Promoting Literacy in Early Childhood, Video | A Blog for Principals and Teachers - School Matters Confessions of a Former SAT Hater Ask a progressive educator about standardized tests, and more often than not you will receive a negative response. Ask more specifically about the SATs, and you... The SAT Controversy The news that the SAT’s will be modified to more appropriately accord with today’s high school academic experience has been met with both strong approval... Charter Schools: Bipartisanship Rises Up in Washington DC! I was pleased to join Minnesota Congressman John Kline, chair of the House Education and Workforce Committee, as he announced new federal charter schools legislation... Flipped Classrooms: Educational Revolution or Unrealistic Mistake? Hertz Furniture video blogger Mor Rossler discusses the flipped classroom. Eliminating Racial Inequality in our Schools “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their... Video: Inquiry-Based Learning vs. Just Google it!
Speaking with: John Hattie on how to improve the quality of education in Australian schools Do we actually know what works when it comes to improving the quality of education in schools? A new four-part ABC documentary series, Revolution School, looks at what the research tells us about what works in education – and what doesn’t. It tells the story of how a typical suburban high school in Victoria, Kambrya College, managed to turn around from rock bottom to being in the top 25% of study scores in the state. Smaller class sizes, private schooling, homework and discipline do not make a difference to the quality of education, explains education expert John Hattie – “what really matters is interaction with teachers, clinical teaching, constantly measuring each student’s knowledge and responding to their individual needs”. Maxine McKew speaks with John Hattie about what we need to be doing to improve the quality of education in Australian schools – and the kind of debates we really should be having.
Hattie and Yates – Visible Learning and The Science of How we Learn. Section 1 Review. I’ve been ill this week; so ill in fact that for a couple of days I could not stand up. But I could tweet and read and so thankfully, I had a chance to start reading the latest book by John Hattie, written in collaboration with cognitive scientist Greg Yates. It is a hefty tome. Well, it would be if I hadn’t bought it on kindle. These are chapter summaries with little personal comment. Chapter One – The Willingham Thesis. Dan Willingham’s work has gained significant attention in recent years and he is one of the names frequently quoted by Michael Gove as justification for his educational policies. Hattie summarises the ideas of Willingham simply – our brains are not designed to think. 1. 2. 3. 4. 5. 6. This thesis is well summarised by Hattie and indeed has led to a strong movement in education in support of a core knowledge curriculum – i.e. that the ‘answer’ must lie in giving children knowledge and then making them practice that knowledge. Chapter 3 – The Teacher-Student Relationship
About Us | Visible Learning Visible Learningplus is a professional development program for teachers that explores how evidence can be used to create innovation in the learning environment. Our work is focused on John Hattie’s research and the principles of Visible Learning and visible teaching. This outstanding research involved millions of students and represents the largest ever evidence-based research into what actually works best in schools to improve learning. The team have been facilitating Visible Learningplusseminars across Australia for educational organisations and state Ministry of Education departments since early 2009. We currently work in partnership with several international companies to educate and share the Visible Learning model across the globe. Cognition Education has formed Visible Learningplus to provide professional development courses in assessment and evaluation.
L'effet d'une communauté d'apprentissage sur la motivation Le but de la recherche qui fait l’objet de cet article vise à décrire et à expliquer en quoi la mise en œuvre d’une communauté d’apprentissage (CA) favorise la motivation des enseignants dans leur développement professionnel. La démarche, menée par Aziz Rasmy, de l’Université Mohammed V du Maroc et Thierry Karsenti, de l’Université de Montréal, a pour but d’explorer la dynamique motivationnelle que peut susciter une CA au sein du corps enseignant. Unsplash/Dylan Gillis par Lise Santerre Une démarche de formation à la fois individuelle et collective Dans une perspective d’éducation tout au long de la vie, les enseignants sont appelés à développer leurs compétences professionnelles en continu pour favoriser la réussite scolaire des élèves. Le fonctionnement d’une CA repose sur la collaboration, le partage d’expériences et la responsabilisation des participants dans leur apprentissage professionnel. L’autonomie, le besoin de compétence et le sentiment d’appartenance Référence
Would You Let Your Baby Do This? Posted by janet on Nov 23rd, 2011 There’s a certain ubiquitous playground apparatus that has always given me the willies. Luckily, my children never seemed drawn to it. My nervousness may well have made them wary. Even if we’ve trained ourselves to remain calm, just observe and spot, our children know. Their radar is that good. So when a mom from one of my RIE Parent/Infant Guidance Classes (in which we strongly advise and encourage natural gross motor development) sent me a video of her 15 month old skillfully mastering this piece of equipment, my response after blinking several times was you’ve got to be kidding. Hi Janet, I’ve missed being at your class but R. is really getting great at enjoying his independent play. Anyway, I know you know that R. has always been very into climbing. Have a great week! Note that this boy is not only physically fearless and able, he is also relaxed, focused, centered, aware and confident. 1. 2. 3. 4. 5. Looking forward to hearing your impressions!
