Creating a Culture of Inquiry Inquiry is powerful. It can create student ownership in the classroom. It can validate the passions and interests of our students. However, creating a culture of inquiry takes constant work. Teachers need to establish it from the first day in the classroom, and work to keep it vital throughout the year. Culture vs. We need to be honest at the forefront. Welcome If students don’t feel welcome in your classroom, they won't ask questions or engage in the learning. Scaffold and Value Questioning I know that with some younger students, when you ask them if they have a question, you get story instead. Essential Questions One great tool for building a culture of inquiry is essential questions that drive learning. Effective Assignments and Assessments Related to one of the tenets of creating essential questions, we have to make sure that our assignments also mirror and honor inquiry. Do our assignments focus on complexity and justification?
Writing for an academic journal: 10 tips | Higher Education Network 1) Have a strategy, make a plan Why do you want to write for journals? What is your purpose? Are you writing for research assessment? Or to make a difference? Have you researched other researchers in your field – where have they published recently? Having a writing strategy means making sure you have both external drivers – such as scoring points in research assessment or climbing the promotion ladder – and internal drivers – which means working out why writing for academic journals matters to you. 2) Analyse writing in journals in your field Take a couple of journals in your field that you will target now or soon. Scan other sections of the articles: how are they structured? 3) Do an outline and just write Which type of writer are you: do you always do an outline before you write, or do you just dive in and start writing? What types of headings are normally used there? 4) Get feedback from start to finish 5) Set specific writing goals and sub-goals 6) Write with others
Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths In third grade, my daughter struggled with problems like 36 x 12, and she knew her multiplication facts. Fortunately, her math tutor recognized what was needed, and introduced the Lattice Method. For some educators, the Lattice Method is controversial. Just read some of the FB comments. As educators, we know that learning is not one size fits all, and what's best for some students may not be for others. Myth #1: DI is a collection of strategies. There are many books, workshops, and organizations offering "differentiated strategies" that, when used, will instantly have teachers differentiating for their students. Truth #1: DI is a lens for implementing any strategy in all pedagogies. Consider that effective teachers have a wealth of tools that they use to meet student needs. The RAFTs strategy helps students develop writing for a target audience and improving their authors' craft. Myth #2: DI is incompatible with standardized state testing. Myth #3: There is no research that supports DI.
Dear Teachers, Here’s What Kids Who Learn Differently Want You to Know Kids who learn differently and think differently have something to say to their teachers in a video created by Brain Highways, an educational program based on neuroplasticity — the concept that the brain has the ability to reorganize itself and change. “I know it doesn’t always seem like it,” says a young boy in the video below, “but I really do want to listen and learn.” A young girl continues, “It’s just my brain is kind of different.” Brain Highways offers programs for people with a whole range of disabilities and learning differences, including ADHD, autism, obsessive compulsive disorder, bipolar disorder, depression and dyslexia. In this adorable video, Brain Highway kids tell their teachers what they want them to know and how they can use that knowledge to help them learn. Listen and learn in the video below: We face disabilities and diseases together.
Culture - Before Marvel and DC: Superheroes of the ancient world Over the past few years, even the most ardent comic book nerd might have wondered if there were too many superhero movies playing in the local multiplex. For every Iron Man, or Avengers, there have been a couple of less-than Fantastic Fours and enough dubious Hulks to smash the sternest spirit. Studios keep making these films because they know audiences will flock to see them, even if the heroes include a raccoon and a tree. The answer to the second question is more brief than the first. The rules about what makes a superhero are pretty flexible. Bruce Wayne and Tony Stark’s superpowers are their limitless credit cards, which also explains why Agamemnon – least heroic of all heroes, surely – is so concerned about acquiring more booty than other Greek hero during the Trojan War: money is power. Every superhero has his origin story, and a surprisingly large number of modern ones owe those origins to myths of gods and heroes who existed millennia before their cultural descendants.
Text Messaging in Class May Affect College Students' Learning | Global Digital Citizen Foundation ScienceDaily (Apr. 4, 2012) www.sciencedaily.com College students who frequently text message during class have difficulty staying attentive to classroom lectures and consequently risk having poor learning outcomes, finds a new study accepted for publication in the National Communication Association's journal Communication Education. "We know from our past research that college students who are regular text users habitually engage in text messaging during class lectures," said the study's principal author, Fang-Yi Flora Wei, Ph.D., assistant professor of broadcast communications at the University of Pittsburgh at Bradford. "Now we see that in-class texting partially interferes with a student's ability to pay attention, which prior studies show is necessary for effective cognitive learning." In the new study, University of Pittsburgh-Bradford students who were enrolled in selected undergraduate general education classes completed an anonymous questionnaire at the end of the semester.
Student motivation: An adult problem with grown-up solutions By Vinod Lobo, Learning Upgrade How can we motivate the lowest performing students in a school to complete a rigorous standards-based curriculum and move up to grade level proficiency? Given the challenges of poverty, diversity, special needs, and English language learners, many have assumed that this is a student problem; that the lowest performing students cannot complete a challenging curriculum. The school I visited recently was an urban middle school in San Diego that supports an 88% economically disadvantaged, 98% minority, and 42% English learner student population. As the rest of the recipients were announced, students clapped in between bites of pizza. Suddenly other students crowed around, excited to share their successes with me. A sixth grade student had even completed 6th, 7th, and 8th grade courses despite starting 6th grade below grade level and behind his peers. Great stuff, huh? At that point I realized this school is special. Leadership from the Vice Principal
Culture - To return or not: Who should own indigenous art? The British Museum in London is opening a major new exhibition with a rather interesting subtitle. Indigenous Australia: Enduring Civilisation the most important show ever in the United Kingdom to look at the art and culture of Aboriginal Australians and Torres Strait Islanders, and though the exhibition has a massive 60,000-year timescale, it presents indigenous Australian art as part of a continuous culture. Objects from the museum’s collection, such as a shield taken by Captain Cook from Botany Bay – now the site of Sydney’s airport – will be displaye1d alongside bark painting from West Arnhem Land, placards from recent indigenous protest movements and works of contemporary art that reckon with Australia’s past and future. After the show closes in August, many of the objects on display will travel to the National Museum of Australia in Canberra – and there, debate is already roiling. ‘Who owns culture?’ What should be restituted? Toward a solution
Taking Notes By Hand May Be Better Than Digitally, Researchers Say Laptops are common in lecture halls worldwide. Students hear a lecture at the Johann Wolfang Goethe-University on Oct. 13, 2014, in Frankfurt am Main, Germany. Thomas Lohnes/Getty Images hide caption toggle caption Thomas Lohnes/Getty Images Laptops are common in lecture halls worldwide. As laptops become smaller and more ubiquitous, and with the advent of tablets, the idea of taking notes by hand just seems old-fashioned to many students today. For one thing, research shows that laptops and tablets have a tendency to be distracting — it's so easy to click over to Facebook in that dull lecture. In the study published in Psychological Science, Pam A. "When people type their notes, they have this tendency to try to take verbatim notes and write down as much of the lecture as they can," Mueller tells NPR's Rachel Martin. Mueller and Oppenheimer cited that note-taking can be categorized two ways: generative and nongenerative. But the students taking notes by hand still performed better.