In some instances, research illuminates a topic and changes our existing beliefs. For example, here’s a post that challenges the myth of preferred learning styles. Other times, you might hear about a study and say, “Well, of course that’s true!” This might be one of those moments. Last year, Dr. Karlsson Wirebring and fellow researchers published a study that supports what many educators and parents have already suspected: students learn better when they figure things out on their own, as compared to being told what to do.
As a developing teacher, there are lots of courses you can do and resources that you can access to aid your development, but when you become a teacher of teachers, this often isn't the case. Feedback especially, is an area in which the door is often literally and metaphorically closed and you get little feedback yourself on this area of practice.
This blog supports an ongoing conversation about the different needs and skills for supporting teachers leaders that are working with preservice teachers. One area we are looking at as a district is how do we create systematic support or training for cooperating teachers.
"If you're teaching or raising teenagers, these sentence stems may sound familiar:
"Did you hear what she said about. . ." "I can't believe he. . ." "She's such a. . ." "OMG! I'm going to die if. . ." "Look at this chat/screenshot/Snapchat! Can you believe. . ."
Social "drama" among teenagers is ever-present, overwhelming, and isn't going away. By better understanding the needs that teens are expressing through drama, we can support them in developing healthy skills that will serve them throughout life."
"Here are some of the key areas where teen brain development impacts social skills."
"The good news is that the teenage brain is malleable and primed to learn. This gives us a great opportunity to teach social skills, mindfulness practices, and empathy development. Honor the experience instead of judging."
Below are some ideas that are truly transformational–not that they haven’t been said before. It’s not this article that’s transformational, but the ideas themselves. These ideas aren’t just buzzwords or trendy edu-jargon but the kind of substance with the potential for lasting change.
And the best part? This is stuff that’s available not tomorrow with ten grand in classroom funding and 12 hours of summer PD, but today. Utopian visions of learning are tempting, if for no other reason than they absolve us of accountability to create it right now, leading to nebulous romanticizing about how powerful learning could be if we just did more of X and Y.
But therein lies the rub: Tomorrow’s learning is already available, and below are 7 of the most compelling and powerful trends, concepts, and resources that represent its promise.
Anyway, I decided to put together a list of characteristics and qualities that I’ve noticed in my student teachers: things that have made their time in my classroom beneficial to them AND to me. Whether you’re about to be a student teacher yourself, or are about to be a mentor teacher and want to share this list with your newbie, here is a list of characteristics of things I have noticed my awesome student teachers have in abundance.
What happens in Vagus… may make or break compassion." "...suggesting that the Vagus may be key to the emergence of compassionate behavior during development as well as day-to-day experiences of compassion."
David Baker's insight:
"Warm, sympathetic, and authoritative parents are like co-pilots for the Vagus nerve in helping children to develop their ability to feel sympathy and compassion—and then to act on that impulse." This makes me wonder the impact of teachers that are warm, sympathetic and compassionate- maintaining what parents have provided and planting seeds for children that have not had the modeling.
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.
"The job of the teacher was to help students build upon what they already knew. So it didn’t make sense to fill children with facts, which they would forget as soon as the test was over. The goal was to help them recognize relationships between facts. You didn’t have to be a physicist or a historian to understand gravity or the Civil War. But you did need a teacher who could help you think like a physicist or a historian, ordering and analyzing information just like they did."
Interesting insights. Again demonstrating the importance of teaching students to think and make sense of content.
What a great tool for explaining the process. Fun way to introduce project to students or teachers. I'm wondering how this might be part of new teacher induction, PIE or student teacher seminars. This might be a fun option for PIE infographic night.
Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.
"Parents are a really critical force in child development when you think about how motivation and mindsets develop," says Kyla Haimovitz, a professor of psychology at Stanford University. She coauthored the study, published in Psychological Science with colleague Carol Dweck, who pioneered research on mindsets. "Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it."
Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.
In “Why Questions Are More Important Than Answers,” I said that “Questioning is the art of learning. Learning to ask important questions is the best evidence of understanding there is, far surpassing the temporary endorphins of a correct “answer.” And while I sometimes disagree with things I say after hearing or reading them later, that still holds up.
Questions are causes and effects of learning.
I saw the above graphic a few months ago while I was researching question-formation strategies. That post is still about 2/3 finished but after that long, I thought it made sense to share this graphic to kind of frame that content whenever I finally get off my keister and get it together.
If a kid has been pushed to a point where she’s acting out in order to get negative attention, the problem is far bigger than you. You know that, right? I didn’t when I was a young teacher, but when this reality dawned on me, it was a game changer. Realizing that it wasn’t about me gave me enough space to breath a bit before I reacted.
It’s not about you either, I’ll bet. If it is, it might say something about how much the kid who is making you crazy cares about you.
Sometimes, they act out to get your attention.
Sometimes, it’s the only way they know.
Sometimes, admitting what they really think or feel or need requires a level of vulnerability they just aren’t able to conjure.
So, don’t call students out in front of other people. Don’t point out their errors, don’t name their flaws, and by all means, don’t cut them down with your sarcasm. Try to get to the root of the problem, instead. Try asking yourself a few questions.
Infographic layouts refer to the arrangement of your visual elements and your content. When you begin working on a piece of infographic, you should have a story to tell hence, you will need to select a layout that best suits your story. Using the right layout will ensure good readability and convey your message well.
We have put together a cheat sheet for your quick reference to the right arrangement to use, here are six common ones you can quickly work with....
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Creating engaging newsletters with your curated content is really easy.