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Critical Thinking in the 21st Century and Beyond via Eric Sheninger

Critical Thinking in the 21st Century and Beyond via Eric Sheninger | Engaging students in learning | Scoop.it
A blog about digital leadership, pedagogy, learning, and transformative change in education.

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8 Reflective Questions To Help Any Student Think About Their Learning via teachthought

8 Reflective Questions To Help Any Student Think About Their Learning via teachthought | Engaging students in learning | Scoop.it

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RESENTICE's curator insight, September 26, 9:21 AM

ou comment rendre l'apprentissage plus efficace à l'aide d'un questionnement personnel journalier des élèves sur ce qu'ils retiennent de leur journée de classe ?

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28 Student-Centered Instructional Strategies -

28 Student-Centered Instructional Strategies - | Engaging students in learning | Scoop.it
28 Student-Centered Instructional Strategies by TeachThought Staff Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed [...]

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Formative Assessment Works

by Mel Riddile


Formative assessment or assessment for learning is a proven strategy to improve student achievement.


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Beth Crisafulli Hofer's comment, January 10, 6:54 PM
I'm going to add some of these to our framework!
LET Team's curator insight, March 19, 6:44 PM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.


• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.


• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.


• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn 


 


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


 


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


 


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


 


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


 


Formative Assessment in the Beginning and Ending of the Lesson


 


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.


• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.


• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words


• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).


• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).


• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


 


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


 


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned


• Question design - ask kids to write their own questions with different levels of Bloom's involved


• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool


• Mentor activities that ask the student to create something original using the learning as a model


• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


Andy Fetchik's curator insight, March 21, 11:34 AM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.

• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.

• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn ;


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


Formative Assessment in the Beginning and Ending of the Lesson


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.

• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.

• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words

• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).

• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).

• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned

• Question design - ask kids to write their own questions with different levels of Bloom's involved

• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool

• Mentor activities that ask the student to create something original using the learning as a model

• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


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How To Use Learning Battle Cards Maps in E-Learning

How To Use Learning Battle Cards Maps in E-Learning | Engaging students in learning | Scoop.it

"Apart from all theories and taxonomies behind, Instructional Design is a creative process. While designing new things you need not only knowledge about rules, frameworks, and best practices, but also sparks of inspiration which will lead you to innovative solutions. Here is how to be inspired by Learning Battle Cards maps."


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27 Ways To Inspire Innovative Thinking In Students

27 Ways To Inspire Innovative Thinking In Students | Engaging students in learning | Scoop.it
27 Ways To Inspire Innovative Thinking In Students by TeachThought Staff Innovating thinking is one of those awkward concepts in education--on
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Harriet Rolfe's curator insight, May 25, 10:23 PM

I like the concepts in this article- however I would love a bit more practical advice at how I extend my teaching strategies to promote innovative thinking

Lacey Mack's curator insight, May 28, 10:09 PM
Not only is the diagram attractive, it has some excellent points. Links with the flipped classroom approach and State Schooling Explicit Instruction
Stephania Savva, Ph.D's comment, June 3, 2:11 AM
Thanks for sharing this interesting article!
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Technology Resources to Help Foster a Growth Mindset in Your Students — via Kelly Walsh

Technology Resources to Help Foster a Growth Mindset in Your Students — via Kelly Walsh | Engaging students in learning | Scoop.it
“Growth Mindset” is Much More Than Just Another Buzz Word Your may have noticed the growing focus (pun intended!) on the power of the “growth mindset” in education in the last few years. Some have worked to debunk it, but a

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Maeve's curator insight, March 21, 9:33 AM

(1) Yes, I agree with what the author says. Many people are using technology for education.

(2) Yes I foresee things to be different in future as technology have come so far and now students are using technology to study better.

(3) When everyone is using technology to help with their studies everyone would then rely on technology more and then they would get very dependent on it. And it is not very good as technology can fail unexpectedly.

(4) Many people will benefit from it as Technology can give them a wide variety of knowledge and we get to learn new things with technology.

(5) This is not fool proof.

Maeve's curator insight, March 21, 9:35 AM

(1) Yes, I agree with what the author says. Many people are using technology for education.

(2) Yes I foresee things to be different in future as technology have come so far and now students are using technology to study better.

