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Scoop.it!
"Do you really know something if you can’t remember it? I had a conversation with a fellow educator on this subject one semester, and we both came to the conclusion that knowledge relies almost exclusively on a student’s ability to remember what she has learned. Proof of knowledge comes from demonstration of knowledge; if you can’t recall a fact, then for all intents and purposes you never learned it. But where does that leave intelligence?" 
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Scoop.it!
Understanding fractions are critical to future math and algebra success. What simple things can be done to help young learners today for their success tomorrow? A look at a recent study on how "humans naturally develop numerical concepts" which hypothesized "that an early understanding of fractions could predict how well a student would perform in algebra and general mathematics later on." The post provides four suggestions on how to put this into practice: * Make it visual * Make it reflective * Make it practical * Make it ubiquitous For additional information and some links to other related readings click through to the post.
Scoop.it!
How can teaching metacognition impact the way a student learns? This post states that to teach students to become "expert learners" they must understand that metacognition involves three processes (quoting from the post): We may also help them by providing strategies. The article provides five recommendations on strategies, and an additional five may be found in a post on The Educators PLN at http://www.edupln.com/profiles/blogs/metacognitive-strategies-for.
Scoop.it!
"It’s clear that children from poverty are often at a disadvantage in school, and educators can find it challenging to help such students become positively engaged in their own learning. In a recent webinar for Scientific Learning, author and educator Eric Jensen (Teaching with Poverty in Mind), provides invaluable guidance for teachers who work with at-risk and low-income youth." As well as providing some suggestions there is also a link to a webinar and links to additional readings.
Kyle McAlister's curator insight,
September 21, 2018 10:49 AM
As I study to become a high school teacher in a metropolitan area, this article is pertinent to both my effectiveness in that position, as well as my current research. The methods that the article highlights regarding how to engage students who live in poverty and how to be a support for them speak directly to my question of how a teacher can influence poverty.
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Scoop.it!
Can you predict academic success or whether a child will graduate? You can, but not how you might think.
Beth Dichter's insight:
Vicki Davis has a great post that provides a wealth of resources on grit and ways you might incorporate the teaching of grit into your classroom. Sections include: * Why Grit is so Imporant? This last section provides 10 ideas on how you can teach grit in your classroom with many resources including videos, books, a grit test and more. Do you teach grit in your classroom? Is this something you think your students need to be better prepared? If you are looking for some great resources and to educate yourself about grit click through to the post.
Lori Wilk's curator insight,
February 2, 2014 10:35 AM
The ability bounce back and move forward when life hits hard is so important to our success.This article shares the importance of resilience and we should teach this skills to others.
Scoop.it!
Thinking..is there enough thinking by students, teachers, administrators and policy makers in education? Grant Wiggins states "We know more but are oddly increasingly? - thoughtless. Why?" The post makes it clear that how we understand definitions of a number of terms is critical. After a discussion on words thoughtful and thoughtless the post is split into the following sections: * What is Thoughtfulness? * A Common Thoughtless Comment * Thinking About Our Continued Thoughtlessness This article was the first of three posts. The second post can be found at http://grantwiggins.wordpress.com/2012/09/14/thoughtlessness-part-2/. The third post in the series may be accessed at Wiggins website. It is called Grit, character and academic success: thoughtlessness, part 3.
Scoop.it!
"EducationWeek.org recently reported the results of the Gateshead Millenium Study, which found that 'children ages 8 to 10 spend more than 80 percent of their waking hours in sedentary behavior,' and that this is having a negative effect on their academic success." A look at why students need physical activity.
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This post notes that working memory plays a critical role in academic success. There is a detailed section that share the science behind working memory. This section is followed by 10 suggestions on how you could work with your students to increase their working memory. Two of the suggestions are:
* Chunking
* Interacting images
In is likely that we have students in our classes with poor working memory. One of the suggestions is The Automated Working Memory Assessment that they state may be used by a teacher. What would happen if we were able to learn that a struggling students needs to increase their working memory and had tools to assist them to learn how to do this? Would they become more successful? This is a post you may want to share with others in your building.