The Urban Waters Federal Partnership, a 13-agency initiative, aims to stimulate local economies, create jobs, improve quality of life, and protect health by revitalizing urban waterways and the communities around them, focusing on under-served...
Curriculum mapping is the process indexing or diagraming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness ...
The use of business strategies when training future educational leaders can be problematic. We should be cautious when extending the values of business to the field of education. Not all business practices translate well to teaching and school leadership. Schools exist to serve children and families. We should never look at students in the proprietary way that businesses do their products.
I'm not much of a movie guy, but I did see The Lego Movie last weekend. My son left with a list of new toys he wants, and I left thinking about the educational metaphor I just watched. If you have not seen the movie, don't fret; ...
Washington Post (blog) Education reform and the corrosion of community responsibility Washington Post (blog) The law of unintended consequences essentially states that individual and government actions always have some unintended consequences.
35 Psychology-Based Learning Strategies For Deeper Learning
Have you ever considered letting your students listen to hardcore punk while they take their mid-term exam? Decided to do away with Power Point presentations during your lectures? Urged your students to memorize more in order to remember more? If the answer is no, you may want to rethink your notions of psychology and its place in the learning environment.
Here are 35 critical thinking strategies, straight from the mind of Sigmund Freud.
The term personalized learning, or personalization, is used in reference to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct...
Next week, a delegations from every state alliance will go to Washington D.C. to advocate for geography education and I will represent Rhode Island. On February 26th I will personally meet with Senators Whitehouse and Reed, Congressmen Cicilline and Langevin. I those meetings I will encourage them to become sponsors of the Teaching Geography is Fundamental bill. I would like to encourage you to consider voicing your support for geography education with you representatives. Did you know that Geography is the ONLY required subject that does not receive any dedicated federal funding under No Child Left Behind?
"While a series of high-profile and often controversial school reforms has gotten the lion’s share of attention from policymakers over the last decade or two, one reform appears to have been consistently ignored and marginalized: reducing the size of classes. Yet, as Professor Diane Whitmore Schanzenbach points out in a new policy brief released today, the evidence that class size reduction helps raise student achievement is strong. According to Professor Schanzenbach, class-size reduction has been the victim of a popular misconception that the strategy has been largely unsuccessful. One recent example, Schanzenbach notes, is the writer Malcolm Gladwell, who in a recent book describes small class sizes as a 'thing we are convinced is such a big advantage [but] might not be such an advantage at all.' In fact, she writes, the real story is just the opposite. 'Class size matters,' writes Schanzenbach, an economist and education policy professor at Northwestern University in Evanston, Illinois. 'Research supports the common-sense notion that children learn more and teachers are more effective in smaller classes.' Citing evidence from the academic literature, Schanzenbach explains that 'class size is an important determinant of a variety of student outcomes ranging from test scores to broader life outcomes. Smaller classes are particularly effective at raising achievement levels of low-income and minority children.' Conversely, she points out, raising class size can be shown to be harmful to children. 'Money saved today by increasing class sizes will result in more substantial social and educational costs in the future,' she writes. 'Policymakers should carefully weigh the efficacy of class-size policy against other potential uses of funds,' Schanzenbach concludes. 'While lower class size has a demonstrable cost, it may prove the more cost-effective policy overall.'" | via National Education Policy Center
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.