Inquiry learning has great potential when used by a skillful and highly effective teacher. How do we improve our teaching practices so that we have both ingredients for student learning present in all classrooms?
Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might (RT @MindShiftKQED: How does multitasking affect the way kids learn?
The premise that American students lag behind counterparts in other countries is so widely accepted that it’s casually repeated by just about everyone -- including educators. Here's why it's wrong.
This is for all of us who have endured and finished a grueling testing season. We can only hope that someone in a position of influence reads this, believes it and helps make sure that high stakes testing doesn't come back.
We loan because: We loan because we're convinced that through Kiva, kids can make a real difference in the world, too.
You don't have to have a checkbook to care, you know!
Team Kids Care is but one example of students banning together to change the world. Through the world of micro-loaning, its possible with even the smallest amount of money to help students find a way to feel they can make things better and they can "save the world". Why wouldn't you want to do this kind of learning with students?
In the first of a three part series on the Common Core Standards for Mathematical Practice, Barry Garelick details the "habits of mind" in SMP.
First let me say that I like the new CCSS Math Standards...are they perfect? Heck no. But they are infinitely better than the standards that were the focus under NCLB. They do raise the bar and that makes teachers happy.
That said, I do think the author brings up an interesting point."In fact, a glance at the agendas of professional development seminars that are being given to teachers on implementing Common Core spend much if not the majority of time on the SMP rather than the content standards themselves. "
I think could be true. For math teachers, talking about math is what is motivating and exciting. Probably not so much for talking about mathematical processes. I don't know why but it seems very difficult for PD to get down to the actual math during training.
And while this article is about math, I think that same general comment could be made for the training for all content areas, don't you? How has it happened in your school and in your district?
As testing seasons hits its full stride and teachers/students look anxiously to the end of it all, Larry Ferlazzo brings several interesting comments to why we have high stakes and how Common Core will/won't fit with what we've previously encountered.
Here's five PD essentials to support teachers in transitioning to close reading and the Common Core.
These are fantastic PD workshop trainer tips. I think my fav was "Teachers don't want abstract theory. They want ideas they can use in the classroom. Model the strategies, don't just talk about them". Right on. It's not that I don't think we want theories.....I think we don't want a solely theories kind of training.
This week I was able to observe a 4th grade classroom pilot the English Language Arts (ELA) portion of the SMARTER Balanced Assessment that will be in place in 2014 for most of our nation's public schools.
A principal’s job is only getting harder, according to the latest MetLife Survey of the American Teacher. A whopping 75 percent of principals feel the job has become too complex, and job satisfaction rates decreased nine percentage points in less than five years, to just 59 percent. And seven in 10 principals say their job responsibilities are very different from what they were five years ago.
“Right now, we have the perfect storm of implementation: the Common Core State Standards, new teacher evaluations, and new accountability systems,” says Mel Riddile, associate director for high school services at the National Association of Secondary School Principals (NASSP). Today, principals have to motivate and re-train teachers while transitioning schools to these new standards and systems, he adds, with fewer resources due to budget constraints. “It’s dramatically changed their role. Instead of being an inspector of effective teaching, they are now a builder of teacher capacity.”
Educators in 46 states and DC are deep in the process of implementing new "common core" standards into their classrooms. But an emerging anti-core backlash may render their efforts moot in several states.
One of the "truths" that the author addresses is that CCSS "dumbs" down the curriculum. Boy oh boy.....come to my school and watch what the ELA teachers are doing. It's the opposite of dumbed down....it's higher level thinking, it higher level writing....it's connecting the reading and the writing...it's incorporating more technical kinds of reading (the kind we see in science articles and current events coverage).
ELA CCSS where I work is exciting and inspiring work. Student struggle to keep up at first, but by this time of the year, they've caught on and are amazingly proud of the learning they've done.
STEM lessons will soon be the junction of Common Core math and Next Generation Science lessons. Wouldn't it be wonderful to have students help test out pilot lessons? That's exactly what Anne Jolly did. Read how this all went down.
Love the learning that is going on at this non-school spot. It really brings to mind the question....what do places like suggest for our classrooms? How can they capture the attention of a student in such engaging ways that could be transferred?
Richard Levin is stepping down from his current job. He's been the President of Yale University for about the past 20 years. I thought his observations about how education has changed are very interesting and if towards the end of the interview, he discusses online education. He actually speaks about Yale's experiments with the flipped classroom...very interesting.