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Re-Defining Failure

Re-Defining Failure | Special Science Classroom | Scoop.it

Via Beth Dichter
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Beth Dichter's curator insight, August 16, 2013 10:55 PM

Check out the notes from the talk above, consider watching the video embedded within the post and think about new ways to work with your students this year about the concept of failure. If you are an engineer failure you understand that failure is a teaching tool, allowing you to improve the project, but in education most students consider failure just that...they have failed. A couple of quotes found in this visalization are below. What are your thoughts as you read them?

* Have courage. It's not easy to do new things!

* No failure means no risk which means nothing new.

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Educational Leadership:Co-Teaching: Making It Work:Saying What You Mean Without Being Mean

Educational Leadership:Co-Teaching: Making It Work:Saying What You Mean Without Being Mean | Special Science Classroom | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.
Kathy Lynch's insight:

For colleagues or our students, feedback needs to be properly framed. We can use the same framework to work with our students suggested here for our colleagues.

 

"If we focus only on content in delivering feedback, we may deliver a message that's too unfiltered, laying it on the line in a critical or judgmental way. This can feel painful to the person we're addressing and can provoke defensiveness and negativity."

"Yet if we focus only on the relationship, our message often gets blurred or not heard at all."


 "Begin with the belief that this teacher, like you, is capable and wants to do the best job possible. Your role is to focus on strengths and help your coworker add to the knowledge and skills he or she already has.


Offer a clarifying question or statement connected to your colleague's practice (or to your co-teaching). Clarifying questions and statements emerge from curiosity—from something you're concerned about or want to know more about. They seek to make underlying assumptions explicit.express what you value about the person you're addressing or the topic under consideration. You affirm a specific strength you've observed and make your own opinions about the topic or question explicit.Pose a reflective question or a possible action to stimulate thinking. Reflective questions engage the other person's thinking and request a response. They help a colleague think more deeply, creatively make new connections, and see other points of view."


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How To Add Rigor To Anything

How To Add Rigor To Anything | Special Science Classroom | Scoop.it
How To Add Rigor To Any Lesson, Unit, or Assessment.
Kathy Lynch's insight:

Clear, concise and thought provoking.

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Why Students Should Be Taking Notes

Why Students Should Be Taking Notes | Special Science Classroom | Scoop.it
Giving students teacher-prepared PowerPoints does not improve their performance. Students need to take notes in ways that are meaningful to them.
Kathy Lynch's insight:

After years of providing notes and then providing notes with fill ins, I think the main idea (foot: summarize main idea in 30 words or less) and Socks (select one important detail describe in 150 words or less) may be a better way to get students to review and interact with notes.

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60 Things Students Can Create To Demonstrate What They Know

60 Things Students Can Create To Demonstrate What They Know | Special Science Classroom | Scoop.it
60 Things Students Can Create To Demonstrate What They Know

Via Ana Cristina Pratas
Kathy Lynch's insight:

Yay!!!

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Tony Guzman's curator insight, November 18, 2015 11:56 AM

This article lists 60 things students can create to demonstrate understanding. How many of these have you used in your classrooms already?

Richard Whiteside's curator insight, November 20, 2015 5:03 AM

A useful list of possible ways for students to demonstrate understanding. Nothing else, just a list, so a good place to refresh your memory, or get a new idea ver quickly!

Campus Extens - UIB Virtual -'s curator insight, December 14, 2015 5:23 AM

Aquest article ofereix una llista de propostes, i eines digitals per aplicar-les.

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Sequencing Your Science Lessons - How to Use the 5E Model Effectively - Kesler Science

Sequencing Your Science Lessons - How to Use the 5E Model Effectively - Kesler Science | Special Science Classroom | Scoop.it
A breakdown of how to use the 5E model effectively in the science classroom.
Kathy Lynch's insight:

Engage: Grab'em

Explore: Learn by student experience

Explain: Direct Instruct/ correct misconcepts using

*Images on ppt

*Formative assessment questions to process in your INB

Elaborate: mastery-->create/judge 

Evaluate: Show what you know formal test?

