schools in a diverse district of 3,295 students and followed over three years. Lessons in core curriculum areas are available online for grades 6-8 at this website: (for grades 7 and 8, substitute those numbers for the last number in this URL). The result: CareerStart brought about significant gains in students’ math performance but had no effect on reading performance. From the Marshall Memo #514
9 Strategies to improve your students thinking skills | Neil Atkin It is a common complaint that our students lack the ability to think for themselves. Maybe we should look at whether they have had the opportunity to learn thinking. We learn most things by observing with our senses, imitating what we have seen/heard and then modifying what we have learned to fit into our values, beliefs or abilities. The problem with thinking is that it is largely invisible. What does the research say? Hatties research summarised here indicates that the students being able to visibly teach themselves and the teacher visibly learn, using metacognition, self verbalisation, self questioning and Problem Solving Teaching (as opposed to Problem Based Learning) are some of the most powerful factors in learning. I do think there are issues with research as I feel the variables, the biggest being the hormonal students themselves, are so huge that I am not convinced we can truly make sense of data. How can we get them to think? 9 Practical Strategies 1. Why do you say that? 2. 3. 4.
Design Thinking | Thoughts by Tim Brown System Dynamics Learning & Teaching Introduction to System Dynamics The CLE has created a packet of key articles that touch on the important concepts of system dynamics, How to implement SD in K-12 Education, and How to explain systems thinking in 25 words or less. Simulations A variety of simulations allowing students to explore the consequences of actions. Explore how logging and planting rates impacts forests, see what happens to the number of friends based on actions, and many more. more material here... Road Maps is a self-study guide to learning system dynamics. Each chapter contains a number of individual papers - use the links below to navigate to each chapter. To learn more about Road Maps, please see the introduction (D-4500-10). The Road Maps Appendix contains a collection of short papers that are designed to help the reader during the process of going through Road Maps. There are several books required to help you complete Road Maps.
System Dynamics Society