"The misconceptions about visual thinking are alarming. On one hand, this critical skill seems integral for contemporary learning, since almost every modern input is visual in nature. Yet this key proficiency seems almost entirely absent from state standards and daily classroom lessons."
Use these ten reflective questions at the end of class to help learners deepen their understandings of themselves and their work.
Beth Dichter's insight:
As teachers many of us spend time reflecting on our lessons. Do we provide our learners with time to reflect? This post shares the author's personal observations on the value of reflection as well as ten questions that you may want to use with your learners. Three of the questions are below.
* Where did you encounter struggle today, and what did you do to deal with it?
* What made you curious today?
* What about your thinking, learning, or work today brought you the most satisfaction? Why?
There is also a link to two other resources that are focused on reflective questions for the writing process. One of the resources is focused the writing process with primary and intermediate writers and the second is on the writing process but towards more advanced writers. These two resources are located here.
In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it (Morehead 2012).
"Big idea: Teaching kids to ask smart questions on their own
A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. Our school system is structured around rewards for regurgitating the right answer, and not asking smart questions – in fact, it discourages asking questions. With the result that as we grow older, we stop asking questions. Yet asking good questions is essential to find and develop solutions, and an important skill in innovation, strategy, and leadership. So why do we stop asking questions – and more importantly, why don’t we train each other, and our future leaders, to ask the right questions starting from early on?"
One part of the message is relevancy first so that students can hook the new knowledge to their personal pre-existing framework. This not only speaks to adult learners with varying backgrounds, but also for a diverse classroom of students with various needs and differing strengths. Solution: create a brief background statement to "on ramp" students whether they recognize, remember, or have no recall of the material. Then provide a reason for them to want to learn about it and show them how to use it. As put here: the why and how to apply.
"We live in a visual world. Smartphones, television, Internet, and social media all push information in real-time, all the time. Visual media bombard us in constant streams. Learners of every age, therefore, need to understand how to analyze pictorial information. This skill of parsing images, interpreting pictures, and decoding diagrams is known as graphicacy."
This is a follow up to a post I wrote, How Do We Learn? How Should We Learn? The purpose of these posts is to encourage educators to examine practices they take for granted, implement without deep...
Kathy Lynch's insight:
So telling… facts without context float away. When facts are imbedded in the concrete wall of context , they stick like glue. Authentic learning provides the concrete context whether it be experiential learning, sims, case studies, place-based or working with real-world practitioners.
"We offer these lesson plan ideas to help teachers cover important skills in English/Language Arts and Social Studies. Each SKILLS-BASED IDEA and CONTENT-BASED IDEA suggests specific ProCon.org topics and resources that are particularly well-matched to the lesson and designed to help you meet multiple curriculum goals."
"In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented." Carol Dweck
Plagiarism is a hot topic in the academic world, but it applies in all aspects of our lives. In a country and culture that values intellectual property, it is imperative that we are conscious of plagiarism guidelines and standards. The reality is, in many facets of life, when we make mistakes, we can claim ignorance. But when it comes to plagiarizing, there is little slack given; we are all expected to understand plagiarism guidelines and what constitutes a violation. While plagiarism is never considered acceptable, there are varying levels of severity with different types of plagiarism violations. So are you wondering…
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