Mamá, ¿Porqué no podemos jugar en clases? esa fue la pregunta que me hizo uno de mis hijos hace pocos días y me motivó a escribir esta columna. Quizás hay miles de alumnos en el sistema escolar, que anhelan aprender de manera más entretenida. Esta vez, tomaremos una herramienta de ejemplo, que motivará a los profesores a gamificar sus clases y dar un respiro al papel y lápiz.
A generation of children has grown up with continuous connectivity to the internet. A few years ago, nobody had a piece of plastic to which they could ask questions and have it answer back. The Greeks spoke of the oracle of Delphi. We’ve created it. People don’t talk to a machine. They talk to a huge collective of people, a kind of hive. Our generation [Mitra is 64] doesn’t see that. We just see a lot of interlinked web pages.
Storytelling in the classroom can be a powerful way to support literacy. Children can be so absorbed in the tale, they are inspired to retell what they’ve heard to others, motivated to read it for themselves and encouraged to take it further and write their own parts or versions.
Schools are increasingly using movement and expression as vehicles for teaching kids social-emotional skills.
Poindexter is a teaching artist for Dancing Classrooms, a nonprofit based in New York City that brings ballroom dancing to schools primarily in underserved communities.
Started by the dancer Pierre Dulaine in 1994, the 10-week program was featured in the 2005 documentary Mad Hot Ballroom and uses ballroom as a vehicle for teaching elementary- and middle-schoolers social-emotional skills like respect and teamwork and, by extension, empathy.
For many underprivileged students, in-class time with programs like Dancing Classrooms is the only time they will have regular exposure to the arts
World leaders and education activists met at the United Nations today for a high-level event to mark the inclusion of education as a transformative stand-alone goal in the new 2030 Agenda for Sustainable Development.
The maker zeitgeist has evolved far beyond the day when an educator might set objects—say, a box of robotic LEGOs—in a library corner and call it a “maker lab.” Educators are now focusing on how the maker movement can be truly meaningful: it’s not about where making is happening, but about how creating, experimenting, and collaborating impact education. In addition, some high schoolers tinkering their free periods away can discover a passion—sometimes leading to a future educational focus or even scholarship money.
Carol Dweck’s research on growth mindset has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of “productive failure” (a concept Dr. Manu Kapur has been studying for over a decade)* and giving students the time and space to work through difficult problems. Another key idea is to praise the process and effort a child puts in, not the final product.
Sílvia Alberich - An instruction without books and new technologies and with a strong bet for the emotional side are the basis of the Waldorf method, an educational alternative implemented in our country 40 years ago.
Bruner found that even very young children constructed their own knowledge—that is, they made sense of new information based on prior experience and understanding. The job of the teacher was to help students build upon what they already knew.
Low-performing schools struggle to attract and retain good teachers. This June, in an effort to give more students access to excellent teachers, the United States Department of Education required states to submit “educator equity plans,” meant to identify the root causes of why poor and minority kids receive more inexperienced teachers and fix the problem. …
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