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Six Strategies for Differentiated Instruction in Project-Based Learning

Six Strategies for Differentiated Instruction in Project-Based Learning | Special Science Classroom | Scoop.it
Andrew Miller (@betamiller on Twitter) is a National Faculty member for the Buck Institute for Education, an organization specializing in 21st century project-based learning, as well as for ASCD,
Kathy Lynch's insight:

PBL is a great goal 

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A List of Over 100 Awesome Essential Questions Examples by Subject

A List of Over 100 Awesome Essential Questions Examples by Subject | Special Science Classroom | Scoop.it
Need some essential questions? You've come to the right place—here are over 100 essential questions examples by category. Dive in and discover them now!
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Good resource
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The Optimal Seating Plan? Letting Your Students Choose

The Optimal Seating Plan? Letting Your Students Choose | Special Science Classroom | Scoop.it
Allowing students to move the furniture can help you differentiate instruction and give your students more agency in their learning.
Kathy Lynch's insight:
This is more than having flexible seating; it is having a flexible classroom. This is a more formalized version of what I have been doing!!! WooHoo!. I just need to layer in more ways of being independent because I get spread too thinly. I need to "memorialize/record" my mini lessons like a flipped classroom in the room in real time.. My students do not respond as well to the videos and visuals of others... or maybe they just need that personal touch. But this is where my students have trouble staying on track and not being pulled into social convos. Anyway, I am excited to see that I have worked into the path that others are finding successful.
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Teachers: your guide to learning strategies that really work

Teachers: your guide to learning strategies that really work | Special Science Classroom | Scoop.it

"Research on effective learning reveals that an awful lot of what goes on in the classroom simply doesn’t matter. There are many pointless activities that take up valuable time in the name of engagement, merely demonstrating progress as opposed to actually making progress. Often, these approaches not only have limited impact on student learning but can have a hugely detrimental impact on teacher workload and wellbeing.

There is significant evidence to suggest that teachers should prune back what they do and focus on a more streamlined approach in the classroom. So it’s less about spending hours cutting things up and putting them in envelopes, and more about creating conditions in which students can gain long-lasting knowledge that can be applied in a range of situations. The following six principles are a distillation of key research on what really matters in the classroom."


Via John Evans
Kathy Lynch's insight:
Thx John Evans! The Graphic alone tells the story! Laminating worthy. But... there is more! One golden nugget was (paraphrasing) feedback is not grading. Give feedback about the student NOT about the work. I do not think I have ever heard that distinction made before and it is a game changer! It created a HUGE mind shift for me.
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Ashley Hoyer's comment, November 16, 9:59 PM
@Tera S. Ellis You're right- it is possible that they could become a behavior problem. That makes me think of a child in my classroom- he hasn't been identified in our TAG program; however, I will be recommending him for next year. He tends to distract others and interrupt the learning of others quite possibly because he is completed and not being challenged enough.
Cheryl Turner's comment, November 16, 11:13 PM
Ashley and Tera , thanks for your comments but you are misunderstanding the definition of cognitive load. It doesn't have any thing to do with gifted learners not being stimulated. It has to do with the amount of information any person can handle focusing on at any one time. For instance, if you are trying to do a difficult math problem while listening to a challenging jazz riff or perhaps watch a movie at the same time, the cognitive load of those tasks in combination is going to be excessive. in that situation, you would not be effective at the math problem, because you have increased the cognitive load of the task. You have not increased the difficulty level of the task, in terms of its abstractness or the level of challenge for the mind trying to figure it out, but you have made the conditions less than optimal for that mind to operate on that task.
Ashley Hoyer's comment, November 19, 4:12 PM
@Cheryl Turner I really appreciate the clarification!
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Research suggests that students may make more academic progress by focusing on task-oriented goals than on grades

Research suggests that students may make more academic progress by focusing on task-oriented goals than on grades | Special Science Classroom | Scoop.it
If a student wants to earn an A in a class, the best way to do that might not involve concentrating on the grade at all.

Instead, students should set their goals on the shorter-term, more tangible parts of a class -- committing to doing homework, showing up to a certain number of classes or dedicating a set time for exam preparation -- according to a working paper (abstract available here) from the National Bureau of Economic Research.

The paper’s authors measured two types of goal setting, performance based and task based. After surveying close to 4,000 college students in two field experiments, they found that performance-based goals -- setting a goal to earn a certain grade in the class used for the survey -- didn’t have a statistically significant effect on whether a student actually got that grade. But when students set their goals on the tasks required to earn those grades, they performed better over all, even though that wasn’t explicitly their goal.

Via Edumorfosis
Kathy Lynch's insight:
Thx Edumofosis! Small goals are easier to attain & then add them up to the end goal grade
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How to Be a Lifelong Learner

How to Be a Lifelong Learner | Special Science Classroom | Scoop.it
The instructor of the world’s most popular MOOC explores how to change your life through being a lifelong learner in this Greater Good post by Kira Newman.

