This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
For this blog post I will focus on the top three problems with the traditional approach to giving grades: Grades happened to students. Traditional Grades Happen To Students. Like too many aspects of education, students play a very passive role in the traditional grading system. They should not happen to students.
Speaking from experience, I have significantly benefited from not only engaging in digital spaces but taking what I have learned and applying it to my practice, which I can readily show when asked or communicate through my blog. Being a lifelong learner in the digital age is quite empowering.
The President Project allows students to research the role of this office. Each project goes beyond traditional lectures and textbook assignments. By joining the email list, you will receive freebies for blog exclusive subscribers! This is such a creative way to reflect on the 1920s.
From articles to blog posts to books, that subject has been covered in great detail. I, for one, don’t shy away from the fact that both research and evidence should be part of the conversation. What makes something innovative? There is no shortage of debate on this topic in the least bit. Take Uber and Airbnb for example.
This involved using online maps and doing some research. Paperlet is an online participatory publishing platform that takes the existing traditional writing process a decisive step further by bringing the readers into the creative process too. In September she created a new blog called Worlds of Learning.
As the lead researcher on our Inclusive Innovation team, I’ve been asked this question several times recently: Where is the research in inclusive innovation? With our Inclusive Innovation model , how must we rethink our research approach to put equity first, in process and results? A closer look at equity-driven research.
As a result, it can be difficult at times to compete for attention using traditional teaching methods like whiteboards, worksheets, and extended direct instruction. For more information check out the Metaverse blog to see what teachers are creating and check them out on Twitter.
This trend echoes concerns I raised nearly five years ago in my blog post, “ What are we doing? In that earlier post, I highlighted the superficial adoption of technology in education, where tools were used to digitize traditional methods without fostering genuine innovation. in effect size. in effect size.
I teach AP Psychology, blended and traditional, at a high school in the northwest suburbs of Chicago. My online learning activities typically involve the use of short videos, online discussions, student research, podcasts, and various formative assessments. You can find a great list of web tools on Catlin’s blog.
In reality, it is the preparation beforehand and attempts to share strategies that are not only practical, but also aligned to research that aid in my delivery. As an author of six books, numerous articles, and a blog, I am dogged by a perception that I am a good writer. Each week I labor over creating a blog post.
While AI has simply not been in the hands of students long enough to have longitudinal data on its impacts, there is a growing slew of research that touts it as a learning tool for non-traditional students (such as Dai et al., How do I interpret this Turnitin report, anyway? 2023, and Ouyang et al., 2022, among many).
As I’ve said in previous blog posts, teaching in a concurrent classroom is the most challenging teaching assignment I can imagine. I’m torn because I do not want my blog posts to be interpreted as an endorsement of this approach. Note : I’ve grappled with whether or not to write about the concurrent classroom.
Aubrey is the Research Director at Digital Promise and Sandra is a Ph.D. Teachers and ed tech developers across the country tell us they are unable to access the research they need to help students learn. However, when research is widely available and effectively communicated, people can put it to use in their everyday lives.
Since the fall 2016 meeting of the League of Innovative Schools , superintendents from around the country have connected with leading researchers in the field of maker learning. With the help of this four-part framework, the researchers identify issues of equity and suggest clear steps educators can take to address potential problems.
In this post, I want to share three different ways teachers can shake up the traditional approach to the Station Rotation Model. Online research. For more on Free Form Station Rotation, check out my blog “ Free-Form Station Rotation Lesson.” This model does exactly what its name suggests. Makerspace station.
However, recent research highlights the crucial role of social studies instruction in developing strong reading skills. While schools often increase ELA instruction to improve literacy rates, research suggests that allocating more time to social studies is actually more effective.
As Wagner and Dintersmith state in their book, “retained learning comes, to a very large extent, from applying knowledge to new situations or problems, research on questions and issues that students consider important, peer interaction, activities, and projects.”
And we also recognize a need to look beyond traditional measures of academic success to consider the whole child. Research-based Interventions for Social-Emotional Learning. And teachers also desire an intervention that is richly-steeped with research so it’s not just another program to try, but a vetted approach.
As funders, government agencies, and service providers become increasingly focused on program evaluation results to make evidence-based decisions, evaluators and other researchers seek to answer this question. The post Empowering Community Perspectives in Evaluation Research appeared first on Digital Promise.
For the past six years, Digital Promise has convened a national network of Education Innovation Clusters (EdClusters)—leaders working to collaborate outside the traditional silos of sector and institution to design and implement transformative learning tools and programs in their communities. Responsive collaborations.
Recently, a teacher posted a comment to my blog lamenting that direct instruction consumed much of the class period. We can indeed cover more ground when we present information in a traditional lecture format, but that doesn’t mean students understand the information. This is not unusual.
However, research shows that these content-rich subjects play a vital role in literacy development by building background knowledge, strengthening comprehension, and expanding vocabulary. How Social Studies and Science Strengthen Literacy Research confirms that social studies and science play a crucial role in strengthening literacy skills.
