"Reading Rockets shares that "A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?" Concept maps deepen understanding and comprehension."Cast reports: "There is solid evidence for the effectiveness of graphic organizers in facilitating learning." A summary of this finding is that, "When looking across 23 different studies they found a consistent effect on comprehension."
The nationally representative survey, conducted on behalf of the University of Michigan's C.S. Mott Children's Hospital, asked adults about child health concerns in their community and across the country.
It's no secret there is an incredible middle-skills jobs gap right now, with not enough qualified workers to fill open positions in the U.S., especially in STEM fields, energy and manufacturing industries....
As we’ve studied the educational process, it’s become clear that students learn in a variety of ways and that no single approach is always successful in a classroom. What makes complete sense to one student may sound like gibberish to another. Competency-based or “personalized” learning allows students to master skills at their own pace with …
Since we talked yesterday about the plethora of different types of visuals available to present information, we thought it might be useful to take a look at why visuals are useful as classroom tools, and some do-s and don’t-s of using visuals. Enter the handy infographic below. While this particular visual isn’t necessarily geared towards teachers, …
Thirteen states paid this year for 11th-graders to take the exam during the school day. Ten more states plan to follow suit.
"The Washington Post (8/19, Anderson) reports that 13 states had mandatory ACT college admission testing of 11th graders this year, with seven more states joining next year in an effort to increase the number of graduates pursuing college. State contracts with the ACT earn reductions that “can add up to millions of dollars a year,” valuable to states where the majority of students already takes the test."
The assumption that organizational change has to start at the top is wrong. Here's how to start within your own sphere of influence and create a ripple effect.
Mel Riddile's insight:
Key Points for School Leaders:
"As a team, discuss these questions:
1. What is our purpose? What is the value of the service we provide?
2. What would we look like if we were magnificent at fulfilling our purpose? What would we accomplish? What results would we see?
3. What could our relationships look like? -with each other on the team and with other departments?
4. How would we be working together? What would be happening and not be happening?
Once you are in agreement on the vision, you can begin to look at changes you need to make that will help you get there. Start with changes that are within your control as a team – internal communications, coordinating efforts, decision-making."
As children learn basic arithmetic, they gradually switch from solving problems by counting on their fingers to pulling facts from memory. The shift comes more easily for some kids than for others, but no one knows why. Now, new brain-imaging research gives the first evidence drawn from a longitudinal study to explain how the brain reorganizes itself as children learn math facts.
In April of 2012, Mark D. Shermis, then the dean of the College of Education at the University of Akron, made a striking claim: “Automated essay scoring engines” were capable of evaluating student writing just as well as human readers. Shermis’s research, presented at a meeting of the National Council on Measurement in Education, created …
The key to a better education system is - by all accounts - to ensure we have better teachers. Hard to argue with that isn't it? And just for the record I'm all for enhancing teacher quality - who...
Mel Riddile's insight:
Key point from John Hattie regarding class size:
"In this interview Prof. Hattie is asked why he thinks class size appears to make no difference. This is his response:
Well, I think the major argument seems to be when you have teachers in class sizes, like, of 26, 27, 30 and you put them in the class sizes of, say, 18 to 23, and they don’t change what they do, that seems to be the reason why it doesn’t make a difference. So could it make a difference? Yeah, it probably could if we changed how we went about our teaching. But that doesn’t seem to happen.
Last week I had the honor of working with the Kentucky team leading the implementation of the nation’s largest RTT-D grant. As a member of the Kid-FRIENDLy Fidelity Council, they are tasked with supporting the team’s overarching goal to improve college and career readiness through personalized learning for the more than 60,000 students served by the 22 participating districts and more than 100 schools served by the grant. The impact opportunity is high. The goal of the first meeting was for council members to share advice and expertise on enabling and inspiring innovation. The lessons on education innovation shared by the members – made up of local, state and national experts – were too good not to share with anyone looking to develop an education innovation mindset.
Mel Riddile's insight:
For the best chance at success, leaders work with stakeholders to name and define the specific goals around teaching and learning first and then build the strategies to get there. Every decision, large and small, must flow out of these goals.
Most of us have been students, quite often for 12 or more years of our lives. And because of this, it's easy to think that we've accumulated enough experience with teachers to know at least what teaching is, perhaps even how it ought to be....