Via Chris Carter
Kathy Lynch's insight:
Thx Chris Carter! A good read for my Study Skills students. A very nice synopsis of the benefits of learning with some fresh facts (only 11 minutes of walking helps! I have a chance!) that may make it more accessible. 
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Chris Carter's curator insight, July 12, 11:56 AM
Get past simply teaching content. Guide students in discovering the importance of learning.
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Questioning That Deepens Comprehension

Questioning That Deepens Comprehension | Special Science Classroom | Scoop.it
Scaffold students' thinking about complex texts by asking what the text says, how it works, what it means, and what it inspires them to do.
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Strategies to Build Intrinsic Motivation

Strategies to Build Intrinsic Motivation | Special Science Classroom | Scoop.it
Encouraging student commitment ultimately brings better results than the external motivations of reward or punishment. These seven self-persuasion strategies will get you started.
Kathy Lynch's insight:
Always wondered why we built behavior systems on extrinsics like tokens when research always pointed to intrinsics as preferable.This article offers strategies to take Pink's ideas and help the intrinsic grow in students. Love it!
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Teaching a Class With Big Ability Differences

Teaching a Class With Big Ability Differences | Special Science Classroom | Scoop.it
Techniques for meeting the needs of students with diverse abilities and interests.
Kathy Lynch's insight:
A wealth of techniques and tools to differentiate learning and personalize access to the curriculum
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27 tools for diverse learners

27 tools for diverse learners | Special Science Classroom | Scoop.it
Something remarkable has happened in the past decade. New discoveries about the workings of the learning brain have converged with advancements in educational technology to finally make possible the kinds of flexible learning environments that students need to prepare for their future.

According to the Universal Design for Learning (UDL) framework, flexibility is key because it allows educators to accommodate their students’ natural variability in learning styles and preferences. While UDL is not just about technology, this idea is at the heart of how technology can make personalized learning a reality.

Neuroscience has revealed that learners show a great deal of variability in three key areas: how they engage with learning (through the brain’s affective network), how they best perceive and process information (through the recognition network), and how they are best able to respond and show their understanding (through the strategic network). To account for learner variability in each of these areas, CAST developed UDL Guidelines that call on educators to provide options in the form of multiple means of engagement with learning, multiple means of representation for information, and multiple means of action and expression through which learners can demonstrate their understanding. The ultimate goal of these guidelines is to develop expert learners who are purposeful, motivated, resourceful, knowledgeable, strategic and goal directed.

Read on to find out about a number of free and low-cost UDL-aligned apps and websites that you can use to make their learning environments more flexible and personalized. Or, if you prefer to view the list visually, take a look at our Pinterest board.

Via Edumorfosis
Kathy Lynch's insight:
Thx Edumorfosis.it  A great summary of tools to afford a variety of learners ways to access learning and show what they know.
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Evaluation Within Project-Based Learning

Evaluation Within Project-Based Learning | Special Science Classroom | Scoop.it
Because PBL is about more than learning content, PBL teachers should investigate and experiment with multi-model strategies for assessing their students' learning skills.

Via Sarantis Chelmis, Ivon Prefontaine, PhD, Stephania Savva, Ph.D, Bonnie Bracey Sutton, Dean J. Fusto, Chris Carter
Kathy Lynch's insight:
Thx Chris Carter! This is the piece I have always struggled with, the overall project grade...how do you grade a creative product like a painting? This confirms my feelings that you grade the skills and processes that went into the creation.
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Ivon Prefontaine, PhD's curator insight, April 1, 6:09 PM
I used rubrics and continuously edited them. I shared them with students so they could learn how to assess their progress and give me feedback about their learning and the rubrics. Rubrics are an opportunity for continuous conversations about teaching and learning.
Chris Carter's curator insight, April 2, 8:00 PM
Evaluating the steps and processes, as well as the final product, allows rigor and guidance for students. An important reality is that rigor need not be for high-stakes grades. Frequent, low- or no-stakes formative assessment can tap into the power of retrieval-based learning while PBL creates the opportunity for Design Thinking implementation. These two concepts can be realized in the evaluation of PBL.
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4 Tips on Teaching Problem Solving (From a Student)

4 Tips on Teaching Problem Solving (From a Student) | Special Science Classroom | Scoop.it
A student shares her insights into the most important skill you can teach. (Hint: It’s not perseverance.)
Kathy Lynch's insight:
Make it real and not easy and teach them how to grapple with issues to try to understand as per a student. Well said.  
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21st Century Skills Have Always Been “Needed” Skills, But Now We Need Them More Than Ever

21st Century Skills Have Always Been “Needed” Skills, But Now We Need Them More Than Ever | Special Science Classroom | Scoop.it
It's 2017. Communication is changing fast (my 7-yr old daughter and I just exchanged Snaps while I am in Chicago and she is outside of Philadelphia in different time zones, with real-time interaction). Collaboration has evolved to
Kathy Lynch's insight:
Really great way to elevate the thinking about teaching beyond facts/content. We need to view the content through the skills lens. The end goal should not be the facts of Chemistry but rather the communication skills, thinking skills, interpersonal skills, and collaborative skills used to make sense of it and how it applies to our world. The link to the BC(British Colombia) curriculum in the comments is priceless for adding social emotional, cultural and social responsibility portions of the development of of an adult citizen. 
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Teaching a Class With Big Ability Differences

