New Study: Engage Kids with 7x the Effect In education literature, "engagement" is a linchpin word, routinely cited as essential. Yet many experts offhandedly provide vague definitions of the term, or skip defining it altogether. So what exactly is engagement? It depends on whom you ask. By adding the word "engaged," we mean to distinguish between the skilled by rote and unsophisticated kind of academic literacy that many "successful" students master, and the more analytic, critical, and discipline specific ways of making meaning emblematic of engaged learners. Adam Fletcher’s definition is succinct: "Students are engaged when they are attracted to their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work." The origins of the term hail back to its mid-17th century association with fencers. Benefits of Engagement According to multiple research studies, engaged students . . . In contrast, disengagement . . . Research-Supported Methods to Engage Students Tell us how you engage students.
It's Not a Technology Issue | Eric Sheninger Technology still gets a bad rap in many education circles. Perception and lack of information influence the decision making process. This ends up resulting in the formation of rules and policies that severely restrict or prohibit student use of mobile technology and social media as tools to support and/or enhance learning. Even with the proliferation of technology across all facets of society, we still see schools moving at a snail's pace (if at all) to adapt, or better yet evolve, to a digital world. In my opinion, sheer ignorance is to blame. From this ignorance a plethora of excuses arise. Case in point. The off-task behavior in the example above was glaring. Stay with me on this as we take a walk down memory lane. Did you ever write a note and pass it? The point here is that it is not a technology issue, but many people make it one.
14 Bloom's Taxonomy Posters For Teachers 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level). The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:
5 Research-Based Tips for Providing Students with Meaningful Feedback In recent years, research has confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement. Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central. When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing. Learning in the classroom is no exception. Both the mastery of content and, more importantly, the mastery of how to think require trial-and-error learning. The downside, of course, is that not all feedback is equally effective, and it can even be counterproductive, especially if it's presented in a solely negative or corrective way. So what exactly are the most effective ways to use feedback in educational settings? 1. 2. 3. 4.
5 Big Things Transformational Teachers Do Technological, Pedagogical and Content Knowledge Published on May 28th, 2013 | by Mark Anderson Technology, Pedagogy, & Content Knowledge model Technological, Pedagogical and Content Knowledge The Technology, Pedagogy and Content Knowledge model or TPACK for short has been around for some time. It builds upon the work of Lee Shulman and extends his idea of Pedagogical Content Knowledge. In my work, I’ve been trying to apply these three things in order to bring about use of technology in lessons that doesn’t dictate that technology is at the heart of everything we do but there as something which will enhance the PCK (Pedagogical Content Knowledge) based learning that is happening. TPACK with definitions. Within the TPACK model there are 7 different sections, each of which are represented in this diagram. Technology Knowledge Pedagogical Knowledge Pedagogical Knowledge is, according to Koehler and Mishra, “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. Content Knowledge So what next?
Using Webb's Depth of Knowledge to Increase Rigor The word "rigor" is hard to avoid today, and it provokes strong reactions from educators. Policymakers tout its importance. Publishers promote it as a feature of their materials. But some teachers share the view of Joanne Yatvin, past president of the National Council for Teachers of English. To them, rigor simply means more work, harder books, and longer school days. Calculating Cognitive Depth For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level? Level 1: Recall and Reproduction Tasks at this level require recall of facts or rote application of simple procedures. Level 2: Skills and Concepts At this level, a student must make some decisions about his or her approach. Level 3: Strategic Thinking At this level of complexity, students must use planning and evidence, and thinking is more abstract. Level 4: Extended Thinking Level 4 tasks require the most complex cognitive effort. Apply as Needed
A student told me I 'couldn't understand because I was a white lady.' Here's what I did | Education | News | The Independent Emily E. Smith is a fifth-grade social justice and English language arts teacher at Cunningham Elementary School in Austin. She was just awarded the 2015 Donald H. In her speech accepting the award, Smith talked about a seminal moment in her career when she realized she needed to change her approach to teaching students of colour, one of whom told her that she couldn’t understand his problems because she is white. From Smith’s speech: "I’m white. But something was missing. I’ve been guilty of that charge. My curriculum from then on shifted. We read about the Syrian crisis, analyzing photographs of war-torn faces at the border and then wrote poetry of hope, despair and compassion from the perspectives of the migrants. So as I stand here today I can declare that I am no longer a language arts and social studies teacher, but a self-proclaimed teacher of social justice and the art of communication with words. Put aside your anxieties and accept your natural biases. Washinton Post
