Special Science Classroom
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The Future of Learning: Compelling, Customized, Connected & Competency-Based

The Future of Learning: Compelling, Customized, Connected & Competency-Based | Special Science Classroom | Scoop.it
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S--and a huge opportunity to expand access to quality learning to every young person on earth.

Via Gust MEES
Kathy Lynch's insight:

Thx to Gust Mees

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Gust MEES's curator insight, June 13, 2014 7:42 PM

There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S (and worldwide)–and a huge opportunity to expand access to quality learning to every young person on earth. That’s the most interesting and important thing anyone could work on.


===> The opportunity is to make learning more compelling, customized, connected and competency-based. <===



Lisa Marie Blaschke's curator insight, June 15, 2014 2:34 AM

Compelling, customized (I like personalized better, but it's not a "C")' connected, and competency-based lea earning will all be a part of the future of learning. And as learners become more independent and are given an environment that supports freedom of exploration, they will also become more self-determined. Sounds like Heutagogy!

Betty Skeet's curator insight, June 15, 2014 7:54 AM

Expanding access to quality learning...for every young person on earth?

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What does research really say about iPads in the classroom?

What does research really say about iPads in the classroom? | Special Science Classroom | Scoop.it
Two educators put the research to the test. When (and how) are iPads in the classroom most effective?
Kathy Lynch's insight:
This paper confirms many thoughts I have had on technology integration (takes a lot of strategic thought, professional development and a reliable and limited stable of applications ready for different applications for teachers) and teachers must be ready to teach students how to use technology correctly beyond their phones or to use their phone technology well to serve educational needs. Young does NOT (necessarily) = tech savvy!
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How to Teach Your Children Mind-Mapping

How to Teach Your Children Mind-Mapping | Special Science Classroom | Scoop.it
teaching your children mind mapping is not the same as teaching an adult. Learn how you can create a fun and educational experience learning mind mapping.

Via Ariana Amorim
Kathy Lynch's insight:
Thx Ariana Amorim of Serious Play!
Follow this guide to coaching kids or people who "think in pictures" how to create picture-based notes and outlines. Kid brains remember better by starting with the picture for a story. . ***Read the text while they create pictures to tell it. 
***They re-tell using their pictures. 
***Analyze the accuracy to improve the image words of the story (if possible) or the power of the images. 
Next time *** Divide the paper into number of topics 
*** Picture for each topic 
*** Re-tell & connect the pictures to create a branch from topic to topic 
*** Add smaller sub branches with new pictures if needed 
*** Re-tell 
Advanced*** Recreate the pictures from memory
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5 Easy Ways to Incorporate Writing in Your Classroom

5 Easy Ways to Incorporate Writing in Your Classroom | Special Science Classroom | Scoop.it
Teaching Resources from Teach 4 the Heart
Kathy Lynch's insight:
Good ways to have students self-assess or "self-tormative assessment"
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How Harnessing the Positive Side of Stress Can Change Student Mindsets

How Harnessing the Positive Side of Stress Can Change Student Mindsets | Special Science Classroom | Scoop.it
Some types of stress can be used in a more positive way in order to improve learning, develop purpose and form stronger emotional connections with others.
Kathy Lynch's insight:
An intriguing article about growing your from stress, rather than just avoiding it.
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5 Epiphanies for Reaching the Unreachable Learner

5 Epiphanies for Reaching the Unreachable Learner | Special Science Classroom | Scoop.it
Kathy Lynch's insight:

Wow. What I would aspire to do, you did.

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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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Attention, Students: Put Your Laptops Away

Attention, Students: Put Your Laptops Away | Special Science Classroom | Scoop.it
Researchers Pam Mueller and Daniel M. Oppenheimer found that students remember more via taking notes longhand rather than on a laptop. It has to do with what happens when you're forced to slow down.
Kathy Lynch's insight:
Why am I not surprised? Changing to note-taking...
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A Few Strategies to Help Slow-Working Students

A Few Strategies to Help Slow-Working Students | Special Science Classroom | Scoop.it
We want students to work at their own pace, but when one student is significantly slower than his peers, it can cause problems for him and for his teachers.
Kathy Lynch's insight:
Great idea!!! Take this good list of strategies and shift the responsibility to them to choose and self-monitor with check-ins with you! Put them in charge of their own learning
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Free Technology for Teachers: Three TED-Ed Lessons About Stress

Free Technology for Teachers: Three TED-Ed Lessons About Stress | Special Science Classroom | Scoop.it

Via Skip Zalneraitis
Kathy Lynch's insight:
Stress & Anxiety are so prevalent in our schools
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20 Strategies for Motivating Reluctant Learners

20 Strategies for Motivating Reluctant Learners | Special Science Classroom | Scoop.it
Understanding what a child's brain needs is central to instruction.
Kathy Lynch's insight:
A great summary list of how to be effective every day.
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[Infographic] 27 ways to enhance retention in your students

[Infographic] 27 ways to enhance retention in your students | Special Science Classroom | Scoop.it
How you can help students retain what they learn? What sort of teaching strategies, curriculum mapping techniques, or other changes can you use to help them remember and apply information?

Most broadly, this is a matter of understanding and transfer. The more complete a student’s understanding, the less likely they are to ‘forget.’ One way to think about understanding is to think of it like a tent–or rather the stakes used to anchor a tent into the ground on a windy day. If the understand is “deep,” the stakes are less likely to come out of the ground when they wind blows, whereas topical ‘understanding’ can become unanchored more easily. It’s not driven as deeply.

Transfer matters as well–more so than the more general idea of ‘practice.’ Can a student use knowledge in a new and unfamiliar context, and more importantly, will they do so unprompted?

In an attempt to create a more specific taxonomy to help you measure understanding, we developed our TeachThought Taxonomy for Understanding, 36 ways to help students wrestle with, rethink, and explore “how they get it.’ That taxonomy, however, is complex (we need to release a 2.0 version, and we plan to).

For something a bit more grab-and-go, there is the following infographic from Mia MacMeekin. It offers 27 ways to enhance student retention of understanding. Its strength lies in the diversity of the ideas, from painting and singing, to focusing on the big idea, to using games and even visual cues like different fonts and typography.

Via Edumorfosis
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5 Questions to Ask Yourself About Your Unmotivated Students

5 Questions to Ask Yourself About Your Unmotivated Students | Special Science Classroom | Scoop.it
If we know what works to motivate students, why are so many students still unmotivated? These five questions will help you determine if your practice is really
Kathy Lynch's insight:

How many time do I hear teachers go through all the same "reasons" for our unmotivated leaners. This is a well-written article to provoke another bout of much-needed self examination about remembering to make those student/life/learning connections.

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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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