Recently we have heard from several teachers that the processing of activities can be difficult. Although this may be true, we believe it is vital to student learning and any teacher can be successful in guiding students to the correct outcome. Asking students the correct questions will ensure the greatest impact from an activity, whether it is math or team building. (Followig) are some of the commonalities in the types of questions you ask as a teacher.
Stop making memes: they haven't been funny for years, and using them makes you seem out of touch at this point. Besides, there are way more creative tools out there for creating pure doses of Internet-related delight. Today Cool Web Apps and Sites brings you five simple tools that let you quickly create something awesome…
Even if you've been teaching a while, you might still experience moments when all of your classroom management tools stop working. This one cheap, quick strategy, using a simple blank notebook, can help you regain control in under a minute. [...]
For the last two years, I've been increasingly frustrated with the traditional approach to assessing students and reporting grades. I want my students to value learning, not the accumulation of points. Unfortunately, I feel like school is akin to a Pacman game where students are myopically focused
I bought a paperback copy of Invent to Learn. I have now read it two more times and filled it with notes in the margins of the pages (scribbling notes is the best part about having a physical copy of a book). In no particular order, here are five highlights from the notes I've taken while readingInvent to Learn.
Teachers should video themselves teaching for many reasons, but here are 3 of the most powerful. Sadly, because of hostile school climates, many teachers will never be able to use the process for everything it's worth.
Questioning is a fundamental element of pedagogy, one you could read endlessly around, but the reality is using questioning to challenge and engage all learners is demanding and potentially problematic to get right. Recently I’ve been working with a team of teachers, shaping our CPD model in preparation for the new academic year. Engaging in dialogue around teaching and learning with colleagues is always a pleasure and extremely informative, and one aspect continually crops up; deep, challenging and engaging questioning. Firstly, I think it’s crucial to outline what we are trying to achieve when we think about the purpose of questioning, for me it includes the following:
* Allowing students to develop a fuller understanding of a concept because they have tried to explain it themselves * To easily recall existing knowledge * To be able to link the ideas in the lesson with existing knowledge * To tackle problems at a deep level and be able to extend their thinking * To engage easily with a task because they are clear about what is expected * To develop independence in the way they learn and think
Earlier this month, we looked at a simple way to use a notebook to settle an out-of-control classroom...or an out-of-control teacher. Now here's part 2, where the notebook is elevated to a more systematic, proactive tool for recording student behavior. [...]
Jackie Acree Walsh explains the benefits of wait time (also known as think time) as described in her September 2015 Educational Leadership (EL) article, “A New Rhythm for Responding,” which she coauthored with Beth Dankert Sattes. What’s in it for me?—or WIIFM—is a question people ask when they’re considering a major change. As Beth Sattes and I suggest in our article in the September 2015 EL, teachers who begin using wait time in their questioning routines will have to make significant behavior
If you ask a student what makes him or her successful in school, you probably won’t hear about some fantastic new book or video lecture series. Most likely you will hear something like, “It was all Mr. Jones. He just never gave up on me.”
What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject. It’s difficult to measure success, and in the world of academia, educators are continually re-evaluating how to quantify learning. But the first and most important question to ask is:
Are teachers reaching their students?
Here are 25 things successful educators do differently.
I came across a great blog post the other day – Formative Assessments Are Easier Than You Think – that told the firsthand account of a teacher, Steven Anderson, who implemented formative assessment in his classroom. He used a sticky-note version of an exit ticket to elicit evidence of studen …
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