Designing Professional Learning The Designing Professional Learning report provides a snapshot of the key elements involved in creating effective and engaging professional learning in a globally dispersed market. Whether you are developing professional learning from scratch, enhancing an existing program or evaluating professional learning for yourself or others, the Designing Professional Learning report provides detailed guidance on how to configure and/or evaluate your own context-specific model/s. Following analysis of a broad range of professional learning activities, a Learning Design Anatomy was developed to provide a framework for understanding the elements of effective professional learning. Each learning design element is framed by a detailed series of questions that challenge users to refine and clarify aims, intended learning outcomes and the most effective ways in which to engage—taking into consideration the unique context for learning. Designing Professional Learning report 778KB PDF International Partners
Five Ways to Restore Humanity to the Classroom | Vicki Zakrzewski, Ph.D. When I look back on the great teachers who shaped my life, what I remember isn't the way they prepared me to take a standardized test. What I remember is the way they taught me to believe in myself. To be curious about the world. To take charge of my own learning so that I could reach my full potential. They inspired me to open up a window into parts of the world I'd never thought of before. -- President Obama, "An Open Letter to America's Parents and Teachers," October 26, 2015 Obama's statement describes the heart and soul of teaching. Throughout the country, teachers are resisting the testing paradigm by putting those person-to-person bonds first. Summer school for teacher happiness Julie Mann, a 21-year teaching veteran, spent the summer immersed in the science of social-emotional well-being and mindfulness and its application for the classroom. "The Institute was the catalyst because it's an embodiment of everything that is promoted on the GGSC website," says Julie.
Resources and Downloads for Teaching Critical Thinking 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 & Rubrics KIPP King Curriculum Planning Guide <img height="12" width="11" class="media-image media-element file-content-image" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/08/pdficon.gif? Back to Top Tools for Critical Thinking Scope and Sequence, Speech and Composition <img alt="" title="" class="media-image" width="11" height="12" src="/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/content/08/pdficon.gif? Culture at KIPP
The Big Picture Program Focuses on Real-World Skills and Projects to Help Teenagers Who Struggle in Traditional Classrooms This story is part of a short series on innovative ways teachers are rethinking the traditional lesson plan. What’s one that resonated with you or the student in your life? Tell us about it: firstname.lastname@example.org. Nothing in particular stands out about the two adjoining rooms at South Burlington High School, one littered with desks, the other lined with simple grey cubicles. Yet the 30 students working inside are taking part in a uniquely personalized curriculum unlike anything their peers—or most U.S. high-school students—ever get to experience. Big Picture, a program with a chapter at South Burlington, bucks the traditional model of high-school learning. That’s because the program is centered around the concept and execution of self-directed learning. Big Picture’s model is now used in more than 60 schools across the U.S. Within South Burlington’s larger student population of around 900, Big Picture accounts for just a small portion of students. Their destination?
4 Tips for Getting to Know the Blended Instructional Model The days of talking at students are finally over. I recall many a college class filled to the brim with students feverishly taking down notes, as our professor talked at us. Sounds familiar? Probably. Recently, I finished my Masters degree in what was a new environment for me: blended classes. The experience allowed me to further communicate with my colleagues and classmates in a manner that I hadn't been accustomed to. I left this experience determined to bring the concept to my classroom, and due to the Common Core's adoption, we all need to embrace this concept. Tip #1: Kids Aren't as Tech Savvy as You Think Like most subjects, your students' knowledge in regards to technology will vary. True, I had the occasional student that could hack into a supercomputer, but that student was generally rare. Realistically, you might to be forced to instruct students on how to use various mechanisms for your class. Tip #2: Be Wary of Online Textbooks and Online Classes