(3) When everyone is using technology to help with their studies everyone would then rely on technology more and then they would get very dependent on it. And it is not very good as technology can fail unexpectedly.

(4) Many people will benefit from it as Technology can give them a wide variety of knowledge and we get to learn new things with technology.

(5) This is not fool proof.

Maeve's curator insight, March 21, 10:18 AM

(1) Yes, I agree with what the author says. Many people are using technology for education.

(2) Yes I foresee things to be different in future as technology have come so far and now students are using technology to study better.

(3) When everyone is using technology to help with their studies everyone would then rely on technology more and then they would get very dependent on it. And it is not very good as technology can fail unexpectedly.

(4) Many people will benefit from it as Technology can give them a wide variety of knowledge and we get to learn new things with technology.

(5) This is not fool proof.

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The Best Formative Assessment Tools, Tips, and Lessons

The Best Formative Assessment Tools, Tips, and Lessons | Engaging students in learning | Scoop.it
To unlock formative assessment’s full potential, go beyond the bar chart and get students to reflect on their own learning goals, areas for growth, and next steps. Thankfully, the digital tools you're already using often have features to support this.

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Te Aniwa Tutara's curator insight, March 19, 5:05 AM
T
This is an excellent, thought provoking, short, sharp and witty presentation and I will defiitely be using this learning in my classrooms this week!!!
 
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Why Transforming Classrooms Into Collaboration Rooms Can Make A Big Difference @elearnindustry

Why Transforming Classrooms Into Collaboration Rooms Can Make A Big Difference @elearnindustry | Engaging students in learning | Scoop.it
Want to know why transforming classrooms into collaboration rooms can make a big difference? Check why Collaborative Learning is so important. 

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Dr. Theresa Kauffman's curator insight, February 8, 10:43 AM

Collaboration is engaged learning. And it meets their social needs by providing meaningful topics to discuss and problem solve.

Tony Guzman's curator insight, February 8, 12:40 PM

This article shares some great points on why collaborative learning should be considered in every classroom.

Dean Pearman is 's curator insight, February 8, 4:28 PM

Some very simple but highly effective ideas about collaborative learning for students. 

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Exit Tickets: Checking for Understanding

Exit Tickets: Checking for Understanding | Engaging students in learning | Scoop.it

"Exit tickets are a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. This tool can be used daily or weekly, depending on the unit being taught. A good exit ticket can tell whether students have a superficial or in-depth understanding of the material. Teachers can then use this data for adapting instruction to meet students' needs the very next day."


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Continuum from teacher-centred to learner-driven

Continuum from teacher-centred to learner-driven | Engaging students in learning | Scoop.it

Moving fr teacher-centered 2 learner-driven happens on continuum @bbray27 @khmmc @sylviaduckworth #edchat #edpolicy pic.twitter.com/eKmlbmhI86


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Formative Assessment Works

Formative assessment or assessment for learning is a proven strategy to improve student achievement.


Via Mel Riddile
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Beth Crisafulli Hofer's comment, January 10, 6:54 PM
I'm going to add some of these to our framework!
LET Team's curator insight, March 19, 6:44 PM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.


• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.


• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.


• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn 


 


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


 


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


 


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


 


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


 


Formative Assessment in the Beginning and Ending of the Lesson


 


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.


• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.


• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words


• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).


• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).


• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


 


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


 


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned


• Question design - ask kids to write their own questions with different levels of Bloom's involved


• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool


• Mentor activities that ask the student to create something original using the learning as a model


• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


Andy Fetchik's curator insight, March 21, 11:34 AM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.

• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.

• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn ;


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


Formative Assessment in the Beginning and Ending of the Lesson


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.

• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.

• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words

• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).

• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).

• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned

• Question design - ask kids to write their own questions with different levels of Bloom's involved

• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool

• Mentor activities that ask the student to create something original using the learning as a model

• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


Rescooped by Leon Weatherstone from Teacher Engagement for Learning
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How to Provide Effective Feedback and Improve the Learning Experience

How to Provide Effective Feedback and Improve the Learning Experience | Engaging students in learning | Scoop.it
Help students achieve goals, move forward, and excel by providing effective feedback to improve the overall learning experience.

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4 Simple Researched-Based Ways To Maximize Your Teaching

4 Simple Researched-Based Ways To Maximize Your Teaching | Engaging students in learning | Scoop.it
And the research says...

