by edtosavetheworld | Apr 13, 2021 | Stage 2: Active Processing, Stage 3: Critical Thinking, Stage 4: Disciplinary Thinking
This post first appeared on Corwin Connect. Every time we poll teachers about their highest priority, student engagement tops the list. How can we move beyond “party tricks” and toward self-directed learning? We’ve found five shifts that can...
by edtosavetheworld | Apr 9, 2018 | Stage 2: Joyful and Efficient, Stage 3: Conceptual Understanding, Stage 3: Critical Thinking, Stage 5: Students as World Changers
This blog first appeared on Share My Lesson. Has anyone ever told you that young children aren’t capable of having abstract thoughts? That was the prevailing view when I studied psychology many moons ago. But recent research and practical experience are challenging...
by edtosavetheworld | Dec 12, 2017 | Stage 3: Conceptual Understanding, Stage 3: Critical Thinking, Stage 4: Disciplinary Thinking, Stage 5: Students as World Changers, Testing and Assessments
In an increasingly complicated world, it is essential that we honor the research-rich past and harness children’s natural curiosity as we look to the future. How do we move beyond surface learning to reach deeper comprehension? What strategies help students make...
by edtosavetheworld | Jun 11, 2015 | Stage 3: Critical Thinking
Here is one of our all-time most popular posts. Although most of us are winding down the school year, it’s a good time to reflect and start collecting strategies for next year! 3 Simple Strategies to Develop Students’ Critical Thinking This week we’ve focused on...
by edtosavetheworld | May 15, 2015 | Stage 3: Critical Thinking
I teach history, which means I teach a fair amount of research. I ask students to engage in short-term web-based research in class on their iPads to introduce them to a new unit, and often ask them to find articles to answer an essential question at home for homework....
by edtosavetheworld | Mar 17, 2015 | Stage 2: Active Processing, Stage 3: Critical Thinking
We have all tried to teach students to make connections between things that have obvious connections. But what about between things that don’t have obvious connections? In his book Brain Rules, expert John Medina talks about a six-year study of more than 3,000...
