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After Jessica Ellison invited me to participate in a conversation about how academic historians might be of use to K-12 teachers, I did a little research: I asked teachers at our state social studies council what they most needed for their work. The answers were clear: time and confidence, they said.
On the spectrum of professional experience for K-12 teachers, I am decidedly on the greener side. Although I knew I had a passion for teaching before entering college, I always had this idea in my head that teachingK-12 education wasn’t a real or appropriate profession for an Ivy League, engineering graduate like myself.
Strategies for Teaching AI Concepts Without Technology by TeachThought Staff Preface: This post is primarily for general content-area K-12 teachers (likely 6-12). Teaching AI theory, for example, is well beyond these ideas. How you teach something depends, obviously, on what you’re teaching.
The question to us is less about whether we should teach novels than it is about how to make reading them work for students. Novels are powerful pedagogy because they are hard and time-consuming to teach. If we want students to invest in the great, global conversation of the humanities, its going to take a bit of salespersonship.
In studying various pieces of literature on the effect of design, Barrett and Zhang began with the understanding that a “bright, warm, quiet, safe, clean, comfortable, and healthy environment is an important component of successful teaching and learning” (p. Understanding how the learning space itself can affect the way students learn is key.
But how prepared are K-12 districts to handle the thorny privacy and security issues that these tools raise? Not very, according to “Uncovering Privacy and Security Challenges In K-12 Schools,” a new study of how districts handle privacy and security issues from researchers at the University of Chicago and New York University.
This approach goes beyond simply teaching students how to use AI tools; it aims to develop a comprehensive set of skills that will enable students to understand, critically evaluate and ethically engage with AI technologies. We are really trying to teach them how to question, poke holes and understand.
Teachers all over the country are being asked to teach “concurrent classrooms” in which some students attend class in person and others attend virtually. Unfortunately, there is a scarcity of information on this topic in the context of K-12 education. Teaching a concurrent classroom is a daunting task.
Stories about burnout, toxic positivity and putting respect back in the teaching profession were all exceedingly popular. by Dominik Dresel Amazon’s efforts to expand its footprint in K-12 education through digital tools have largely fizzled. We Need to Make Schools Human Again. Jeff Bezos Wants to Go to the Moon.
Schools need to tap into the same sense of wonder that led early humans to seek unifying stories to explain their place in the world — and teachers need to do more to incorporate myths, jokes and riddles into curriculum and teaching practices, from the earliest grades up through high school.
They wrote about Abena—and Akaina, a young girl in Eastern Africa living 3,000 years from today—to help teachK–12 students about possibilities for a sustainable future. Human history on the continent is full of similar stories of resilience through environmental challenges.
As more instructors experiment with using generative AI to make teaching materials, an important question bubbles up. When Marc Watkins heads back into the classroom this fall to teach a digital media studies course, he plans to make clear to students how he’s now using AI behind the scenes in preparing for classes.
Part of that involved the question of whether schools should ban smartphones one of the biggest policy debates of the year in K-12 education. It turns out that doing so will require a major reeducation effort for parents, students and teachers, argues Joshua Eyler, who has led teaching centers at several colleges, in a new book.
Developing the human capacity to manage and interpret data is a significant need. School systems that reported having data teams scored significantly higher across all domains. Data teams were defined as “individuals who analyze, explore and interpret data to support program improvement.”
The emphasis on a human-centric approach underscores the commitment to cultivating a balanced perspective on AI integration. Educators are encouraged to view AI not merely as a technological advancement but as a tool to enhance and augment the human experience. EdSurge: How have you incorporated the teaching of AI in the classroom?
Nilsson is an English teacher by training, but he has embraced the “digital humanities,” teaching students how to code to answer questions about books, speeches, news coverage, rap lyrics and more. Nilsson teaches at Deerfield Academy , a private school in western Massachusetts. Subscribe today!
Email Address Choose from our newsletters Weekly Update Future of Learning Higher Education Early Childhood Proof Points Leave this field empty if you’re human: While the reading and math “wars” have gotten a lot of attention in education in recent years, writing instruction has not received that same focus.
That’s because “English AI Anchor,” as “he” is named, isn’t human. We are now living in a world in which robots do many of the jobs we once thought the preserve of humans. But if there’s one job that can’t be taken over by artificial intelligence, it’s teaching. The future will leave room for human teachers.
Yancy Sanes teaches a unit on the climate crisis at Fannie Lou Hamer High School in the Bronx – not climate change, but the climatecrisis. I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said. “ When I first got there.
The model, known as team teaching, isn’t new. But Arizona State University resurrected the approach, in which teachers share large groups of students, as a way to rebrand the teaching profession and make it more appealing to prospective educators. Now, team teaching has expanded nationally, and particularly in the American West.
My colleagues, friends and family often praise my relentless pursuit of excellence, especially in my teaching career. My journey into teaching was born from a deep-seated curiosity about the transformative power of education and a drive for social justice. Teaching them is an immense privilege, one that I do not take lightly.
When we abruptly transitioned online in March 2020 because of the coronavirus pandemic, I thought the classes I teach at my flagship research university would resume in person in a matter of weeks — and for sure by the fall semester. My living room and personal MacBook Pro were no longer adequate. I bought paint ($170) to re-do the walls.