These four simple research-based strategies could have a big effect on your teaching success.
1. Focus on One at a Time
In the first month of school, choose two students (two “hard nuts to crack”). After each lesson and assessment, try to figure out what worked for these students in particular and use those insights to plan your instruction. Homing in on one or two students, says Wendy Baron, chief academic officer of the New Teacher Center, helps teachers “see the difference they make…and it builds a level of persistence.” This kind of focus has surprising benefits, as the effective intervention spills over to the rest of the class. Next month, choose two more “focal points.”
2. Think About How Kids Think
Don’t worry as much about the right answer as how your students get there. Constructed responses, essay questions, or oral responses will give you an idea of how kids think, providing much more information than multiple choice. Even in math, give short-answer questions that require kids to explain their thinking.
3. Go Visiting
Here’s a goal: Three times this year, spend an hour or two in the classroom of a colleague whom you admire. It’s amazing what you can learn by watching a teacher at the top of her game, particularly if she has a style similar to your own.
4. Get It on Tape
Charlotte Danielson, author of Talk About Teaching!, suggests you watch yourself teach and then reflect on your lesson. “Videotape a lesson, and watch and discuss it with colleagues,” says Danielson. “Those are very rich conversations.”
As you watch, consider your students’ points of view. How are you at explaining concepts in a variety of ways? Who’s doing the work in the room — are you spending a lot of time having the kids watch you model, or are the students challenged to solve problems on their own? “One of the things that we know about learning,” says Danielson, “is it only happens when the learner is doing the thinking.”

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Formative vs Summative Assessment-Teaching Excellence & Educational Innovation - Carnegie Mellon University

Formative vs Summative Assessment-Teaching Excellence & Educational Innovation - Carnegie Mellon University | Engaging students in learning | Scoop.it

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ASCD EDge - 6 Practical Formative Assessment Tips

ASCD EDge - 6 Practical Formative Assessment Tips | Engaging students in learning | Scoop.it
Don’t emphasize grading over learning. Your goal should be to help students master the content, not to collect a grade.

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Assessments for Today's Students

Assessments for Today's Students | Engaging students in learning | Scoop.it
Kristina Doubet, Heather Wolpert-Gawron, Thomas Guskey, Thom Markham and Nancy Sulla contribute their thoughts on assessment in today's classroom.

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Visualizing 21st-Century Classroom Design

Visualizing 21st-Century Classroom Design | Engaging students in learning | Scoop.it
These five steps are essential in creating a 21st-century classroom: establishing zones, ensuring resource accessibility, encouraging mobility, igniting inspiration, and fostering respect.

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Stop Innovating in Schools. Please. — Modern Learning

Stop Innovating in Schools. Please. - Modern Learning - Medium
Too often when we talk about “innovation” in education, we point to that new set of Chromebooks or those shiny new Smart…

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Beyond Engagement: Making School Personal — by Mike Crowley

Beyond Engagement: Making School Personal - The Synapse - Medium
Engagement matters, but we have to think beyond engagement. — David Price

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The 4 conditions that support deeper learning

The 4 conditions that support deeper learning | Engaging students in learning | Scoop.it
A new white paper examines how teachers and their classroom role must change to help students achieve deeper learning.

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Timely Feedback: Now or Never

Timely Feedback: Now or Never | Engaging students in learning | Scoop.it
Feedback is necessary for learning. Be constructive, kind, and specific. Find strategies for responding promptly to student work, and give them opportunities to reflect before revising.  

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Ivon Prefontaine's curator insight, January 29, 10:39 AM

Feedback is a conversation between teachers and students.

Rod Murray's curator insight, January 30, 8:45 AM

Thoughts on being constructive, kind, specific, encouraging reflection, and giving timely feedback.

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Crafting Questions That Drive Projects

Crafting Questions That Drive Projects | Engaging students in learning | Scoop.it
Not only does project based learning motivate students because it is an
authentic use of technology, it facilitates active learning, critical
thinking, collaboration, and creativity. Projects begin with a driving
question–an open-ended question that sets the stage for the project by
creating interest and curiosity. 

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The science of resilience: how to teach students to persevere

The science of resilience: how to teach students to persevere | Engaging students in learning | Scoop.it
Neurologist and teacher Judy Willis shares three simple techniques to help teachers build resilience in their students

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