How a Shoe Can Teach Responsibility How a Shoe Can Teach Responsibility By Marjan Glavac closeAuthor: Marjan Glavac Name: Marjan GlavacSite: Marjan is currently a gr.6 home room teacher at Wilfrid Jury Public School in London, Ontario, Canada where he resides with his wife and two children. For more information about Marjan Glavac, his books, keynotes, training and seminars, visit him at his site at Authors Posts (51) thebusyeducator.com A number of years ago a first year teacher asked me for some help. He told me that his students took all his pencils. They took all his glue bottles. And his class set of scissors. He was angry, frustrated and hurt. “These students have no sense of responsibility,” he told me. I agreed with him. I told him they needed to be taught how to be responsible. “And how do I do that?” “Ask for a shoe,” I said. “How does a shoe teach students responsibility?” She gave an example of asking for a shoe when a student borrowed something.
Innovating pedagogy If you want to get an idea about how education and learning are changing I can recommend that you read the Open University's report Innovating pedagogy 2014. It is their third annual report and is now becoming a much awaited publication on the latest pedagogical trends. This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education. This year's report includes the following concepts, each described in detail with references to practice and theory.Massive open social learning. Many of these innovations rely on technology but the most important point is that the pedagogy is in the forefront and although technology is often, but not always, a prerequisite there is no specific mention of the tools or devices.
Mindset | How can you change from a fixed mindset to a growth mindset? Step1. Learn to hear your fixed mindset “voice.” As you approach a challenge, that voice might say to you “Are you sure you can do it? Maybe you don’t have the talent.” “What if you fail—you’ll be a failure” “People will laugh at you for thinking you had talent.” “If you don’t try, you can protect yourself and keep your dignity.” As you hit a setback, the voice might say, “This would have been a snap if you really had talent.” As you face criticism, you might hear yourself say, “It’s not my fault. Step 2. How you interpret challenges, setbacks, and criticism is your choice. So as you face challenges, setbacks, and criticism, listen to the fixed mindset voice and... Step 3. As you approach a challenge: THE FIXED-MINDSET says “Are you sure you can do it? THE GROWTH-MINDSET answers, “I’m not sure I can do it now, but I think I can learn to with time and effort.” FIXED MINDSET: “What if you fail—you’ll be a failure” GROWTH MINDSET: “Most successful people had failures along the way.” Then...
Hur arbetar jag formativt med teknik och sociala medier? Detta inlägg skriver jag för dig som vill veta mer hur just jag undervisar formativt, men också för att synliggöra och metareflektera för mig själv. Jag har ett par förfrågningar från lärare som vill göra klassrumsbesök hos mig men som det är nu har jag så mycket med att genomföra nationella prov och planera för undervisning emellan att jag inte hinner med att öppna dörren helt men i alla fall på glänt så här i en blogg. Jag skriver också för att synliggöra för mig själv vad jag gör och vad behöver jag utveckla i min undervisning. Att skriva är naturligt för mig som språklärare i svenska och engelska och ger mig perspektiv och det synliggör väldigt mycket. Bakgrund och formativt förhållningssätt Jag undervisar på högstadiet i tre nior och har således både svenska och engelska i tre klasser. Som ny lärare kunde jag ofta få förklara för mig varför jag inte hade prov och hur jag satte betyg när jag inte hade något konkret bedömningsunderlag att gå på. Att tydliggöra mål Vart är jag på väg?
Please Don't Touch Me! {Dealing with Anxiety in Kids} As the holidays approached and we were getting ready to visit family and friends, I was tempted to create a festive and sparkly sign to hang around my daughter's neck. As we visited a new-to-her preschool last week I wanted to do the same thing again. I wanted to create one that could be seen from the front and one that could be seen from the back. The sign I wanted to make would've said, "Please don't touch me," "I am really overwhelmed right now" or "I am really nice if you give me some time to warm up." Do you have a child who experiences a lot of emotions and anxiety like I do? Does spending time with family and friends and new people sometimes cause a lot of anxiety for you or your child? How do you prepare for so many unfamiliar situations, people, and routine changes? Here are a few things that I do to help alleviate my child's anxiety in new settings or in high stress one (lots of people)... 1. 2. 3. 4. I give hugs, hold her hand, and say supportive things. 5. 6. 7. 8. 9. 10. 11.
Småkryp och bloggande blev ingång till källkritik Barn och surfplatta. Foto: Maria Franzén Gredelby skola är en liten F-3-skola med tvåhundra elever mitt i centrala Knivsta, knappt två mil söder om Uppsala. Här arbetar Maria Franzén som klasslärare för en förstaklass som kallas Ettan Gul. Efter sommaren flyttar hon och klassen till Högåsskolan, en nybyggd F-6-skola som kommer att ha drygt dubbelt så många elever. - Jag är grundskollärare 1-7 i svenska och so-ämnen och har jobbat som lärare i mer än tio år, främst på lågstadiet. För tre år sedan gick jag Lärarlyftet i bild på Uppsala universitet. Allt samlas i bloggen Under läsåret 2014/15 har klassen byggt en blogg som ger en bild av vad eleverna lärt sig och arbetat med under sitt första år i grundskolan. - Bloggen är själva navet i undervisningen. Klassen ställde källkritiska frågor Grundskolans läroplan är tydlig med att källkritik ska vara en integrerad del i undervisningen redan i lågstadiet. Eleverna skapade faktafilm - Filmskapandet är själva nyckeln till det här arbetssättet.
How Important is Grit in Student Achievement? Culture Teaching Strategies When it comes to high achievement, grit may be as essential as intelligence. By Emily Hanford, American RadioWorks Before she was a psychology professor, Angela Duckworth taught math in middle school and high school. Now Duckworth is an assistant professor at the University of Pennsylvania, and her research focuses on a personality trait she calls “grit.” Duckworth’s research suggests that when it comes to high achievement, grit may be as essential as intelligence. “Which experiences do we give kids to get them in the direction of more grit and not less?” Intelligence “is probably the best-measured trait that there is in all of human psychology,” says Duckworth. But intelligence leaves a lot unexplained. Duckworth’s work is part of a growing area of psychology research focused on what are loosely called “noncognitive skills.” Duckworth has developed a test called the “Grit Scale.” The charter schools have succeeded in providing strong academic preparation.
Tangible user interface A tangible user interface (TUI) is a user interface in which a person interacts with digital information through the physical environment. The initial name was Graspable User Interface, which is no longer used. The purpose of TUI development is to empower collaboration, learning, and design by giving physical forms to digital information, thus taking advantage of human abilities of grasp and manipulate physical objects and materials.[1] Characteristics of tangible user interfaces[edit] Physical representations are computationally coupled to underlying digital information.Physical representations embody mechanisms for interactive control.Physical representations are perceptually coupled to actively mediated digital representations.Physical state of tangibles embodies key aspects of the digital state of a system According to,[2] five basic defining properties of tangible user interfaces are as follows: Examples[edit] A simple example of tangible UI is the computer mouse. See also[edit]
Giving Good Praise to Girls: What Messages Stick How to praise kids: It’s a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by Carol Dweck, professor of psychology at Stanford who has been researching this specific topic for many years. “My research shows that praise for intelligence or ability backfires,” said Dweck, who co-authored a seminal research paper on the effects of praise on motivation and performance. “What we’ve shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not. But what some might not know is that this paradox is strongest for girls. Dweck’s research, which focuses on what makes people seek challenging tasks, persist through difficulty and do well over time, has shown that many girls believe their abilities are fixed, that individuals are born with gifts and can’t change. “Of all the subjects on earth, people think math is the most fixed,” Dweck said. Katrina Schwartz