Differentiating Your Classroom with Ease - The Brown Bag Teacher For me, differentiating no longer means creating separate games/activities/learning targets. It doesn't mean that some students do more work or students are being taught different content. It does mean tweaking activities, so they have the just-right scaffolds and pushes for my students. To me - right now - differentiation means... Believing these things, our team has developed structures and organization to help us be intentional in our planning. What do I need? Like most teacher stories, it all starts with school supplies. How do you group and organize for your groups? We flexibly group our friends into these 3 groups - green (below grade-level), yellow (on grade-level), and blue (above grade-level) for math and reading. Color-coding groups really helps with planning and organizing my small-group materials. Right behind my teacher table, I also keep these color-coded bins organized and stocked for Guided Math. What does DI actually look like in your Reading Block?
home 7 Neuroscience Fundamentals For Instructional Designers - eLearning Industry The brain is a beautiful thing. It's also one of the most complex and complicated structures known to man. Every emotion, thought, and memory involves countless chemical reactions and neural pathways. To learn new information, our minds must be primed for the task. Which is why eLearning professionals should consider these 7 neuroscience fundamentals for their Instructional Design. 1. Our brains are often likened to machines. 2. Learning isn't as simple and straightforward as some might think. 3. The human memory is finite. 4. It probably comes as no surprise that humans love rewards. 5. Everyone needs a bit of personalized praise from time to time. 6. It's a known fact that stress wreaks havoc on the body. 7. Joyful and positive eLearning experiences are more memorable. These neuroscience fundamentals give you the opportunity to create personalized eLearning courses that motivate, inspire, and engage your online learners. Would you like to learn more about the psychology of learning?
Tes Teach with Blendspace | Create & Find Free Multimedia Lessons Save time by using free lessons & activities created by educators worldwide! Be inspired! Combine digital content and your files to create a lesson Tes resources YouTube Links PDFs PowerPoint Word Doc Images Dropbox Google Drive Blendspace quick start resources Save time by using free lessons & activities created by educators worldwide! Combine digital content and your files to create a lesson Tes resources YouTube Links PDFs PowerPoint Word Doc Images Dropbox Google Drive Blendspace quick start resources
Students are not hard-wired to learn in different ways – we need to stop using unproven, harmful methods In our series, Better Teachers, we’ll explore how to improve teacher education in Australia. We’ll look at what the evidence says on a range of themes including how to raise the status of the profession and measure and improve teacher quality. In health there are well-established protocols that govern the introduction of any new drug or treatment. Of major consideration is the notion of doing no harm. In education there are no such controls and plenty of vested interests keen to see the adoption of new strategies and resources for a variety of ideological and financial reasons. Teachers need to be critical consumers of research – as with medicine, lives are also at stake – yet with the best will in the world and without the knowledge and time to do so, decisions may be made to adopt new approaches that are not only ineffectual, but can actually do harm. Lack of evidence Psychologists and neuroscientists agree there is little efficacy for these models, which are based on dubious evidence.
School Tools Conflict Resolution Education Lesson Plans | Conflict Resolution Resources How to praise your child: why simply saying 'well done' is not helpful How do you react when you hear expressions like “well done”, “another A grade”, “aren’t you clever” and “great work”? Maybe you use them yourself with your children in the belief that it will encourage them to work hard and do well. It turns out that praise like this is not helpful and can actually damage children. Stanford University researcher Carol Dweck has shown that generalised praise of this kind can all too easily create learners who have what she calls a “fixed mindset”. These children are afraid to make mistakes, unlikely to put in the necessary effort and, most importantly, unwilling to really practise because they have a fixed view of how smart they are. When you label a child as “clever” you are not helping them. Instead we need to be specific with our praise and focus on how the outcome was achieved: I really noticed how much effort you put into selecting interesting vocabulary in your opening paragraph. How to give effective feedback Why does that matter?
Primary Years | 3 to 12 | International Baccalaureate® The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning. Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts. Learn more about the PYP The PYP curriculum Taught in over 109 countries around the world, the PYP curriculum framework is uniquely adaptable to state and national standards. Guided by six transdisciplinary themes of global significance, students deepen their learning by developing their conceptual understandings; strengthening their knowledge and skills across and beyond subject areas. Learn more about the PYP curriculum Who is the PYP for? As long as a school has been authorized to implement the programme, the PYP is open to any student aged 3 to 12. Learn more about students in the PYP
kolb's learning styles, experiential learning theory, kolb's learning styles inventory and diagram We have some very exciting plans for Businessballs. Later this month, we will be launching a new visual identity, refreshing the design of the site and adding lots of new functionality to enhance your learning experience. Phase 2 will include badges, learning plans linked to accredited competency frameworks, wikis (for collaborative content development) and new content from international thought leaders and academics. The site will continue to follow our ethos of free work and life learning, and the redevelopment and ongoing management will be delivered by our partner Accipio. David Kolb's learning styles model and experiential learning theory (ELT) Having developed the model over many years prior, David Kolb published his learning styles model in 1984. Accordingly - especially if you are working with young people - use systems and methods with care. kolb's experiential learning theory (learning styles) model Kolb's model therefore works on two levels - a four-stage cycle: learning styles