Teaching a Class With Big Ability Differences | Special Science Classroom | Scoop.it
Techniques for meeting the needs of students with diverse abilities and interests.
Kathy Lynch's insight:
The everyday challenge with some new and favorite resources. A great & quick read!
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3 Ways Lesson Plans Flop—and How to Recover

3 Ways Lesson Plans Flop—and How to Recover | Special Science Classroom | Scoop.it
Tips on how to reach your teaching goal when your initial plan fails.
Kathy Lynch's insight:
Sometimes it just doesn't work... let it go and have fun
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What Students Remember Most About Teachers

What Students Remember Most About Teachers | Special Science Classroom | Scoop.it

Image is from Mindshift post on FB.

Dear Young Teacher Down the Hall,I saw you as you rushed passed me in the lunch room. Urgent. In a hurry to catch a bite before the final bell would ring calling all the students back inside.


Via Dr. Susan Bainbridge
Kathy Lynch's insight:
So true and easy to forget amidst the alphabet of demands.
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Why Mistakes Matter in Creating A Path For Learning

Why Mistakes Matter in Creating A Path For Learning | Special Science Classroom | Scoop.it
American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.
Kathy Lynch's insight:
Publicly (but anonymously) share why mistakes are wrong and then the correct way to increase learning and resilience.
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The definition of Combination Learning

The definition of Combination Learning | Special Science Classroom | Scoop.it
The big idea of combination learning is shifting the focus from content to the process of learning.

Combination Learning allows teachers and students to work together to “mash” bits and pieces of learning to design entirely unique and personalized learning scenarios. The result is a flexible, self-directed learning environment where the teacher acts as facilitator and mentor, and the student is at the center of–and entirely accountable for–their own progress and performance.

It can be as simple or complex as the circumstances call for. It can be standards-based or open-ended; technology-based or based on in-person human interaction; project-based, game-based, rigorous, supportive, etc. In that way it is more of a shell or template for teachers and students to fill as necessary.

Via Edumorfosis
Kathy Lynch's insight:
Thx Edumorphosis
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Bonnie Bracey Sutton's curator insight, June 9, 12:12 PM
Share your insight
Jorge Luiz Sousa Rego's curator insight, June 12, 12:01 PM
Share your insight
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Questioning That Deepens Comprehension

Questioning That Deepens Comprehension | Special Science Classroom | Scoop.it
Scaffold students' thinking about complex texts by asking what the text says, how it works, what it means, and what it inspires them to do.
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Share your insight
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Emotional Regulation for Kids With ADHD

Emotional Regulation for Kids With ADHD | Special Science Classroom | Scoop.it
Six brain-based strategies to help kids with attention-deficit/hyperactivity disorder build confidence, engagement, and focus.
Kathy Lynch's insight:
ADHD is pn the rise.... even in the undiagnosed. Theese strategies can help. I love the personal "I noticed.." note

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4 Key Characteristics Of Effective Teachers -

4 Key Characteristics Of Effective Teachers - | Special Science Classroom | Scoop.it
4 Key Characteristics Of Effective Teachers by Dr. Jimmy Shaw and Nira Dale “Coaching and teaching–the process is one-in-the-same,” explains Assistant Superintendent of Instruction and former athletic coach, Dr. Jimmy Shaw.
Kathy Lynch's insight:
So concise: B1. Be clear about what you want 2. Give good feedback 3. Differentiate to meet a student's needs 4. Require Self-reflection and self-assessment. A great clarifier!!!!
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The User's Manual To Design Thinking Your Teaching (Infographic)

The User's Manual To Design Thinking Your Teaching (Infographic) | Special Science Classroom | Scoop.it
I have a confession to make. I've become obsessed with Design Thinking.
It's gotten to the point where I "Design Thinking" everything. How do I
Design Thinking my lunch? How do I Design Thinking my classroom phone
policy? How do I Design Thinking teaching?

Teaching? Yep. Let's do
Kathy Lynch's insight:
Very cool way of thinking about planning
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7 Systems that Work for Outside-the-Box Learners

7 Systems that Work for Outside-the-Box Learners | Special Science Classroom | Scoop.it
Most teachers struggle with students whose academic performance doesn't match their potential. When the usual approach doesn't work, try something different.
Kathy Lynch's insight:
Yay! So many of these ideas make sense. They are worth a try
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Debunked: 10 Common Myths About Our Visual Brains

Debunked: 10 Common Myths About Our Visual Brains | Special Science Classroom | Scoop.it
We debunk 10 widely believed statements about visual perception and how we use our brains, such as the myth that we only use 10% of our brains.
Kathy Lynch's insight:
Common Myths debunked
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