Increasingly, educators are looking to research about how kids learn to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.
A good story can make or break a presentation, article, or conversation. But why is that? When Buffer co-founder Leo Widrich started to market his product through stories instead of benefits and bullet points, sign-ups went through the roof. Here he shares the science of why storytelling is so uniquely powerful.
I wish I could say that’s because of my teaching panache as a visual journalism professor at UMass Amherst. But the reason is more universal. By creating a blended learning classroom—and incorporating external Massive Open Online Courses (MOOCs)—I can now confidently outsource what’s boring, remedial, monotonous and binary to self-guided online lessons. This works. After...
Google Docs is a powerful word processing tool that many schools have adopted. As it’s similar to Microsoft Word and other word processing tools, most of its features are intuitive to use. However, in addition to completing many of the functions of a traditional word processor, Google Docs provides even more capabilities that can be …
How often do you hear the following sentiments from students? • “I won’t ever use anything I am learning in this class, but I have to take it to graduate.” • “I don’t care about this class. I just need a passing grade.” • “I can’t remember anything I learned in that class.”
Granted, not all classes cover interesting material—or at least material that’s of interest to students who may be there only to fulfill a requirement. While we can’t change what needs to be taught, we can change how we deliver it. If we make the right adjustments to our course design and teaching methodologies, we will hear less complaining in our classes. So, what can we do to achieve higher levels of student satisfaction and long-term learning that lasts far beyond the end of our class?
(This is the first post in a two-part series on this topic) This week's question is: What are the best ways to help students keep their work organized and for teachers to keep their classroom organized? Today, I'll be sharing guest responses from three educators -- Julia Thompson, Ariel Sacks and Gini Cunningham. Part Two in this series will include contributions from two more teachers, along with comments from readers (there's still plenty of time to contribute your suggestions!). In addition, you can listen to a ten-minute podcast on this subject where I talk with Julia and Ariel. Before we...
In this post, Sarah Fine asks why we see play as so central for young children and again for creative professional work, but treat high schools as play-free zones. She argues for why we should care about playful adolescence, and gives several examples of schools that are realizing these goals in practice.
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