In our paper, Learner Variability Is the Rule, Not the Exception , we define learner variability, based on research on the science of the individual and what research says matters in learning. Demonstrate how learning sciences research can improve classroom practice.
It is a tradition I have continued through the years. In some respects, this blog has become my excuse to reflect each week on my professional work. These goals are hard, if not impossible, to achieve with traditional, teacher-led, whole group lessons. Trying to wrap my mind around 2020 to craft my newsletter was no small feat.
Each graduate student brings their own specialized research focus to the table, enriching the legacy of the SWP. As we continue this tradition, fostering a connection with the field school, we eagerly anticipate the ongoing journey of learning and growth it offers.
The project brings 24 teachers from 10 schools together to conduct classroom action research to develop their content knowledge for teaching, which includes: Building content knowledge for teaching in focused areas of mathematics and science; Implementing research-based best pedagogical practices to improve student learning; and.
Over the past year, Digital Promise has been conducting research with the League of Innovative Schools to catalog their most significant educational challenges. The model focuses on two key elements to support districts in this work: deep collaborations with researchers and rapid-cycle design processes.
Research shows that students who engage in structured science learning develop stronger vocabulary, analytical thinking, and reading comprehension. A significant body of research confirms that structured exposure to scientific content enhances literacy.
My Twitter feed is full of articles and blogs discussing the research on homework, particularly at the elementary level, and how counterproductive it can actually be. hours every other day, it didn’t make sense to then send them home with additional work like a traditional class. ” As I read this, I felt guilty.
In a blog post I wrote titled Ask Yourself, Why Am I Grading This? , In this traditional workflow, where is the opportunity for a conversation about that work and the learning happening? I would enter one score for the quality of their textual evidence or research and another score for their depth of analysis.
As educators embrace innovative technology-enhanced instructional models , they often grapple with letting go of the time-saving practices inherent in the traditional teacher-led, teacher-paced whole group approach to instruction. Is it truly fostering an environment where every student feels supported and successful?
Head over to this blog post where I share this activity in more detail. like assigning students one cabinet member to conduct light research on and then create a one-page poster. Head over to this blog post where I share this activity in more detail. You can read more about this simulation in this blog post here.
This blog post is the second in a series where participating districts share why they are committed to providing maker learning opportunities to their students. Next, the traditional library space was repurposed as Duquesne Media Central, outfitted with flexible seating, new technologies, and a recording studio.
A worksheet on a screen may save trees, but it will not inherently provide research-based strategies to support every unique learner. By purchasing products without trustworthy, research-based evidence around how they were designed, we are reinforcing those product developers’ notions that baseless claims sell.
Here’s one possible solution: The Atlanta Public Schools’ data visualization blog. The blog, which goes by the utilitarian name APS Data Blog , publishes regular plain-language updates that allow readers to dive deeper into district data. It is not unusual for a school district to publish data publicly.
Resources like the Challenge Based Learning framework , tools such as Teams , Flipgrid , Pear Deck (especially in student-paced mode ), and Wakelet , and this blog post about creating authentic distance learning in science class can help us prepare for this new type of work. Creativity Abounds.
The third installment in Digital Promise Global’s Making Learning Personal For All series, “ Supporting Research-Based Personalization for Reading Success, ” provides an overview of the learning science research behind learning to read. Get your copy of the report here.
I’m not opposed to civic action, but we can’t let the cart get ahead of the horse,” said David Davenport, a research fellow at the Hoover Institution, a conservative think tank at Stanford University. “In In science, you don’t run around doing a bunch of experiments — you start with knowledge and develop a hypothesis first.”.
As a researcher, I get asked these questions all the time. Researchers are in the business of figuring out how to identify and measure things. But a tool designed with a deep, research-based understanding of the learners can be highly impactful. At its core, being effective is about reaching a learning goal.
While there is widespread support for ed-tech companies to use research when designing their products, there is still little information available about how companies actually do (or should do) this work. As a result, pioneering companies have had to adapt these methods as they strive to make products that are truly “research-based.”.
More specifically, Matt Kraft , a Brown University researcher who has conducted a number of studies, concluded that most of these teaching evaluation systems have “not systematically built on teachers’ strengths” and offer them the “sense that they can be transparent rather than defensive about their struggles.”.
When I taught United States history at a high school in New York City, I had a discussion with my students about finding sources for their upcoming research projects. However, there are many underlying factors of traditional literacy which support the development of digital literacy that can be integrated with content instruction.
Note: you can find and read Part 1 of this blog post series here. Using the Edtech Pilot Framework as a guide, I will elaborate on three areas in which my doctoral research proved to be the most challenging, yet most impacted by knowledge of best practices and educator involvement.
When edtech tools incorporate research about learning from the start, learners are the center of product design. Below are some resources to help you find products that center learners in the design: The Research-Based Design Product Certification is awarded to edtech tools grounded in learning sciences research.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content