"It’s hard to get kids in the habit of talking about how they are thinking about a problem when they’ve had many years of instruction that focused on getting the 'right answer.' That’s why educators are now trying to get students in the habit of explaining their thinking at a young age." — Source: Mind/Shift
Continue reading the full post for examples, tips, and classroom video footage.
Image Source: EdTechTeacher
“Given the growing ubiquity of [technology] in schools, as well as the increasing numbers of educators advocating for their use, it can seem as though education may have reached a tipping point when it comes to improving students’ 21st-century skills. According to the Partnership for 21st Century skills, these can be categorized as the 4Cs: Creativity, Critical Thinking, Communication, and Collaboration.” — Beth Holland
Beth goes on to share that she has started to worry about the growing presence of what she calls the Fake Cs.
This article shares the story of Albermarle County Schools’ experience integrating maker education throughout all the schools in the district. In particular, snapshots of Agnor Hurt Elementary and Albermarle High School are spotlighted. I recommend diving into this article and considering how Albermarle’s experience and ideas can impact your classroom, school, and district. Here are just two nuggets I gleaned from reading this.
“Making shouldn’t be isolated. We want to get away from that idea. Makerspaces and classrooms are one and the same.” — Andrew Craft, Elementary Teacher
“When people make, they get back to the basics of who they are as humans. Making puts the learner at the center of the work — and when that happens with our kids, the content makes sense to them.” — Pam Moran, Superintendent
“Some may say homework is good practice, and practice makes perfect. Others insist homework is unproductive and pointless.
“What benefit is there in doing 20 of the same type of math problem? If students didn’t understand the lesson from the day, not understanding 20 problems may make them feel that math is inaccessible. This is how children begin to struggle in math and decide it’s not for them. And if they did understand the lesson, repeating similar problems is pointless. Worse still, students begin to believe math is boring, irrelevant, a set of mundane rules, and maybe even a waste of time.
“What if homework could be a means for promoting self-efficacy, agency, and motivation to learn? Teaching students to actively pursue knowledge and see it as valuable is critical to their success both in and out of school.” — Margie Pearse, Edutopia
Continue reading the full blog post.
Image Source: Learning & the Brain
“Innovative formative assessment strategies are part of the heart of any modern classroom. They provide crucial information about what students understand and what they don’t. These ungraded assessments are also valuable guides for students. It can help them enhance their performance. Teachers can use them to determine if further instruction is necessary.
“Using innovative formative assessment consistently and effectively removes the surprises from getting final grades. When integrated into teaching and learning on an ongoing basis, students can constantly improve and excel. Formative assessment is “assessment as learning”. In other words, the feedback is used to improve the learning.” — Lee Watanabe Crockett
Click here to view the ten examples.
Image Source: sparkaction.org