‘’No single intervention by schools is worse than retention’’ – Exclusive interview with Professor John Hattie, part 1. Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for Teachers. Since the publication of his books, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. Times Educational Supplement: TES once called him “possibly the world’s most influential education academic”. John Hattie is Laureate Professor at the University of Melbourne, Australia, since March 2011. He was made an Officer of the New Zealand Order of Merit in the 2011 Queen’s Birthday Honours, for services to education. Background information: The Netherlands is the European leader in retention. Not only the national purse shows that retention is a bad idea. Shocked at this 22% figure – so much damage being done!
Hattie and Yates – Visible Learning and The Science of How we Learn. Section 1 Review. | Love Learning.... I’ve been ill this week; so ill in fact that for a couple of days I could not stand up. But I could tweet and read and so thankfully, I had a chance to start reading the latest book by John Hattie, written in collaboration with cognitive scientist Greg Yates. It is a hefty tome. Well, it would be if I hadn’t bought it on kindle. I’m a fast reader and I’ve had time on my hands. These are chapter summaries with little personal comment. Chapter One – The Willingham Thesis. Dan Willingham’s work has gained significant attention in recent years and he is one of the names frequently quoted by Michael Gove as justification for his educational policies. Hattie summarises the ideas of Willingham simply – our brains are not designed to think. 1. 2. 3. 4. 5. 6. Chapter 2 – Is Knowledge an Obstacle to Teaching? What is of critical importance is being able to view learning through student’s eyes and being able to explain with great clarity the steps required to become skilled. 1. 2. 3. 4. 5. 6. 7.
Comment apprendre à apprendre ? Apport des sciences cognitives et des outils numériques au domaine 2 du socle commun Cette conférence a eu lieu le jeudi 15 mars 2018 dans le cadre des jeudis de la recherche et du séminaire académique "Apprendre à l’ère du numérique" sur le salon EDUSPOT. Présentation de l’intervenant : Franck Ramus est directeur de recherche au CNRS et professeur attaché à l’Ecole Normale Supérieure. Il travaille au laboratoire de sciences cognitives et psycholinguisitique, Institut d’étude de la cognition, école normale supérieure de Paris au sein duquel il dirige l’équipe “développement cognitif et pathologie”. Présentation de la conférence : Depuis 2016, le socle commun inclut le domaine 2 intitulé « les méthodes et outils pour apprendre ». Pour aller plus loin sur ce thème : Pour préparer l’intervention : Se former aux sciences cognitives, une rencontre en classe virtuelle proposée dans le cadre des jeudis de la recherche.Retrouvez toutes nos conférences : Cycle de conférences
How to Show Kids You Care Over the years, Search Institute has sold more than six million copies of 150 Ways to Show Kids You Care, a simple yet powerful poster. Like all of Search Institute’s work, the poster translates scientific research into simple, actionable ways that adults can make a positive difference in young people’s lives. A Search Institute team recently visited the Woodson Kindergarten Center in Austin, Minnesota, where the students helped us re-imagine the ideas on the poster. If you could use a quick reminder of why caring for young people is always worth your time, click here to meet the kindergarteners: In 2014, Search Institute will release important new studies and tools that put research to work on behalf of kids. For every donation of $25 or more that we receive through the end of 2013, Search Institute will donate a pack of 150 Ways posters to a school or program that primarily serves young people who live in poverty.
VIDEO - "Comment apprend l’élève ?" Conférence de Daniel FAVRE mercredi 24 septembre 2014 Conférence de Daniel FAVRE faite lors du séminaire Réussite Educative, le vendredi 18 avril 2014 à l’amphithéâtre Bouchard de Canopé Dijon Daniel FAVRE est Docteur en neurosciences et Professeur en sciences de l’éducation à l’université de Montpellier 2. Depuis 1994, il mène des recherches sur les liens existants entre la violence scolaire et l’échec scolaire. Comment apprend l'élève ? Il a publié en 2007 « Transformer la violence de l’élève : cerveau, motivation, apprentissage » et en 2010 « Cessons de démotiver les élèves : 18 clés pour favoriser l’apprentissage »