The type of CEO who lands on the cover of business magazines has a big, outgoing personality, all the better to charm investors, win over partners and rally employees. But what if companies run by extroverts did poorly? What if companies fared better in the hands of introverts?
With digital tools like Nearpod, Classkick, Educreations, Explain Everything, and Seesaw, teachers can leverage student-centered, personalized learning in whole-group instruction, guided and independent practice, and reflection.
Our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely.
Stanford psychology professor Carol Dweck has become something of a cult figure in education and parenting circles. Her research into boosting student motivation has spawned a mini industry of consultants, sold more than a million books and changed the way that many adults praise children. Dweck believes too many students are hobbled by the belief that intelligence …
Praising effort alone
Many parents and teachers have interpreted Dweck’s work to mean that they should praise a child’s effort, such as “I’m proud that you tried really hard,” or “I see how much effort you put into this.” Or teachers sometimes give A’s on assignments if a child has attempted all of the questions, regardless of whether the answers are good or not.
“It’s like the consolation prize. ‘Oh, at least you worked hard,'” said Dweck. “What if they didn’t make progress or they didn’t learn?”
Praising effort alone, she says, is useless when the child is getting everything wrong and not making progress. Either students will feel misled when they are eventually confronted with the reality of their low achievement, or the hollow praise will convey adults’ low expectations for them.
Implementation with fidelity is important when new strategies from research comes to the classroom. We often "cherry-pick" what we feel comfortable with but it is necessary to "lean in" and implement as intended by the author or researcher. Be committed to self-reflection and evaluation of the progress you see in students. Adjust, refine and commit to improving your execution.
To better understand how educating individuals can make a global difference, consider what we should stop doing, what we should start doing, and what we should continue doing.
What Should We Stop Doing?Stop teaching as if we have the answers.Stop rushing.Stop talking.What Should We Start Doing?Start looking for problems to solve, actions to take, and beauty to create.Start seeking out authentic, high-stakes audiences for student work.
My son's birthday party this year was at one of those bounce house places with children hopped up on orange soda and birthday cake. In the midst of the chaos, one of the workers approached me—not with the news of some disaster, as I immediately feared, but with a smile and a huge hug. "Mrs. Chandler!" Teachers who live in the community where they work experience this all the time—hugs and greetings from past and present students. However, this was different. This time th
Here are seven apps to help special needs students toward reading readiness, touchscreen games that engage children through play with colors, shapes, animation, alphabet sequencing, and sentence structure.
Different viewpoints are based off of the unique approaches, biases and inclinations that we bring to situations. However, where we get ourselves into trouble, particularly in the workplace, is when we assume that our perspective is the only one that exists, let alone the only one that matters.
Such narrow thinking can be even more damaging for leaders. Not only does it prevent them from grasping opportunities and identifying challenges that only others are attuned to, but it can lead to discontent and frustration in others who do not feel heard or valued.
How can we make sure to avoid such thinking and ensure that we not only become more mindful of other views but actively seek them out?
This piece was actually sparked by an interview of Lady Gaga by Soledad O' Brien at the Born This Way Emotion Revolution Summit where Gaga stated, "It's time to stop telling learners what to do and
start listening for we can do for them.”
One of those accepted practices, sadly, in most educational settings is that the teacher is the authority to be respected and listened to without question. Listening to students is not a practice that is often taught in teacher education programs.
There is a current movement, in some circles, to promote and honor student voice. But, and this is a huge but, if educators are serious about honoring student voice, they need to first learn how to listen, really listen to their students.
Students who are given a voice in setting goals gain ownership in what they’re learning. Teachers who listen to what students tell them they need to learn gain more than just a better understanding of the children they teach — they gain clarity on their roadmap to better teaching. And when conversations about teaching and learning are allowed to happen, teachers and students develop mutual trust and high expectations. (Want to Improve Teaching? Listen to Students)
As I visit classrooms, I see teachers working hard at lecturing and students passively receiving. A few students may be actively taking notes of some kind but most are just listening, maybe. In John Hattie's , Visible Learning (pp.43-44), one of the most effective predictors of student performance is the student's own reporting of his/her level of knowledge of the content.
Schmidt explains that repetitive drilling on the same task is called “block practice.” You do the same thing, over and over, in one block of activity. He argues that a better way to learn is to practice several new things in succession, a technique called “variable practice” or “interleaving.”
There’s a broad feeling that we could learn better, our kids could learn better, that it’s important,” Bjork said. “And everything we’re seeing here suggests that schools could be more effective. People could learn much more effectively than they’re learning.”
It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change
Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting. These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.
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