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- Rue La La - Boutiques on 2009-08-21
- Class Profile Maker: Tools & Activities: Teaching Every Student on 2009-08-14
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Chapter 2: Teaching Every Student TOC: Information & Ideas on 2009-08-13
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Understanding affective issues can help teachers support all learners more
appropriately. Of the three learning networks, affective
networks are perhaps intuitively the most essential for learning, yet they
are given the least formal emphasis in the curriculum.
All teachers know how important it is to engage students in the learning
process, to help them to love learning, to enjoy challenges, to connect with
subject matter, and to persist when things get tough. When students withdraw
their effort and engagement,
it is tempting to consider this a problem outside the core enterprise of
teaching. We believe this is a mistake. Attending to affective issues when
considering students' needs is an integral component of instruction, and it can
increase teaching effectiveness significantly.Consider these differences: Some students prefer to read in a quiet
environment; others are comfortable reading in the middle of noisy activity.
Some like the predictability of reading familiar stories multiple times, whereas
others find rereading boring. Some students like the structure of being told
what books to read and when to read them; others thrive on choice and
independence. In addition, of course, there is huge variation in the type of
content that interests different learners. All these preferences factor in to
why students whose skills and achievement levels appear very similar on a test
may react-and perform-very differently to particular assignments.
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- Home Page | Adaptive Curriculum on 2009-08-11
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Top News - OECD sounds new education alarm on 2009-08-11
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That comparison will be crucial in the coming decades. The number of graduates
from China last year--4.4 million--outstripped that of the entire European
Union. -
Among OECD members, East Asian countries are increasingly outperforming Europe
and the United States--and they "succeed without leaving many students behind,"
the report said. - 2 more annotations...
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USATODAY.com - For once, blame the student on 2009-08-11
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Kids who had emigrated from foreign countries — such as Shewit Giovanni from
Ethiopia, Farah Ali from Guyana and Edgar Awumey from Ghana — often aced every
test, while many of their U.S.-born classmates from upper-class homes with
highly educated parents had a string of C's and D's. -
What many of the American kids I taught did not have was
the motivation, self-discipline or work ethic of the foreign-born kids. - 11 more annotations...
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U.S. Schools: Not That Bad on 2009-08-11
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Both are at the top of their classes, but they lack the ambition and focus of
their Indian and Chinese counterparts. -
It can take longer for Indians and Chinese to develop crucial real-world skills
that come more easily for some Americans. Yes, U.S. teens work part-time,
socialize, and party. But the independence and social skills they develop give
them a big advantage when they join the workforce. They learn to experiment,
challenge norms, and take risks. - 4 more annotations...
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U.S. Schools: Not That Bad on 2009-08-11
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Compton says that an increasing number of companies in his portfolio are moving
research and development to India and China. To understand why, he traveled to
India and visited their schools. He was stunned by the career aspirations of
children as young as 5 and the advanced education that middle and high school
students were receiving. Indian students in the same grade as his teenage
daughters were two or three years ahead in math, physics, biology, and even
subjects like world history and English literature. He left India wondering how
his daughters, and American children in general, would be able to compete in the
21st century. -
The American students are compared with 17-year-olds Apoorva Uppala and Rohit
Sridharan from Bangalore and Hu Xiaoyuan and Jin Ruizhang from Shanghai. All
four know exactly what they want to be when they grow up. They labor on weekdays
and weekends to prepare for entrance exams at top universities. They excel in
math and science. Jin even competes in international math tournaments. - 1 more annotations...
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Revamping Education in U.S. Schools on 2009-08-11
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Many choose to blame foreigners and critics instead of facing up to the
consequences and causes of a widespread lack of focus on science and technology;
uncompetitive, unchallenging, or failing public schools; and a government that
hinders scientific progress and forces researchers to relocate to find funding
and respect. -
Some argue that a U.S. social upbringing is more economically valuable than a
solid educational foundation overseas. The idea is that because many Indian and
Chinese children grow up without the clubs, sports, music, and other
opportunities afforded U.S. kids, they lack the social grounding they'll need to
succeed in Western businesses. This view does a disservice to young people in
India and China and evokes an arrogant view that suggests no matter what,
Western culture will prevail. - 7 more annotations...
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Education Problems and Lack Of Ambition on 2009-08-11
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Today has become increasingly hard to achieve success. Is it because of our lack
of ambition? Or could it just be too high of standards to shoot for? We notice
that there are higher education requirements and greater skills to be learned,
but in each generation do we see a greater deficency in knowledge and skills?
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