As an educator creating antiracist classrooms, I have wrestled with how to teach children about race and race relations since far before our country’s recent racial reckoning. Teaching children race literacy should be a top priority of every educator in the United States. Related: How do you teach antiracism to the youngest students?
These stories of resilience and triumph allowed me to see my own humanity as a Black person, something I later realized I desperately needed. I needed to learn about my people in order for me to see my own humanity, and for the students I’ve taught over the past 13 years, I know this to be true. I will never forget that moment.
Given the rapid advances in AI and the momentum in the education field to understand how these technologies can support teaching and learning, last year the Gates Foundation launched a pilot initiative to provide funding to test new AI ideas that are in support of equitable K-12 mathematics outcomes.
Of those five, one left teaching during her third year, and another will resign next month, at the end of the school year. The other three are still teaching and plan to continue. years of my career at Weehawken High School, where I taught Algebra I (students in grades seven to nine) and AP Calculus (grades 11-12).
In September 2019, I wrote about a review of the research on how to teach critical thinking by University of Virginia professor Daniel Willingham. A large study on teaching science to middle school students was published afterwards and it adds more nuance to this debate between critical thinking skills and content knowledge.
Some AI developers aim to make systems that can do things, like prepare food better and faster than humans, to replace the work of humans; while others want to make an AI system to work with and help humans. Organization: The Artificial Intelligence (AI) for K-12 initiative (AI4K12). Organization: AI4ALL.
Credit: Courtesy of the Curry School of Education and Human Development. Medicine, aviation and the military have been using training simulations like this for years, teaching people to make better split – second decisions in pretend hospitals, cockpits and battlefields. Nice gig.). Coronavirus closures gave many just days.
Participants will not just read primary and secondary sources (in English) on those topics, but learn, physically, how to carry out and teach Olympic athletic events and a range of daily ancient technologies like weaving, the construction of paper and ink, and the composition of concrete.
City Connects , based at Boston College’s Lynch School of Education and Human Development , employs an integrated student support approach, partnering with school districts and community agencies in Indiana, Massachusetts, Minnesota and Ohio to develop individualized plans for children typically in grades K-8.
School and district leaders have shared challenges that they are facing regarding the use of AI for teaching and learning. AI has the ability to expand what learning looks like within a particular discipline, introducing novel teaching strategies and applications for concepts. What Is AI Literacy?
that’s how an after-school program for technology and arts eventually became a national model for incorporating computational thinking into a K-12 curriculum. This “eureka” moment motivated Owens and Kruth to teach educators, students and their families the basics of Scratch.
Chris Nelson teaches preschool in rural Vermont, just a few miles from the Canadian border, but not in the school or child care center most people think of when they imagine state or locally funded pre-K. For many rural families especially, the barriers of paying for and getting their children to a pre-K program are just too great.
Before transitioning to EdTech, Levine enjoyed 30 years working in various positions in K-12 and higher ed. It really demonstrates what's possible when we look at connected learning not as a luxury but as a basic human right. is excited about the newest technologies and their impact on the learning experience.
Latino children make up one of the fastest-growing demographics in K-12 education. Just one in 10 tech workers are Latino, and while Latino college students are choosing STEM fields in college more frequently , they earn only about 12 percent of undergraduate degrees awarded in science, technology, engineering and mathematics.
schools stokes misconceptions about race and human diversity. On the bus, Lewontin turned his attention to humans. His results have been replicated time and again over the last 50 years, as datasets have ballooned from a handful of proteins to hundreds of thousands of human genomes.
This story also appeared in Mind/Shift This summer, teachers around the country are planning these lessons and more, in professional development programs designed to answer a pressing need: preparing teachers to teach about the climate crisis and empower students to act. “I
The science behind climate change is complicated and evolving, and most teachers aren’t prepared to teach it well. Lots of teachers feel they don’t have the content knowledge or pedagogical know-how to teach climate change effectively.”. Ten years ago, you teach climate change and you could see eyes roll.”.
Teaching aides are at least as effective in tutoring as licensed teachers, and far more effective than volunteer tutors, research shows Photo: Cheryl Gerber for The Hechinger Report. Teaching assistants may sometimes feel like the Rodney Dangerfields of the classroom. But it was based on very few studies.
CT pathways are system-wide K-12 programs supporting equitable participation in computational thinking. This past year, district leaders in North Salem worked with teachers and building leaders to articulate their K-12 CT pathway, a progression that has expanded computational thinking to all students within their district.
But more than that, it would be important to teach his science students how to interact with the tool for their own careers, he first told EdSurge last April. The study , “How Teachers Navigate the Ethical Landscape of AI in Their Classrooms,” interviewed 248 K-12 teachers. It promised to increase efficiency, he argued.
If you’re able to answer these, that’s how you teach data science to third graders—taking what seem like complex or abstract concepts and applying them to tangible elements in students’ lives. It’s not like we’re born as human beings knowing how to read a bar chart,” Schwabish says. How much does it weigh?
Of the nearly 5,000 people surveyed last summer, most said they thought K-12 public schools do a good job teaching basic reading, writing and math (61 percent) and preparing students for college (59 percent). Just 13 percent of those with a postgraduate degree in STEM rated K-12 STEM education as above average.
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