Developing Character, Courage & College Readiness - Vander Ark on Innovation UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /edweek/on_innovation/2013/06/developing_character_courage_college_readiness.html ) = NO Internal request ( 188.8.131.52 ) = NO Open House ( 2014-04-21 19:02:43 ) = NO Site Licence : ( 184.108.40.206 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 87b7ed34-5293-6013-5700-a00fe1b269e8 : 3 / 3 ) = NO 0: /teachers/worldteachersday/2012/10/How_the_world_recruits_teachers.html 1: /tm/articles/2012/06/27/tln_merz.html Access denied ( -1 ) = NO Internal request ( 220.127.116.11 ) = NO
Change the Frame: Two Ways to Rethink Education for Reform - EdTech Researcher I was recently asked to offer some suggestions about what I thought were the most important policy and non-policy recommendations that I have for education reform. I think of "policy" as things that federal or state officials can do: laws that can be passed or money that can be spent. I offered three of these recommendations earlier this week. These "non-policy" suggestions are things that are beyond regulations, technical support, or direct funding. Change the Frame (1): From Delivery to Design Borrowing from the work of George Lakoff, how people linguistically (metaphorically and analogically) frame a topic has a powerful impact on how people define and understand the topic. As long as great teaching is defined as an act of delivery, it will be misunderstood, poorly conducted, and undervalued. Teachers design spaces and experiences that rearrange the neurons in young people's brains for pro-social purposes.
The upside of teens playing video games for hours If your teenagers are too immersed in video games to take out the garbage or finish homework, it might not be all bad. They may be learning how to be better future citizens. Kathy Sanford, an education professor at the University of Victoria, has heard all the downsides of kids hooked on video game play. But through a five-year research project, following a group of kids who were aged 13-17 at the start, she’s now convinced there is an upside – youth can, and do, adapt their screen-life strategies to useful skills in the outside world. Dr. Sanford sat down with The Globe and Mail on Tuesday, shortly before presenting her findings at a UVic conference of humanities and social sciences with some 7,000 delegates from across the country. There is a disturbing trend with voters under the age of 35, who are the least likely to participate in elections. Is our education system adapting to teach this generation of “digital learners” we’re seeing? The ultimate goal in gaming is to win.
Choice Literacy - Articles & Videos - Full Article I am learning how to run. It sounds silly, "learning how to run," but it's true. At first I just started running a minute, walking a minute. Eventually, I ran more minutes than I walked and then I was on my way. But after two years of "running" and not getting much further than three miles with an occasional 10k, I had gained 20 pounds. I was meandering around a bookstore this spring and found a new section -- at least it was new to me. The next day at school a substitute came by and said she noticed I hadn't been running as much in the neighborhood and thought I might like to read a couple of books. Okay, so what does this have to do with writing? For running, that came at the three-mile mark for me. It's a similar thing with teaching. The first step is recognizing that the dip will come. First, schedule some time to clarify your thinking about the change -- what you hope to accomplish, and how long it will realistically take. There will be time for writing workshop every day.
How Habits Work - Charles Duhigg From the appendix to The Power of Habit: The difficult thing about studying the science of habits is that most people, when they hear about this field of research, want to know the secret formula for quickly changing any habit. If scientists have discovered how these patterns work, then it stands to reason that they must have also found a recipe for rapid change, right? If only it were that easy. It’s not that formulas don’t exist. The problem is that there isn’t one formula for changing habits. Individuals and habits are all different, and so the specifics of diagnosing and changing the patterns in our lives differ from person to person and behavior to behavior. As a result, this book doesn’t contain one prescription. But that doesn’t mean it can’t occur. Change might not be fast and it isn’t always easy. Identify the routine Experiment with rewards Isolate the cue Have a plan To understand your own habits, you need to identify the components of your loops. And what’s the reward? Location
Naming What Children Can Do Mr. Park's fourth grade class was the most impulsive and squirmy group of children he'd ever taught. Children speaking out of turn, talking to neighbors, playing with small objects, or making odd noises continually interrupted class discussions. Mr. The children sat up a little straighter and leaned forward in interest. "I didn't fool around with my erasers. "I noticed a couple of you even sat on your hands for a bit," Mr. With this positive scaffolding, Mr. The Power of Reinforcing Language Teachers have always known the power of carefully timed and delivered feedback. Known as "reinforcing language" in the Responsive Classroom approach to teaching, this type of specific, positive feedback is powerful, because when used well, it achieves the following: Provides children with a positive vision of themselves as learners, thereby promoting engagement in the process of learning. Making It Work Reinforcing language is most effective in the classroom when it has the following characteristics.
