The way teachers teach their students has, I believe, a direct correlation to the way in which they learn themselves. We have all read in the latest teaching journals that teachers of today have to be devoted to lifelong learning.
The world can be brutal for a kid who moves differently. Parents engineer their kid’s environment and help them negotiate the forces pushing on their self-concept, motivation and goal-attainment. The forces will be many. Life is like that (for everyone). Most children with ADHD are not disabled. Their brains are not damaged. They…
Mary Perfitt-Nelson's insight:
Parenting kids with ADHD can be tough. Being intentional about the big picture will result in positive life outcomes.
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
Mary Perfitt-Nelson's insight:
Lovely stuff. have unmotivated kids? Look first to your relationship. The REAL one.
A Diagram Of 21st Century Pedagogy by TeachThought Staff The modern learner has to sift through a lot of information. That means higher level thinking skills like analysis and evaluation...
Understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating. This guide will offer you a detailed look at Cognitive Load Theory, including how it can be applied in learning settings. Check the Cognitive Load Theory and Instructional Design article and presentation to find more.
"Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not “overload” their mental capacity. In other words, our short term memory, or working memory, can only retain a certain amount of information simultaneously (rather than an infinite supply of data). "
Lecture bursts keep kids engaged! Emphasis on BURST!
TEST The Kinds Of Grading Mistakes That Haunt Students by Terry Heick Yesterday, Justin Tarte shared a thought about grading that’s indicative of a growing dissatisfaction with grading in education.
Mary Perfitt-Nelson's insight:
Wonderfully written post about grading. It tinkers with engagement, motivation and many other things we know matter. Time to rethink this issue!
I've had a theory brewing for a few decades. It's about ADHD. My theory is that some people have been gifted with the adroit ability to think and move quickly; they ride life like a stallion, seeing, hearing and experiencing everything in magnified ways. It is a gift. In the right hands, these people emerge…
Disruption is an interesting topic for the same reason that cowboys, gangsters, and villains are interesting. It’s unpredictable. Problematic. Against the grain.
It’s kind of aging as a buzzword in the “education space,” but it’s other-worldly powerful, and there are few things education needs more. How exactly it produces change is less clear, but I thought I’d create a model to think about. First, a quick preface. The iconic vision of disruptive innovation comes from Clayton Christensen, who uses the term to “describe a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors.”
“Companies pursue these “sustaining innovations” at the higher tiers of their markets because this is what has historically helped them succeed: by charging the highest prices to their most demanding and sophisticated customers at the top of the market, companies will achieve the greatest profitability. However, by doing so, companies unwittingly open the door to “disruptive innovations” at the bottom of the market. An innovation that is disruptive allows a whole new population of consumers at the bottom of a market access to a product or service that was historically only accessible to consumers with a lot of money or a lot of skill.”
I usually think of disruption as any change that forces itself substantially on existing power sets. This force causes transfer–a redistribution of something–market share, money, credibility, knowledge, or something we collectively value. Here, in this literal re-vision (seeing again) and neo-vision (seeing new), is where enduring learning innovation can be born.
The data we have about trends in student engagement are worrisome. A 2015 Gallup poll of more than 800,000 students nationwide in grades 5 through 12 found that, while 50% of all the students polled reported feeling engaged at school, fully 29% of students overall reported not feeling engaged, and an alarming 21% reported feeling actively…
Mary Perfitt-Nelson's insight:
What do we know about student engagement, nationally? What can we do to impact it as educators?
It is not the classroom that is engaged. It is the people, teachers and students, gathered together. John Dewey contended a good teacher created an inviting space to have conversations about what is being learned. Think of curriculum as a complicated and fluid conversation and not a set of fixed outcomes.
This report presents results from the 2015 Gallup Student Poll survey conducted nationwide in America's schools with more than 900,000 students in grades five through 12. A total of 3,300 schools participated in the 2015 Gallup Student Poll, representing over 550 unique school districts across 46 states.
Mary Perfitt-Nelson's insight:
Great report with much data to chew upon. Only 50% of our kids would call themselves ENGAGED IN SCHOOL! : (
In today's guest post, school superintendent and Visible Learning trainer BR Jones shows how feedback can motivate students in a whole new way.
Mary Perfitt-Nelson's insight:
Where are we going? How am I doing? Where to next? Vital questions kids should be able to answer. Feedback tells them how they are doing. It also keeps them engaged.
Where are we going? How am I doing? Where to next? Vital questions kids should be able to answer. Feedback tells them how they are doing. It also keeps them engaged.
At the beginning of a school year, I had a student named Michael (not his real name) who had some issues the previous year, so I decided to welcome him outside the school before he even walked in. ...
Mary Perfitt-Nelson's insight:
Strengths based is the way to go.........building a tribe in your classroom starts with your relationship.
'We always talk about “managing” people or students, but you manage “stuff”, not humans. Instead of trying to “fix” a behaviour, it is important to tap in and try to unleash what people already have. '
Strengths based is the way to go.........building a tribe in your classroom starts with your relationship.
'We always talk about “managing” people or students, but you manage “stuff”, not humans. Instead of trying to “fix” a behaviour, it is important to tap in and try to unleash what people already have. '
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