Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
“We do not need to try to create innovative characteristics in the individual, we simply need to show them how to cultivate innovative thought.” What is innovation, and how can it be cultivated? These are two of the questions being raised by researchers at the University of South Florida. In a new issue of Technology... Read More Via Elizabeth E Charles, Mark E. Deschaine, PhD, Bobby Dillard, Dean J. Fusto 
No comment yet.
Sign up to comment
Scoop.it!
"Julie Grimm, a teacher at Salem Avenue Elementary School in Hagerstown, Maryland, was concerned that many of her 2nd grade students failed to become engaged in their research projects. She found herself spending lots of time trying to provide the right research framework... Then Julie made one simple shift that disrupted her typical classroom practice and led to a more dynamic learning environment." Via Beth Dichter
Beth Dichter's curator insight,
March 29, 2015 10:41 PM
Learn about the power of question formulation in this post. The information comes from the Right Question Institute, and provides a great overview of how to teach your students to ask good questions. The post is split into the following sections: * The Power of Question Formulation * Question Formulation in Practice (which includes) - Step 1: The teacher designs a question focus - Step 2: Students produce questions - Step 3: Students work with open-ended and close-ended questions - Step 4: Students prioritize questions - Step 5: Teacher and students discuss next steps for using the questions - Step 6: Students reflect * A Catalyst for Deeper Learning * A Small but Significant Shift There are also some examples of the question formulation technique from classroom teachers. |
Scoop.it!
It’s natural to want children and graduates to develop a set of all-purpose cognitive tools with which to navigate their way through the world. But can such things be taught? Carl Hendrick argues that general critical thinking skills cannot be so easily transferred from one context to another. Via Elizabeth E Charles
Scoop.it!
Edutopia blogger Terry Heick provides a quick tour of Costa and Kallick's 16 Habits of Mind, along with suggestions for integrating them as classroom best practices.
In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.
But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Via Elizabeth E Charles
|
