In the universe of computer science, the definition and application of computational thinking is widely acknowledged as a pathway to problem solving, easily transferable to other academic subjects and even everyday life.
Stanford University has a different take on what currently consumes high schoolers' lives: the college application. The prestigious, highly selective private Ivy League university in Palo Alto, California is known for its low acceptance rates--this year hit a record low 5.05% of applicants admitted (42,487 applicants applied, 1,402 seniors were accepted for the class of 2019). On a campus tour over spring break, an admissions officer gave us the low-down of the components the university is looki
In the pursuit of helping all students reach their fullest human potential, schools are increasingly seeing the need to personalize learning to meet each student's distinct learning needs. The challenge though is implementing personalized learning at scale in a school. In the absence of having a tut
I think the revised Bloomâ€™s Taxonomy is wrong. I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong. Here's what I propose. In the 21st century, we flip Bloom's taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
Modern classrooms are teeming with students of varying interests, backgrounds, abilities and learning needs. As educators, it’s important to understand the nuanced differences between the terms personalized, differentiated and individualized learning in order to best meet their needs.
Making one's school better requires honest conversation, and that requires courage. Check out these questions and conversation starters that can be used in faculty meetings or as a professional development activity.
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