edutopia It may seem puzzling that students often fail to transfer the behaviors they practice in such discussions to ones facilitated by the teacher. How do we, as educators, make the most of what the Socratic methodology has to offer while overcoming some of the common problems that inhibit students from transferring these skills to whole class discussions and beyond? Problems and Solutions While they have many benefits, student-led discussions often create unintended consequences that inhibit their effectiveness. Fortunately, there are solutions that can enable students to take ownership of academic conversations and facilitate discussions across classroom settings. Problem: Uneven level of engagement. Solution: Use smaller groups to increase engagement. Problem: Assessment difficulties. These grading criteria also tend to inhibit the natural flow of conversation, resulting more in a series of independent comments rather than dialogue, as students vie for a particular grade.
Scientific Modeling For Early Elementary Grade Students In Partnership with and Lesson Objective Watch two teachers engage young children in scientific modelingr Length 10 min Questions to Consider Why is it important for young children to gain experience with scientific modeling? NGSS Standards Watch all the videos in this series. Watch an interactive segment from this video at Tch Video Lounge.
Howard Gardner, Five Minds for the Future | My Education Vision Howard Gardner, Five Minds for the Future Howard Gardner, professor of cognition and education at Harvard Graduate School of Education (the Multiple Intelligences Guy) argues that in our rapidly changing world, the following five minds, encapsulating skills, values, attitudes and knowledge, are crucial. The Disciplined MindThe Synthesizing MindThe Respectful MindThe Creating MindThe Ethical Mind In his introduction, Gardner rightly points out that education is a very conservative profession. This is not necessarily bad, he argues, because it means that centuries of practical knowledge has been assimilated into the profession. Gardner takes a swipe at policymakers who are unable to articulate the aims of education and who instead use glib phrases about “using the mind well”, “having the skills to compete” and (the latest one) “leading the world in international comparisons of test scores.” The Disciplined Mind Neither. This is a powerful argument against fact-based learning. 1. 2. 3. 4.
What Is Shared Inquiry? | The Great Books Foundation Shared Inquiry™is a method of teaching and learning that enables people of all ages to explore the ideas, meaning, and information found in everything they read. It centers on interpretive questions that have more than one plausible answer and can lead to engaging and insightful conversations about the text. And it is based on the conviction that participants can gain a deeper understanding of a text when they work together and are prompted by the skilled questioning of their discussion leader. In this type of discussion, each participant engages in an active search for the meaning of a work by reading closely, asking questions and discussing actively. There are five key guidelines to engaging in a successful Shared Inquiry discussion. Fine Tune Your Discussions With Help From Our How-To Videos Our how-to videos will help existing Great Books groups brush up on discussion skills, and introduce new participants to the benefits of using Shared Inquiry.
California Classroom Science » Sensemaking Notebooks: Making Thinking Visible for Both Students and Teachers! by Karen Cerwin “Students can’t yet write independently without basic sentence frames. Their thoughts are usually bigger than what they can put on paper.” – Kindergarten Teacher This quote works for everyone; our thoughts are usually bigger than what anyone can put on paper! Scientists use notebooks as a “thinking journal” in which they record observations and thoughts about a phenomenon they are investigating. How can we translate this use of notebooks into our classrooms? “All major aspects of inquiry, including managing the process, making sense of data, and discussion and reflection on the results, may require guidance.In the absence of instruction or prompts, students may not routinely ask questions of themselves, such as What are you going to do next? Our focus on developing a “thoughtful notebook practice” for our classrooms has resulted in naming Four Essences of Science Notebooks. Essence of Prior Knowledge All learners bring prior knowledge about a topic or phenomenon.