Teachers As "Givers, Takers & Matchers": An Interview With Adam Grant - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2013/07/teachers_as_givers_takers_matchers_an_interview_with_adam_grant.html ) = NO Internal request ( 18.104.22.168 ) = NO Open House ( 2014-04-22 12:00:12 ) = NO Site Licence : ( 22.214.171.124 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 0684cda2-117e-57c9-1e86-c1cb1127b32c : 3 / 3 ) = NO 0: /teachers/coach_gs_teaching_tips/2012/09/the_new_digital_divide_1.html 1: /tm/articles/2008/09/10/01tln_jolly.h20.html 2: /ew/articles/2012/02/24/22resources_ep.h31.html
How to Get Hesitant Teachers to Use Technology In my consulting as well as administrative technology work, I am often asked the same questions by different schools and officials. One of the most common is: “How do you get teachers who are hesitant or resistant to use technology?” I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. In my role as tech advocate, I habitually find myself trying to coax these established educators to use new tools and incorporate new methodologies. 1. If you’re working with veteran educators, this is especially important. Instead, try this: observe what they do in the classroom that’s made them successful and build out from there. 2. If teachers express a want or need for technology in the classroom (a particular browser, program, hardware, etc.) accommodate them! 3. Teachers respond better to other teachers who share their situation. 4. Teachers are not done at three o’clock. 5. 6. 7. I cannot emphasize this enough.
MythBuster Adam Savage's Colossal Failures Bio Adam Savage Adam Savage has spent his life gathering skills that allow him to take what's in his brain and make it real. He's built everything from ancient Buddhas to futuristic weapons, from spaceships to dancing vegetables, from fine art sculptures to animated chocolate and just about anything else you can think of. The son of a filmmaker/painter and psychotherapist, Savage has been making his own toys since he was allowed to hold scissors. Since 1993, Savage has concentrated on the special-effects industry, honing his skills through more than 100 television commercials and a dozen feature films, including Star Wars: Episode I - The Phantom Menace and Episode II: Attack of the Clones, Galaxy Quest, Terminator 3, A.I. and the Matrix sequels. Not only has he worked and consulted in the research and development division for toy companies and made several short films, but Savage has also acted in several films and commercials - including a Charmin ad, in which he played Mr.
Building Strong Co-Teaching Relationships from the Start A MiddleWeb Blog Some of you have already returned to school (hey y’all down South!), and some of us still have a few weeks of vacation ahead. Either way, we all share the anticipation of great possibilities that goes along with the planning and creating for a successful school year. Each year as school approaches, I feel like I’m getting ready to run through a snowy field and be the first to put my footsteps in the freshly fallen snow. Co-teachers have additional decisions to make: How will we organize the information from the Individual Education Plans (IEP’s) to align students’ needs to make sure all students will have access to the curriculum? Whatever our teaching role, the list of decisions to be made goes on and on. We don’t want to get caught in the “could have been” web Does this sound familiar? But this doesn’t have to happen! I am making a vow to seize the day and address important time-sensitive decisions at the very front end of the 2013-14 school year. 1. 2. 3. 4.
Building Hope in Our Children By Susana C. Marques & Shane J. Lopez I usually had bad grades in English, and I didn´t feel interest for this subject. This 12-year-old girl's story is an example of how “caring coaches” (Snyder, 1994) in the schools contribute greatly in helping schools become hopeful places for children. Showing up. Hope and 20 Years of Research Snyder et al. (1991) characterized hope as a human strength manifested in our perceived capacities to: (a) clearly conceptualize goals (goals thinking), (b) develop the specific strategies to reach those goals (pathways thinking), and (c) initiate and sustain the motivation for using those strategies (agency thinking). Over the last 20 years, researchers have gained a clearer understanding of the relationships between hope and important aspects of students' lives. Hope is positively associated with perceived competence and self-worth (Marques, Pais-Ribeiro, & Lopez, 2009) and negatively associated with symptoms of depression (Snyder, Hoza, et al., 1997).