- I am posting this article on this blog because as I continue to visit schools, I am deeply concerned with the decreased focus I am observing on meta-cognition. It seems to have been left by the wayside - discarded as one of those fades that is now passe.
- I encourage those of you who are in the classroom to write your honest thoughts and submit to ASCD.
- You must be the voice for your students.
What needs to change in education to ensure that students in the 21st century are learning to the best of their abilities? Whether you're a teacher, administrator or specialist, we are on the lookout for 600- to 1,000-word essays that share your thoughts on this topic for an upcoming issue of ASCD Express. We welcome research-based articles as well as essays that share your professional advice. Don't miss the March 29 deadline to submit your writing to us. Access the submission guidelines.
Sunday, February 26, 2012
Thursday, February 16, 2012
- Here is an insightful review of many of the myths driving education today! Worth the read!
Education blogger Valerie Strauss addresses seven misconceptions about how students learn -- some of which are driving school reform. She asserts that basic facts can be included in engaging lessons; teachers talking should not be the focus of class; covering a lesson does not mean the material was taught; students' interests can be used to teach; acceleration does not equal rigor; a quiet classroom does not mean quality learning; and traditional schooling does not prepare students for life. The Washington Post/The Answer Sheet blog (2/14)
Monday, February 6, 2012
A great article courtesy ASCD Smartbrief. Can problem solving be involved in new experiences? Have a read and see what you think!!
- Studies: Students' behavior can predict future leadership ability
Researchers involved in four studies say they can predict which students may be leaders as adults based on the behaviors and experiences of their youth. Factors found to be predictive of future leadership included the tendency to engage in response to a new situation and an inner motivation to try new things and gain skills. The studies suggest teachers encourage leadership skills in students by allowing them to pursue mastery and success through real-life experiences, rather than relying on rewards such as test scores and classroom prizes. Harvard Education Letter (January/February 2012)