Grouping students is easy; creating effective student groups is less so.
The following infographic from Mia MacMeekin seeks to provide some ideas to help make group work easier in your classroom. The strength of this particular graphic is in the range of the ideas. The first tip refers teachers to Vygotsky’s Zone of Proximal development, which frames student ability in terms of a range: what they can do unassisted, what they can do with the support of a More Knowledgeable Other (MKO), and what they cannot do even with support. This is different for each student, and understanding these ranges for students can help inform grouping decisions, whether you’re using a peer instruction model, ability grouping, or another approach.
A good public speaker takes their audience on a journey, leaving them feeling inspired and motivated. But structuring your speech to get your ideas across and keep your audience engaged all the way through is tricky. Try these eight storytelling techniques for a presentation that wows.
"Lately, there have been a bunch of buzzwords floating around the education world that all seem to mean the same thing. You’ve probably heard them: problem-based learning, project-based learning and inquiry-based learning. Is there a difference? How will you know which one to do in your classroom?"
Can kids solve real life problems that affect our world? Sure! Why not? Many of you know the 7 sterile steps to PBL. How about adding a little more to the 7 steps? Here are a few ideas about how to solve real-life problems with your class
Imprescindible desarrollar las disciplinas de desarrollo emocional relacionadas con el bienestar y la felicidad como base ética del aprendizaje. Que nadie se abstenga de mirar estos documentos valiosos. Sin esto, ninguna técnica ni metodología puede arraigar.
Director del "National Center for Teaching Thinking" de Boston (EE UU). Como uno de los gurús de la educación actual, el profesor Robert Swartz lidera esta organización sin ánimo de lucro desde 1992. Su objetivo: acabar con los moldes caducos de la educación tradicional e introducir el pensamiento crítico y creativo en las escuelas.
MADISON, Wis. — Over the course of 12 weeks, twice a week, the prekindergarten students learned their ABCs. Attention, breath and body, caring practice — clearly not the standard letters of the alphabet.
Rather, these 4- and 5-year-olds in the Madison Metropolitan School District were part of a study assessing a new curriculum meant to promote social, emotional and academic skills, conducted by the University of Wisconsin-Madison Center for Investigating Healthy Minds (CIHM) at the Waisman Center.
Researchers found that kids who had participated in the curriculum earned higher marks in academic performance measures and showed greater improvements in areas that predict future success than kids who had not. The results were recently published in the journal Developmental Psychology.
In the first of two parts, guest blogger John Larmer of the Buck Institute for Education clears up any confusion on the difference between project-based learning, problem-based learning, and whatever-else-based learning.
The more I visit classrooms around the country and observe different types of teachers, the more I notice a series of shifts. In fact, when I interview well-regarded teachers who appear to have consistently positive results with students, I hear them describing a rather consistent list of shifts in their habits and thinking throughout their teaching career. Here is what I hear.
Todas las mejoras tienen en común la gestión de un modelo de aula centrada en los procesos de aprendizaje del alumnado. Muy importante saber apreciar la integración del trabajo con las emociones de la columna de la derecha : atención individual, dar la palabra, generar confianza, individualizar el aprender a aprender, el auto-control, etc.
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