 

 

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Guide To Using Interactive Notebooks in the Science Classroom

Guide To Using Interactive Notebooks in the Science Classroom | Special Science Classroom | Scoop.it
why students should be allowed to use their notes on all assessments
Kathy Lynch's insight:

Thx C Kessler! Articulate summary of rationale for INB

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Educational Leadership:How Children Learn:What Does It Mean to Be Smart?

Educational Leadership:How Children Learn:What Does It Mean to Be Smart? | Special Science Classroom | Scoop.it
Kathy Lynch's insight:

Thx Edutopia and J McCarthy!

 

Sternberg's 4 Skills or Abilities and Study results

Memory (recall it)

Analyze (evaluate it)

Create (make it)

Practical (use it)

Match teaching to abilities (even partially) & improve achievement

by enabling them to capitalize on their strengths to experience success.

Include more skills/abilities in Teaching & Learning and you include more learners =>  you have more "smart" kids!

 

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Steps to Address Student Apathy and Critical Thinking

Steps to Address Student Apathy and Critical Thinking | Special Science Classroom | Scoop.it
I got a question from S. Crowder asking how to address student apathy and struggles with developing critical thinking skills through Differentiation for STEM/PBL curriculum. It’s an important…
Kathy Lynch's insight:

Great article and Many more from John McCarthy at openingpaths.org   

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What the Mind Needs to Do to Read Nonfiction #excellent

What the Mind Needs to Do to Read Nonfiction #excellent | Special Science Classroom | Scoop.it

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.


Via Darren Burris, Kit Nielsen
Kathy Lynch's insight:

Thx Kit Kechejian

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What Classrooms Can Learn From Informal Learning

What Classrooms Can Learn From Informal Learning | Special Science Classroom | Scoop.it
this excerpt by Laura Robb
Kathy Lynch's insight:

Start with the student, not the content

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Test Prep with Virtual Tools: 10 Flashcard Apps for Mobile Devices

Test Prep with Virtual Tools: 10 Flashcard Apps for Mobile Devices | Special Science Classroom | Scoop.it
Edutopia blogger Monica Burns provides another handy resource list of mobile apps, this time focusing on digital flashcards that can help students learn and review a wide range of subjects.
Kathy Lynch's insight:
Flashcards
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Fostering Student Questions: Strategies for Inquiry-Based Learning

Fostering Student Questions: Strategies for Inquiry-Based Learning | Special Science Classroom | Scoop.it
Consider using at least one of these protocols -- QFT, Chalk Talk, Say Something, or the Harkness Discussion -- to foster student inquiry.
Kathy Lynch's insight:

Coverge does not equal learning

How to

Fostering Student Questions /Inquiry

1. Question Formulation Technique

2. Chalk Talk: Silent conversation where every voice is heard.

3.Say Something & Save the last word for me: Chunking reading for better and deeper comprehension.

4. Harkness or Spider discussion: Student voices (only) mapped by the teacher

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20 Questions Parents Should Ask Teachers

20 Questions Parents Should Ask Teachers | Special Science Classroom | Scoop.it
20 Questions Parents Should Ask Teachers
Kathy Lynch's insight:

Which are 20 questions teachers should be asking themselves.

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What Close Reading Actually Means

What Close Reading Actually Means | Special Science Classroom | Scoop.it
What Close Reading Actually Means
Kathy Lynch's insight:

Clarifying close reading for the no-reading expert.

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'Disciplined Discussion' - As Easy as ABC - HuntingEnglish

'Disciplined Discussion' - As Easy as ABC - HuntingEnglish | Special Science Classroom | Scoop.it
This practical post on a couple of teaching and learning strategies is wholly indebted to an excellent trio of posts from Doug Lemov, of...
Kathy Lynch's insight:

Interesting... I have always wondered what the "Humanities" folks do to keep their class discussions interesting/meaningful/productive. Disciplined Discussion and ABC feedback are strategies that I will try to incorporate.

My first step will be to

* use the no hands up/ cold calling more often to scaffold questions up the question ladder with specific students in mind (differentiating).

* teach the ABC strategy to my students.

     - A = agree with

     - B = build upon

     - C = Challenge prior responses

to enrich discussions.

 

   

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The Future Belongs to the Curious: How Are We Bringing Curiosity Into School?

