We’ve talked about gamification quite a bit, which is different than game-based learning, if you’ll recall. (The definition of gamification is the application of game-like mechanics to non-game entities to encourage a specific behavior.
School Libraries Work! seeks to empower librarians, classroom teachers, school and district leaders, policy makers, parents and communities by arming them with the most powerful research-based frameworks, recommendations, and support for school library programs.
The 2016 compendium updates and builds upon the 2008 edition, reinforcing the most relevant themes from that report while highlighting recent research at both the national and state levels. All told, the research included in this compendium continues to show that school libraries and school librarians are a powerful force in the lives of America's children.
To remedy the situation, and grow fruitful and happy students within the confines of the syllabus you are bound to, start to fix the problem yourself by creating an atmosphere of problem-solving in your classes. Create situations where students have to think for themselves. Follow this link to get some ideas.
Project-based learning (PBL) has the potential to ignite students' passion in civic purpose and social responsibility, but how do we ensure that projects also demonstrate rigorous learning? Addressing this challenge requires robust approaches for assessing how learning happens through projects. But this doesn't mean that we have to take the fun, authenticity, or social relevance out of projects! Rather, we need to make opportunities to demonstrate learning more explicitly in PBL settings.
Modern K-12 public libraries will offer intensely engaging learning environments to all students. How they will go about doing this is less certain, but the principal trends are readily identified in ...
This post looks at the key ingredients and lessons learned from successful mindfulness programs that are more than five years old. I've studied dozens of these programs at public and private schools across the world, and I've found four components that lead to the successful development of any such program.
What separates good teachers from the excellent ones? The excellent ones are handing out fishing poles; creating a culture in the classroom of independence and self-reliance. These students don’t just recite facts or regurgitate information- they have learned how to learn. They know that if the answer isn’t in front of them, they have the tools to do the investigation and research.
So how do you cultivate a culture of “I can…” in your classroom?
By encouraging students' wonder and recording their "I Wonder" questions, teachers can view those questions holistically and use them to develop lessons and projects that will harness student curiosity.
The dispositions specific to our teacher education program included the following nine behaviors: reflective learner; ethical; inclusive and affirming of diversity; personal and professional conduct; engaged and committed to teaching as a profession; self-efficacious; receptive to feedback; responsible; and collaborative. When I researched dispositions within our profession, I found many interesting articles but nothing definitive and no direction from our professional organizations. Rather than try to reinvent the wheel and come up with other dispositions more closely aligned to our work, I decided instead to emphasize the teaching role of the school librarian. I added the word librarian to all criteria. Where the assessment said the teacher candidate consistently reflects on personal attitudes, I amended it to read: the teacher librarian candidate consistently reflects on personal attitudes.
Nano-Professional Development: 20 Quick Courses For Teachers by TeachThought Staff Professional development can come from a variety of sources–conversation, books, blogs, social media, YouTube, and more–courses, for example.
There is an art and science to teaching, and certainly to curriculum and assessment. And classroom management. And student engagement. And literally everything else about the craft of teaching. How is that true of classroom design?
A recent lesson in my ninth-grade language arts classroom reminded me of the power and efficiency of using hypos -- discussions based on hypothetical scenarios -- to engage students and extend their thinking.
Every teacher already knows that each student learn differently from his or her peers. In the last couple of decades a theory emerged that a few key learning styles could explain and define some of those differences in how children learn.
By incorporating games and using the language of games in the classroom, we can shift students’ thinking so the resilient behavior demonstrated while playing a game transfers to the process of learning.
Notice that we didn’t use the more vague “good teacher” phrasing.
That’s an important distinction, because here we’re talking about something a bit more clinical. Not entirely scientific and analytical and icky, but not entirely rhetorical and abstract and mushy either. Something somewhere in the middle–human, efficient, and hopefully happy and sustainable as a result.
Our goal was to create an educational model in which students' passions are the driving force, empowering them as global citizens. While we have limited time to cover required curriculum, we are committed to finding ways of embedding curriculum in "real-life" applications within the project.
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