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Scoop.it!
"The ultimate goal of teaching is to do just that – teach, not stand up in the front of the room and talk. But sometimes it’s easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand... The problem is, we rely on these tests to measure understanding, and then we move on. Few of us take the time to address weaknesses and misunderstandings after the tests have been graded." 
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Scoop.it!
"'Often mistaken, never in doubt." That wry phrase describes us all more than we'd like to admit.' The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding."
Beth Dichter's insight:
How do you go about teaching students to correct mistaken beliefs? Studies show that “students ignored correct textual information when it conflicted with their previously held concepts. On measures of free recall and recognition, the students consistently let their incorrect prior knowledge override incoming correct information.” So what are the three ways to help students correct these mistaken beliefs? * Highligh the mistaken notion * Issue an advance alert * Create a confrontation Additonal information how to implement these are in the post.
Heather MacDonald's curator insight,
April 28, 2013 7:39 PM
Fascinating and clear perception busting tips! Directed at student learning I think this applies to everyday and everyone. Misguided perceptions can be very destructive. I know I'm going to try these techniques for sure! ;-)
Scoop.it!
A longtime user dispels the myths that continue to make schools wary of adopting Google’s free platform of web productivity tools. "Google Apps for Education has emerged as a viable resource for K–12 schools that wish to provide their students with e-mail and collaboration tools but lack the money to pay for such services. The integrated, hosted communication and collaboration solution offers schools core functions such as e-mail storage and search (Gmail); scheduling (Google Calendar); instant messaging (Google Talk); document, spreadsheet and presentation creation and sharing (Google Docs); content management (Google Sites); and video hosting and sharing (Google Video)." There are 13 misconceptions about Google Apps for Education and this article addresses them. There is also access to the Google presentation.
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Scoop.it!
My PhD: http://www.physics.usyd.edu.au/super/theses/PhD(Muller).pdf It is a common view that "if only someone could break this down and explain it clearly en...
Beth Dichter's insight:
This video may surprise you with what students actually learn (or do not learn) when watching videos. If you are going to be creating videos to flip your classroom, or you using videos created by others take the time to watch this one. You may find yourself making some revisions to help your students better understand key concepts.
Deborah Rinio's curator insight,
March 24, 2014 12:56 PM
SCIENCE TEACHERS: WATCH THIS VIDEO! This is a great video that explains what students gain from watching videos dealing with science concepts. Watch this and use the information to choose great videos. Or add components to the videos you already watch to help make sure your students will learn. 
Raquel Oliveira's curator insight,
March 28, 2014 11:38 AM
5 maneiras para aumentar a chances de aprendizagem por meio de videos. O comparativo é feito com videos da Kahn Academy . Great reserach ! 
AMPA Santa Teresa. 's curator insight,
March 31, 2014 7:41 AM
Aquest vídeo et pot sorprendre amb el que els estudiants aprenen (o no aprèn) quan miran vídeos. Si eres mestre, si estàs creant vídeos per a estudiants o tal vegada utilitzes els d'altres, agafeu temps per mirar aixo.
Scoop.it!
"Over the past two decades there has been a lot written, and much discussion, around the use effective use of assessment in the classroom. Unfortunately many educators, particularly at the secondary school level, continue to cling tenaciously to “traditional” practices which are, at best ineffective and at worst, counterproductive to the goals of modern education. Here are six common misconceptions about assessment and evaluation that we could stand to rethink."
Beth Dichter's insight:
Read the list below and see if you find yourself in one or more of these misunderstandings...and for more information on each click through to the post. 1. Assessment and evaluation are the same. 2. Most assessment is summative. 3. Assessment is one way communication, the teacher gives feedback on student work. 4. Assessment is for grading purposes. 5. Student work should be given a grade or a mark. 6. If assignments are late, a teacher should deduct points.
Scoop.it!
Five Misconceptions About Learning Disabilities... Misconception 1: The Term 'learning disabilities' is interchangeable with other disorders. Misconception 2: Learning disabilities are easily diagnosed. Misconception 3: Learning disabilities usually correspond with a low IQ...
Molly Schoenfeld's curator insight,
February 25, 2014 1:56 PM
Check out this article that covers 5 common misconceptions about children with developmental disabilities. It is really interesting to see a "myth-busting" approach to learning disabilities, considering most people do have stereotypes regarding disabilities (i.e., that IQ is lower in those with learning disabilities, or that disabilities can be "fixed" or just go away with time). I think this article is a good resource on an elementary level for people who have little understanding of children with learning disabilities, and are open to learning the truth behind these special students. |
How do you go about checking for understanding? Exit slips may be too late to correct misunderstandings. This post provides 21 suggestions on ways to check for students' understanding. A few of them are listed below. Click through to the post for more information on them as well as additional suggestions.
* Avoid yes/no questions
* Ask students to summarize
* Misconception check
* Peer instruction