The Future Belongs to the Curious: How Are We Bringing Curiosity Into School? | Special Science Classroom | Scoop.it
What is curiosity? The word is associated with the irregular form of the Latin verb cura, which can mean worry or care about or cure. The word closest in meaning is inquisitive, which also has a La...
Kathy Lynch's insight:

Ways to remember to put the FUN  and WONDER back into science for me and then, my students

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3 Activities That Get Students Out of Their Desks and Can Be Used With Any Content - Kesler Science

3 Activities That Get Students Out of Their Desks and Can Be Used With Any Content - Kesler Science | Special Science Classroom | Scoop.it
Last week was the first week of school, and I wanted to show the students that my class is not going to be another boring class where they are sitting in their desk all period long.  They need to know that I’m not only allowing them to collaborate with each other, but that it’s required …
Kathy Lynch's insight:

Thx. C Kessler!

Learning in Action ideas! For the non-lab, 70 minute block

1) The Big Question:(any size 4 or more)

- Index card with a ? for each student

- Find a partner: ask & answer their card question.

Tell them right or wrong and answer 

After, Questioner/teacher re-teach to those who are wrong.

2) Face Off Question on card:  partner 1 step right--> end to the other end ex safety or equip

3) 4 Corners

definitely agree, sometimes agree, often disagree, definitely disagree

-same questions for big groups, 1 question per group at a time, disperse simultaneously to labeled corner

 

 

 

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Project-Based Learning Research Review: Evidence-Based Components of Success

Project-Based Learning Research Review: Evidence-Based Components of Success | Special Science Classroom | Scoop.it
There are some critical elements to consider when applying project-based learning in the classroom -- here are some recommendations for research-proven steps.
Kathy Lynch's insight:

Nice summary of Need to do & know about PBL

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[Infographic] 3 phases of Learning Strategy

[Infographic] 3 phases of Learning Strategy | Special Science Classroom | Scoop.it
A ‘Learning Process’, involves acquiring knowledge and skill by study, practice, education and experience. In traditional classroom training, learners are involved in group projects, exercises, scenarios, case studies etc., that facilitate the learning process. In an e-learning course, these experiences have to be created online to facilitate effective knowledge transfer.

Each learner learns differently. What is exciting to one may not be so to another. Online courses have to strike a balance to ensure that they have something for every learner. Un-inspiring online courses may not receive the participation from learners as desired. It is very essential that the learner exerts the willingness to learn as non-participation hampers learning.

For the purpose, a learner-centric approach needs to be adopted to achieve the learning objectives. Learner centric approach broadly defines the methods of teaching in the way that is understood by the learner keeping in mind his competency levels. This is done by connecting with him at physical, emotional and intellectual levels during the learning process. This knowledge plays an important role when designing online courses. Let’s see more about this in the following infographic.

Via Edumorfosis
Kathy Lynch's insight:

Thanks Edumorfosis.it!

Effective instruction engages all 3 domains: Head, Heart & Hands

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One way to introduce a new vocab set

One way to introduce a new vocab set | Special Science Classroom | Scoop.it

“ This is a different way to introduce a new vocab set to introduce to your students. I learnt it from my tutor on my CELTA course. I used it recently with my 11-year-olds and it worked really well. ...”


Via TeachingEnglish, Tom Perran, Kit Nielsen
Kathy Lynch's insight:

Thanks Kit Kechejian! A great way to preview vocabulary

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Tom Perran's curator insight, April 3, 2014 10:56 PM
This looks like a good way to get students to help each other learn new words
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Hobbyists, Scholars and their Learning Environments (EdSurge News)

Hobbyists, Scholars and their Learning Environments (EdSurge News) | Special Science Classroom | Scoop.it
Why won’t my daughter engage with school? Is she lazy? Is it too hard? Does she have issues with authority? The answers to these questions lies in her hobbies and the different learning environments she has for each one.
With so much authentic interest-driven opportunity in the outside world, i
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Introduction

Introduction | Special Science Classroom | Scoop.it
Kathy Lynch's insight:

Exploring Inquiry-based learning defined by the the 8 elements of the Galileo rubric: authenticity, deep understanding, performances of understanding, assessment, appropriate use of technology, connecting with experts, student success, & ethical citizenship..

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