Well, we haven't written in quite some time -- we've been busy! We are thrilled to announce the forthcoming publication of our first two books: Tools for Teaching Conceptual Understanding. The secondary edition will be out in January and the elementary edition out in August by Corwin Press. These books extend the great work of Dr.… Continue reading What’s next for Ed2S?
What does it look like to ask very young students to actively process their learning? The students below are in 1st Grade. They have selected words that were pasted around the room and are sorting them into long a, i, o and u sounds. They also walked around and corrected any errors made by their peers. … Continue reading Active Processing in Action
One of the most common complaints from teachers is lack of student motivation for learning. We also hear a lot of complaints about the selfishness of younger generations. But researchers have found that most young people do care about the state of the world and often want to make it a better place. So try… Continue reading Try this: Poll students’ passions
By and large, formal schooling is set up to push learning onto students. Adults decide what they need to learn and when they will learn it. Students show up and (most?) take notes and complete exercises. Contrast that with learning that students pull because they have a reason to learn it. Push vs. pull terminology… Continue reading Think about… push vs. pull learning
Why do students struggle to remember something we've taught? Or why do they remember fragments of it but don't see how the pieces fit together? Cognitive psychologist of the University of Virginia, Daniel Willingham calls this shallow knowledge. He says, When students parrot back a teacher's or the textbook's words, they are, of course, drawing on… Continue reading Think about…memory is as thinking does
Here's an important truth: If we don't address students' preconceptions about topics directly they will likely continue to walk around with partial understanding or misunderstanding. Period. End of story. The first principle from How Students Learn: Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may… Continue reading Try this: correct misconceptions
Teachers from all corners of the earth have a common complaint: Not enough time to teach the things that need to be taught. While the complaint is certainly legitimate we have more power than we think to increase efficiency in teaching and learning. If you find yourself feeling like you are running out of time,… Continue reading Beyond routines: 3 questions for efficient teaching
Yesterday we had a great guest post from teacher Laura McCarthy. Maybe it's because I'm 7 months pregnant but I actually teared up while reading her field trip story... Laura says: "Creating a joyful classroom instills a passion for learning and establishes a comfort with exploring the unknown. When children are happy, when they feel… Continue reading Think about…how joy changes the brain
Active processing is all about turning on students' brains while learning -- it's contrasted with passive learning, rote learning or shallow memorization. Students should understand the learning goal and be able to track their progress towards that goal. Here are a couple examples: They can even set their own goals in relation to the learning… Continue reading What does active processing look like?
The world is changing at an unprecedented rate. What jobs will today's students be doing in 20 years? Are our schools coming even close to preparing them? In an entertaining speech at the IBM Think Forum, Tom Friedman gives us this equation: Globalization + Information Technology Cheap Genius He says, "The implication for the… Continue reading Think about…jobs of the future