Teacher Tools and Tips
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Teacher Tools and Tips
Tools, tips and practices to share with teachers
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Book argues that mentoring programs should try to unveil colleges'

Book argues that mentoring programs should try to unveil colleges' | Teacher Tools and Tips | Scoop.it

In her recent book Mentoring At-Risk Students through the Hidden Curriculum of Education (Lexington Books), Smith offers suggestions for how colleges and universities can guide at-risk students – low-income students, first-generation students and underrepresented minorities – through what she calls higher education’s “hidden curriculum.” The hidden curriculum, Smith writes, consists of the “norms, values, and expectations” that govern interactions among students, faculty, staff and administrators. To excel in college, at-risk students must navigate a world of new social norms – typically those of the white middle class, she argues.

 

Sharrock's insight:

mentoring and self-advocacy, relationship building, resilience

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8 Questions Answered By Popular Social Networks - Edudemic

8 Questions Answered By Popular Social Networks - Edudemic | Teacher Tools and Tips | Scoop.it
The number of popular social networks may seem overwhelming. We can share links, ideas, comments, jokes, pictures and everything else, and new social media options seem to pop-up everyday.
Sharrock's insight:

from the resource: "One way to stay oriented in this seemingly chaotic jungle is to keep in mind what is the underlying communicating need that drives the usage of these media. Remembering what questions each of these media is asking to us as users, and in particular as learners, is a simple trick to stay oriented and capture the essence of these media."

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Students Learn to Fail—and Recover—at Calif. School

Students Learn to Fail—and Recover—at Calif. School | Teacher Tools and Tips | Scoop.it
Educators at a Los Angeles-area high school believe teaching students to "fail productively" will equip them for success in the long run.
Sharrock's insight:

How do you track the changes you have made in yourself to promote problem solving behaviors in your students?

"Learning to Fail" is almost a cliche now, but do we really support learners in ways that they actually learn from failure?

In the article, it is shared that "students who were allowed to struggle with new problems on their own first were better at evaluating different variations of the problem and using different methods to solve it, and they showed deeper understanding of the underlying mathematical concepts. In observations of the classes, Mr. Kapur said teachers "consistently underestimated" students' ability to muddle through to answers on their own." Saying platitudes after a student doesn't succeed is not support. There are practices and systems that need to be in place.  What are those practices and systems?

Can teachers really change themselves to become the kinds of supporters students need so that they can learn through failure? What can you do to make those changes? What changes have you made so far? 

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In praise of meddling kids | Rationalist Association

In praise of meddling kids | Rationalist Association | Teacher Tools and Tips | Scoop.it
The intrepid debunking teens – and a dog – make Scooby Doo ideal rationalist TV, says Myra Zepf
Sharrock's insight:

This was an easy but valuable read. I found it entertaining and informative. Can this find its way into a secondary school classroom? I think so. I think it would work as non-fictional reading in any subject. It introduces useful terms as well: double-entendre, rationalism, superstition, per se, and intrepid. It could also help to distinguish betweeen plot and story in that the old Scooby Doo tv series had the same plot repeatedly but the story details changed slightly. A classroom could discuss how many other tv show series were "formulaic." Is this a bad thing or a good thing? This could also lead to questioning if something can be "bad" or "good". After all, a show designed for entertainment achieves its goals when there is an audience. This could lead to questioning and ways to construct an appropriate question? elements of an appropriate question. Open versus closed questions? etc.

 

From the article: "It’s not that Scooby-Doo has another "adult" level that I can suddenly decipher. There are no double-entendres for me to snigger at or references above my children’s heads. What they see and understand is what I see and understand. Only now, as an adult, I have a wider context within which to place it."

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