Claes Nilholms blogg För ett antal år sedan skrev jag en bok som handlar som perspektiv på specialpedagogik. De flesta är förmodligen överens om att specialpedagogik handlar om problem i relation till skolarbete eller lärande i största allmänhet. Det finns olika sätt att se på varför sådana problem uppkommer och hur de ska åtgärdas. I boken urskiljer jag tre olika perspektiv på sådana problem. Jag argumenterar för att perspektiven skiljer sig åt beroende på var problemen förläggs. Å ena sidan har vi ett kompensatoriskt perspektiv, ibland kallat ett bristperspektiv, där orsaken till skolproblem i huvudsak förläggs till individer. För ett antal år sedan skrev jag en bok som handlar som perspektiv på specialpedagogik. De flesta som intresserat sig för att kartlägga olika perspektiv på specialpedagogik brukar urskilja dessa två. Det är två poäng med ett dilemmaperspektiv som jag vill lyfta fram här. Nilholm, Claes. (2007) Perspektiv på Specialpedagogik. Efterskrift 10/18 2017 Konsten att urskilja perspektiv
How to Have Great Classroom Discussions • The Great Books Foundation News Science notebooks are an everyday part of learning in the Tucson (AZ) Unified School District. Recently, K–8 schools there began using notebooks in conjunction with their kit-based science program. As part of the district’s professional development team, we helped during the implementation at Miller Elementary, where teachers and students undertook this journey together. Now, they can’t imagine learning science without them. When the call to implement notebooks throughout the district came about two years ago, teachers embarked on a coordinated, schoolwide effort. 1. One of the most important ideas that affected the teachers at Miller was the realization that the notebook was a tool for every student to use to construct his or her own conceptual understandings. Consider this example from a group of first- and second-grade students “meeting” snails for the first time. I see it coming out its shell! 2. 3. 4. 5. Resources National Research Council (NRC). 1996.
Lär dig att syntetisera information, alla tips för att uppnå det. Det är inte lätt att förstå eller veta hur man syntetiserar information. Faktum är att inte alla har ett syntetiskt sinne. Det vill säga att vissa människor är mindre skickliga än andra i deras sätt att lära sig att syntetisera information. Det finns dock tekniker och övningar för att få dig till snabbhet. Dessa mycket ofta svåra att identifiera är dock viktiga både i vardagen och i ditt arbete. Betydelsen av informationssyntes Varje dag bombas vi med information. Syntesen är avgörande för eleverna, det kommer att möjliggöra en effektiv läsning av kurserna. Skillnad mellan syntes och sammanfattning Syntesinformation har inget att göra med att sammanfatta det. Syntes är ett sätt att förmedla viktig information om ett visst ämne. Det är i alla fall viktigt att säkerställa att informationen har källor som kan åberopas vid behov. 6 tekniker för att lära sig att syntetisera information snabbt För många är det inte alltid lätt att lära sig att syntetisera information. 1-Koncentrationen
Model-based inquiry - Modeling Using a Partitioned Template is one way to support students by amplifying the focus on changes in the complex anchoring phenomenon overtime. This is important since, in most cases, it is the changes that happen overtime that are most important to explain, because these involve unseen mechanisms that provide explanatory power both in the unit anchoring phenomenon and in related phenomena. The example highlighted here comes from: Campbell, T. & Neilson, D. (2016). Explaining ramps with models: Design strategies and a unit for engaging students in developing and using models. (available to NSTA members) Relates to HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Howard Gardner on His Theory of Multiple Intelligences and Lessons for COVID-19 Era The education world gets obsessed sometimes with trying to come up with ways to measure smarts. But today we’re talking with someone who has a history of shaking up the narrative when it comes to talking about intelligence. It’s Howard Gardner, best known for his theory of Multiple Intelligences (MI). Gardner has made a long and influential career exploring the mind and how to think about it. American Educational Research Association 2020 Distinguished Contributions to Research in Education Award. This month Gardner came out with a different kind of book, one where he looks inward. Listen to this week’s episode on Apple Podcasts, Overcast, Spotify, Stitcher or wherever you listen to podcasts, or use the player on this page. EdSurge: In a nutshell, what is the theory of multiple intelligences? Howard Gardner: [Typically people talked about] the single word “intelligence” as if it's one thing. My theory is that we have eight, nine or ten different computers. I'm very sad.
7 Ways to Help Students Self Assess Effectively By Barbara Blackburn Although our assessment of students is critical to learning, we also want students to learn to assess themselves. Encouraging students to take measures of their own learning is more rigorous than the teacher providing all the assessment. As always, with greater rigor comes plenty of support. Let’s look at four strategies that allow students to provide a brief snapshot of their learning, then three that are more detailed. First, you may want to have students assess simply where they are in the learning process. Triangle Reflection Melinda Crean, author of Top Notch Teaching, shares a way to have students reflect on where they are in the process of learning. Musical Notes/Color Clusters Carolyn Chapman and Rita King in their book Differentiated Assessment Strategies: One Tool Doesn’t Fit All provide two ways for students to share how well they understand the content. Similarly, in color clusters, students label their learning progress through a series of colors. Conclusion