Students are not perfect, and we spend much of our time correcting their mistakes. Our challenge is in correcting these mistakes in a useful rather than in a discouraging manner. Fortunately, as Dr. Richard Curwin argues cogently in his recent Edutopia blog post. There are ways that we can structure our classrooms and change how we view and talk about mistakes that will actually encourage learning. Here are a few ways to do just that.
In the digital world and the age of the iStudent, personalized learning is key to success in school and in business. Check out how Epigogy.org explains these 5 levels of personalized learning in the infographic below.
It’s been my experience that too much of the same thing tends to end badly — and higher education is no exception. It was that way in college when my roommate Chris decided his life’s work was to take the Doodle Challenge — at the time, beating the record of 19 burgers within a 2.5…
Rubrics are an extremely useful classroom evaluation tool, though many teachers these days aren’t using them anymore, and don’t think they are necessary. The lovely graphic below from Mia MacMeekin takes a look at rubrics and why they should be used and what they can improve, along with a little guide for teachers on rubrics. …
"Earlier, I wrote about four activities teachers and school leaders can use to jump-start creative problem-solving in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.
This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in."
By: Scott Davis Business Analyst, Pearson It is often quite difficult to relate inputs to outcomes in the world of education. Traditionally, much work has been done to develop and provide inputs into the process of education. These inputs, such as a textbook, an assessment, a learning technology or platform, a course, a qualification, a …
The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the re
A Handy Chart Featuring 8 Ways to Do Formative Assessment on Educated curated by MSTA (RT @MSTA: A Handy Chart Featuring 8 Ways to Do Formative Assessment | @scoopit via @BethDichter http://t.co/4wACsOtTZk)...
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