Here are nine questions for you this week. Are parents being guilted over children’s screen time? ● Should you let your kid use Snapchat? ● How can you tell if an app is really educational? ● How much help do teachers expect parents to provide their kids on school projects? ● Could you be confused about what a growth mindset really is? ● Do you know how the “testing effect” works? ● Does comparing U.S. and Chinese scores on international tests mislead parents? ● Are you familiar with the new college rankings...
Think you know everything there is to know about smart studying? You may be surprised by some of the past year’s research. Below are 15 new insights on how to prep for exams and boost your academic achievements in general.
Should we teach coding in schools? What does ‘coding’ mean in our context? Who should teach it, and who should learn it – a certain few, or everyone? Can we afford to do this do? (Conversely, given that our neighbors and competitors are doing this, can we afford not to do this?) Are we interested in making sure more kids ‘learn to code’ and then stop there, or is it more about developing the skills that would help students eventually ‘code to learn’?
How can we best prepare children for success in their lives and livelihoods? In a new paper, Rebecca Winthrop and Eileen McGivney explain that recognizing the world’s constant evolution is key to preparing children for the rapid change in technology, increasing interconnectedness, and new forms employment.
Nicholas Papageorge responds to Angela Duckworth's recent New York Times op-ed which raises important concerns about the dangers associated with attaching consequences to school children’s development of character skills. While the concerns are valid, he argues the critique overlooks an additional feature of such skills that raises serious doubts about the utility of uniformly penalizing or rewarding schools for the development of students’ non-cognitive skills.
Teachers are trying to get students to slow down and take note of how and why they are thinking and to see thinking as an action they are taking. But two other core components of metacognition often get left out of these discussions — monitoring thinking and directing thinking.
“A mistake that we made was the assumption that schools were not successful because they weren’t well run, or they weren’t well organized, or that teachers weren’t trained and supported,” he says in an interview at Mastery’s headquarters in a wing of a struggling middle school the charter chain took over in 2007. “That may … be true.” But, he adds, “our communities face lots of barriers and problems – kids in trauma – that need to be addressed if we’re going to be successful.”
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