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Steve J. Moore's Library tagged learning   View Popular, Search in Google

31 Oct 12

"As students produce such final projects, they’re observing, investigating, reflecting and documenting what they’ve learned, said Larry Rosenstock, High Tech High’s chief executive.

“You have to have great standardized test scores, but you want kids who aren’t afraid to get outside the bubble and invent things,” Rosenstock said."

  • As students produce such final projects, they’re observing, investigating, reflecting and documenting what they’ve learned, said Larry Rosenstock, High Tech High’s chief executive.

    “You have to have great standardized test scores, but you want kids who aren’t afraid to get outside the bubble and invent things,” Rosenstock said.

  • Hands-on learning through meaningful activities and projects helps students retain information longer with a deeper understanding of skills

  • What is education for? Is it for pouring facts and formulas into students’ heads, or is it for creating learners?
  • My research shows that an environment that emphasizes evaluation and testing creates a fixed mindset.
  • students believe that high effort advertises low ability

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  • It’s professionally engaging to come up with something worthy of a bit of brow furrowing
  • What knowledge can be culled from their natural curiosity?
  • inquiry

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  • it becomes tempting to resort to drill-and-kill teaching methods that cover information in a generic, surface-level way
  • fostering curiosity
  • teenagers are interested in almost anything taught well and with passion

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  • You can tell a lot about a teacher’s values and  personality just by asking how he or she feels about giving grades.  Some  defend the practice, claiming that grades are necessary to “motivate”  students.
  • the most impressive teachers are those who  despise the whole process of giving grades.  Their aversion, as it turns out,  is supported by solid evidence that raises questions about the very idea of  traditional grading.
  • 1.  Grades tend to reduce students’ interest in the  learning itself

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  • metacognition was by no means a “silver bullet” for improving student learning, but nonetheless was an effective tool for focusing students’ attention more consciously on their learning and, ultimately, providing a means to encourage students to think about the larger purpose of their education

  • We’ve stripped our classrooms of anything that doesn’t have a proven connection to increased scores
  • Art and music are thrown overboard, along with lessons that emphasize creativity, collaboration or innovation.
  • We seem to take a blind satisfaction in numbers. As passing rates and SAT scores rise, we are comforted by the belief that we’re doing the right thing and unaware of what we’ve lost along the way.

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  • Less grading, more teaching.  More feedback, less waiting. Fewer worksheets, more writing.  Less multiple choice, deeper learning.
  • They just want students do more authentic writing with feedback.
  •  When students write more, they learn more.”

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    • A primary goal of education should be the development and deepening of student understanding.
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    • Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
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    • Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
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    • Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
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    • Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.

  • Annie Murphy Paul, the author of Origins, is at work on a book about the science of learning. Her writing has appeared in the New York Times Magazine, the New York Times Book Review, Discover, and Health. Follow her on Twitter here, friend her on Facebook and read her blog.

  • The “test” consisted of a sheet with a diagram of a lathe, with all 108 parts numbered
  • Come test time, we regurgitated those names, in order, in writing, and “passed” with flying colors.
  • Not a single one of us could identify any part of the lathe by sight or by function. All we had managed to do was to learn the words of the “lathe song”

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