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Rescooped by Celeste Osgood from College and Career-Ready Standards for School Leaders
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Standards-Based Learning: Why Do Educators Make It So Complex?

Standards-Based Learning: Why Do Educators Make It So Complex? | jackson central merry | Scoop.it
Educators have the odd habit of taking simple ideas and making them inexplicably complex. Standards based learning is one of them.
Via Mel Riddile
Celeste Osgood's insight:
Standards based learning 
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Rescooped by Celeste Osgood from College and Career-Ready Standards for School Leaders
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Neuroscience on what schools should stop doing

Neuroscience on what schools should stop doing | jackson central merry | Scoop.it
Adolescent-brain science findings suggest four things that middle and high school teachers should stop doing, writes psychologist Thomas Armstrong. Findings from adolescent-brain research also suggest a number of things that educators should stop doing so much of at the middle school and high school levels. For example:• Classroom teaching that focuses largely on delivering content through lectures and textbooks fails to engage the emotional brain and leaves unchanged those prefrontal regions that are important in metacognition.• Public posting of grades and test scores (a practice which in this data-driven world appears to be increasing) humiliates and shames students in front of their highly valued peers.• Locking students into a set academic college-bound program of courses takes away their ability to make decisions about what most interests them (a process that integrates the limbic system's motivational verve with the prefrontal cortex's decisionmaking capacity).
Via Mel Riddile
Celeste Osgood's insight:
Neuroscience & learning
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Rescooped by Celeste Osgood from College and Career-Ready Standards for School Leaders
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Actionable Feedback is Essential for Growth

Actionable Feedback is Essential for Growth | jackson central merry | Scoop.it
Providing feedback is an art and as we continue to propel our students into independence, we need to carefully monitor where they are providing them the necessary steps like training wheels until they are ready to ride alone. Perhaps it's just the new buzz word of the moment or maybe it's the missing piece in how we make feedback more meaningful, but actionable feedback means not only identifying what needs improvement, but also offering a plan of action to make the necessary improvement possible.It's easy enough to tell a person what's wrong with their writing or a math set but it is a whole other thing to help them understand how to tackle the challenge and start to improve it. This is clearly more important than naming the problem.Too often in education we spend time naming problems rather solving them. We talk about what's wrong at length instead of living in solutions.Actionable feedback is where the solutions begin.There are lots of different ways of providing actionable feedback and depending on the age of the students and the content you're addressing, just make sure you're focusing on the how.
Via Mel Riddile
Celeste Osgood's insight:
Actionable feedback
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Rescooped by Celeste Osgood from Must Reads for Instructional Leaders
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Teaching Content Is Teaching Reading - Dan Willingham

Professor Daniel Willingham describes why content knowledge is essential to reading with comprehension, and why teaching reading strategies alone is not sufficient that students read with good comprehension.

Via Mel Riddile
Celeste Osgood's insight:
Teaching & reading
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