"Insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. By gaining insights into how the brain works—and how students actually learn—teachers will be able to create their own solutions to the classroom challenges they face and improve their practice."
"As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits, there is one constant that doesn’t change.
The human brain.
But neuroscience isn’t exactly accessible to most educators, rarely published, and when it is, it’s often full of odd phrasing and intimidating jargon. Worse, there seems to be a disconnect between the dry science of neurology, and the need teachers have for relevant tools, resources, and strategies in the classroom. In regards to the disconnect, we’ll continue to strive to create content that is both expert and accessible, as 'The Simple Things I Do To Promote Brain-Based Learning In My Classroom.' http://www.teachthought.com/learning/the-simple-things-i-do-to-promote-brain-based-learning-in-my-classroom/
As for the jargon, Judy Willis, teacher, neuroscientist, and consultant has put together an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. Willis’ writing has been published on edutopia, TeachThought, and Psychology Today, among other sites, and her work in this field has been especially relevant at a time of such great change in education." Full post at http://www.teachthought.com/neuroscience-learning-41-terms-every-teacher-know/
By Dr. Allen Mendler: "I was recently in a third grade classroom and was struck by the presence of rules that were posted for how to have a conversation. The poster said, "Each person must contribute to the discussion but take turns talking. Ask each other, 'Would you like to add to my idea?' or 'Can you tell us what you are thinking?' Ask questions so that you understand each other's ideas. Say, 'Can you tell me more about that?' or 'Can you say that in another way?'"
"The ELLISA project will develop a model of EL-focused elementary teacher preparation based on effective EL teaching practices that integrate the teaching of language and literacy into science, mathematics and social studies instruction and articulate this model across program components including subject matter teaching methods courses, student teaching supervision and mentoring by school district cooperating teachers by providing professional development to university subject matter methods instructors and teacher supervisors, and cooperating teachers from the partner school districts.
In addition, the ELLISA project will develop pre-service teacher education and professional development materials to enable teacher education programs and school districts to implement the ELLISA model at their own sites.
The ELLISA consortium includes San Francisco State University (SFSU), San Jose State University (SJSU), UC Santa Cruz (UCSC), and two partner school districts – Alum Rock Union Elementary School District and Franklin-McKinley School District (ARUSD and FMSD) both of which serve large populations of ELs." Full description at: http://education.ucsc.edu/ellisa/
This additional collection includes background and history of the development of the standards as well as information about assessments that will be used to evaluate instruction and student learning of the standards. Also included are articles on high stakes testing practices and implications for students, teachers, adminitrators, and schools: http://www.scoop.it/t/testing-testing
"In a finding that should give pause to backers of standardized test-based school reform, a new study by neuroscientists at three major universities shows that students who achieved the highest gains on standardized tests did not show the same gains in the ability to analyze material and think logically."
By Valerie Strauss - Washington Post - Dec. 8th, 2013: "The $1 billion initiative by the Los Angeles public schools district to give an iPad to all 650,000 students and teachers for home use has been nothing short of a mess, plagued by poor planning and bad execution."...
"Here’s a new look at what went wrong from Larry Cuban, a high school social studies teacher for 14 years, a district superintendent (seven years in Arlington, VA), and professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “Inside the Black Box of Classroom Practice: Change without Reform in American Education.” This post appeared on his blog: http://larrycuban.wordpress.com/
Even the founders of education start-ups say that online courses can't replace the classroom experience.
But the most compelling reason why MOOCs fall short was this: "One thing that Coursera doesn't do well is teach non-cognitive skills," Ng said. "There are studies that suggest that 80 percent of your income are due to non-cognitive skills: teamwork, ethics, the ability to regulate anxiety. It's an open question whether Coursera can develop technology to teach non-cognitive skills. By contrast, universities do a much better job."
Washington Post (blog) Why it's (long past) time for social and emotional learning Washington Post (blog) Recently, eight urban school districts from around the country met in Nashville to share what has been learned in the effort to bring Social...
Video on msnbc.com: Orchard Gardens, a school in Roxbury, Mass., had been plagued by bad test scores and violence -- but one principal’s idea to fire the security guards and hire art teachers is helping turn it around.
"...how do you go about teaching your students to create good stories? A good story does have to abide by certain rules and these rules are learned through practice. Andrew Stanton, the Pixar writer and director behind both Toy Story and WALL-E, talks some of these rules in his popular TED Talk, The clues to a great story."
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing?
This was a short presentation and discussion starter.
Dowload the supporting document via the QRcode on the title screen.
"The Digital ID Project is a resource to engage students in the language and practices of digital citizenship. When students are given the opportunity to collaborate to design and produce a PSA, create aGlogster poster, or craft a digital story, they embody the NETS goals for safe, responsible, constructive, and innovative digital citizens. Our ELL students are often their families' ambassadors in the digital world. As educators, we can help close the digital divide by ensuring ELL students have multiple opportunities to flex their digital citizenship muscles. We invite all teachers and their students to contribute their work to the Digital ID Project and become part of this global conversation." - Nina Bernasconi & Gail Desler http://www.ascd.org/ascd-express/vol8/826-bernasconi.aspx
"There is a new digital divide on the horizon. It is not based around who has devices and who does not, but instead the new digital divide will be based around students who know how to effectively find and curate information and those who do not." http://www.edudemic.com/search-skills-students-should-know/#! ;